For any beneficial teaching, teachers must have a good mastery of assessment. This study investigates English teachers' and inspectors’ mastery of assessment qualities and procedures. The data was collected in nine regions out of thirteen in Burkina Faso. It was collected from thirty-five teachers and fifteen inspectors following the
principle of saturation. Using an interview guide, they were questioned on their training in testing, test validity and test writing procedure. After analysis, it came out that very few teachers got training on assessment, and inspectors were not even satisfied with that training received. Teachers and inspectors ignored the technical use of test results, washback, validity, and they followed an inappropriate procedure to design their tests. This has a detrimental impact on learning as it does not provide possibilities for remedial and does not estimate the real performance of learners. From that, suggestions were made to initiate and improve the training for teachers on assessment to attain the English teaching objective in Burkina Faso.

Assessment, Mastery, Validity, Washback