Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have necessitated the empowerment, in terms of assessment knowledge and skills, of educators at different levels of the system to support implementation of the reforms. This paper discusses the strategies that Malawi has followed so far to institutionalise the development of assessment capacity and highlights the challenges that it has faced in its efforts to improve the capacity of its staff in assessment. Key lessons for other African and developing nations from the Malawian experience have also been noted.