Competency-Based Assessment Models for Building a Skilled and Inclusive Workforce: Implications for Secondary Education in Rivers State, Nigeria.

Abstract

Nigeria's growing need for inclusive and skilled human capital necessitates a change in secondary school assessment practices. This study examined competency-based assessment models for fostering a skilled and inclusive workforce in Rivers State. Guided by constructivist and human capital theories, it adopted a descriptive survey design. With stratified random sampling technique, 340 secondary school teachers were selected from a population of 2,845 teachers spread across 3 Senatorial Districts of the State. The Competency-Based Assessment Practices Questionnaire (CBAPQ), a tool developed by the researchers, was used to gather data. Validated by professionals in Educational Measurement and Evaluation, the reliability of CBAPQ was established using Cronbach's alpha (α = 0.87). The data was analyzed using both descriptive and inferential statistics, including multiple Regression Analysis, mean and standard deviation. The results revealed that skill development and inclusive learning outcomes among students are significantly predicted by competency-based assessment techniques (R2 = 0.64, p <.05). The study concluded that integrating competency-based assessment principles in instruction and evaluation enhances learners’ practical skills, creativity, and inclusiveness. To align education with workforce demands, it was recommended that Rivers State secondary schools implement organized competency-based frameworks that prioritize performance tasks, rubrics, and formative feedback.