Classroom Assessment Practice of Higher Education: A Case of Tribhuvan University

Classroom assessment is for the improvement of a learner’s diverse ability, teachers teaching strategies as well entire educating system institutions. This qualitative phenomenological study focused on critical analysis classroom practices with reference to 21st century learners’ competencies and techniques.The data were collected from 12 faculty members Department Mathematics Education, Central Tribhuvan University. Interview schedule participant observation main tools collection. The analyzed inductively in theory scaffolding based ZPD (Vygotsky, 1978) different purposes assessment; Assessment of, learning. It was found that among three assessment, learning dominant practice which ultimately marginalized other two. finding points need rather than learning, also exclusively competencies.