Abstract:
The study was to examine adherence to principles of classroom assessment
practices among junior high school teachers in the Effia-Kwesimintsim
municipality. The study employed a quantitative descriptive survey design. A
sample size of 219 was used for the study. The 42-item questionnaire on
teacher self-perceived assessment technique was used as the main instrument
for data collection. Percentages and frequencies were used to answer research
questions 1, 2, 3 and 4. Regression and independent samples t-test were used
to test hypothesis 1 and 2 respectively. In relation to the principles of
assessment practices, the findings of the study revealed that teachers 58.4%
used a test specification table, 88.6% thought about the test's objectives before
creating test items, 64.8% ensured good seating arrangements to prevent
students from copying from each other, and 53.9% informed students in
advance about the contents of tests, 71.6% scored essay tests item by item
whiles 77.2 were not influenced by scores that were marked first. Teaching
experience, academic qualification and age did not predict the assessment
practices used by the teachers. The findings of the study did not show a
statistically significant difference between the assessment practices of male
and female teachers. It was recommended that headmasters in conjunction
with the Ghana Education Service should organise periodic assessment
training programmes for teachers.
