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The main focus of this article is to analyze the status and barriers to effective use of classroom-based student assessment practices for geography teacher at secondary levels. The data for this paper were generated from the empirical study. The purposive sampling method was used to select both communities (12) and institutional (4) schools from different Provinces as well as ecological zones. This paper concludes that the majority of geography teachers still use traditional means of studentdoi:10.3126/ire.v4i2.27935 fatcat:revoqqcz3nc75c3z7abreklkhi