Abstract
<title>Abstract</title> <p>The assessment of noncognitive skills has become increasingly important in modern education as they are essential for learners’ academic success. This study examined teachers’ assessment practices for noncognitive skills in public primary schools in Tanzania, focusing on the tools, techniques, and reporting methods used in classroom practice. Guided by a pragmatic philosophy and a mixed methods approach, the study involved 260 primary school teachers, together with other education stakeholders. Data were collected through questionnaires, interviews, focus group discussions, documentary review. Quantitative data were analysed using descriptive through SPSS, while qualitative data were analysed thematically using MAXQDA software. The findings revealed that most teachers (68.85%) acknowledged the importance of assessing noncognitive skills. Observation checklists (52.31%) emerged as the most assessment technique used to assess teamwork, cooperation, and self-discipline. However, the findings highlighted that, assessment practices remained largely informal, subjective, and unsupported by standardized national guidelines. The study concludes that although teachers recognize the importance of noncognitive skills, there is a critical need for standardized assessment frameworks and teacher training to ensure consistent and reliable assessment practices.</p>