Teachers’ Knowledge Level and Practices of Classroom Assessment in Ellembelle District

Abstract

The purpose of this research work was to ascertain the knowledge level and practice of teachers on classroom assessment in the Ellembelle District. Multistage Sampling approach was employed to select 207 participants for the study. Questionnaire was used as the main data collection instrument. The reliability of the tried-out instrument was determined using Cronbach's Coefficient Alpha as a measure of internal consistency. The reliability coefficient of the questionnaire was 0.79. Data was analyzed using Means, Standard deviation, Pearson moment correlation coefficient and independent t test. The study found that teachers were very knowledgeable about classroom assessment and have positive classroom assessment practices. It was also found that there was a moderate positive correlation between teachers’ knowledge and practice of classroom assessment and that there was no statistically significant gender difference in teachers’ practice of classroom assessment. Based on the findings, it was recommended that Ghana Education Service should make sure class sizes in the district are reduced, involve peer assessment, conduct in service training, self-assessment and performances assessment so as to enhance effective classroom assessment