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This paper critically examines the balance between summative and formative assessments within Tanzania’s competency-based education (CBE) system and its implications for educational quality. Drawing on a comprehensive and systematic review of contemporary academic literature (2017–2024), this study delves into how both summative and formative assessments can be aligned to meet CBE objectives, which emphasize the cultivation of higher-order thinking, practical competencies, and holistic student development. The findings reveal systemic issues, including the over-reliance on summative assessments for accountability and the underutilization of formative methods crucial for continuous learning and real-world application of knowledge. Using frameworks such as Vygotsky’s Social Development Theory, Bloom’s Taxonomy, and Constructivist Learning Theory, this study argues for the necessity of policy reforms, teacher capacity-building, and a blended approach to assessment. This paper concludes with strong recommendations for integrating these assessment forms, addressing educational inequalities, and ensuring that the Tanzanian educational system effectively supports the development of skills of the 21st century.

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