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The purpose of this study was to examine the practices and knowledge in assessment of secondary school teachers of Quetta district. A random sample of 205 secondary schoolteachers in Quetta was chosen. A survey-based questionnaire of self-assessed knowledge was used to gather the data. Moreover, a test consisting of 20 multiple-choice questions based on basic assessment areas was also prepared by the researcher prepared to gauge each teacher's level of assessment competence. The data was analyzed using descriptive and inferential methods. The findings showed a general lack of assessment expertise. However, the results of the self-assessed questionnaire showed certain strengths (such as the use of traditional techniques of assessment, non-achievement-based grading, understanding assessment ethics, and disseminating assessment results with stakeholders) and discrepancies (such as performance assessment, student involvement in assessment, creating assessments for higher order thinking skills, and developing assessment criteria and standards). Additionally, the findings revealed several areas of concentration that may serve as a guide for the creation of future assessment training. The study's findings were also expected to be useful in informing all interested stakeholders, such as academics, educators, parents, students, and representatives of professional organizations about the expertise of the current teachers in classroom assessment.

Keywords: Knowledge in Classroom Assessment, Classroom Assessment Practice Secondary School, Teachers Competencies.