Assessment in Benue State was studied using the survey design. Four research questions guided

the study. A random sample of 9,870 was drawn from a population of 12, 046 Basic School

Teachers from three out of the, 290 Basic Schools in Benue State. Digital Literacy Skills in

Implementation of Continuous Assessment Rating Scale (DLSICARS) was used for data

collection. The scale was validated and trial-tested on 60 Basic School Teachers using Cronbach’s

alpha which yielded a reliability coefficient of 0.896.

The data collected was analyzed using

frequency counts and mean values. The study found that teachers in Benue State generally possess

low level of digital literacy skills needed for continues assessment implementation, the teachers

showed low integration of digital literacy skills into continuous assessment practices. Basic

School Teachers in Benue State imbibed low utilization tendency towards digital literacy skills

to implement continuous assessment in the schools. The challenges and barriers for

implementation of digital skills were notably lack of devices, poor power supply, and inadequate

funding.

The study recommends capacity-building initiatives and professional development

forums that will help focus on equipping teachers with advanced digital literacy skills, thereby

enhancing efficiency of integration of modern technology into teaching compulsory.

Interventions should prioritize infrastructural developments (devices, electricity, budgets) and

frequent sensitization of teachers towards changing changes in their negative attitude to adoption

of computer literacy.