Teachers’ Knowledge on Validity and Reliability of Classroom Assessment: Evidence From Senior High School Teachers in Sekondi-takoradi Metropolis

Abstract

The study focused on investigating knowledge on validity and reliability of classroom assessment among SHS teachers in Sekondi-Takoradi Metropolitan Assembly. This study adopted the descriptive survey design. A sample of 278 was selected for the study through stratified random sampling technique. Questionnaire and observation checklist were designed for collecting data for the present investigation. Data were analysed using frequencies and percentages, means and standard deviations, one-way MANOVA, content analysis, and simultaneous multiple linear regression analysis. It was found that majority of the respondents possessed high knowledge on validity and reliability. It was also revealed that the respondents did not engage in several practices that enhance validity and reliability of assessment, however, they mostly engaged in only a few. The results further showed no statistically significant gender difference in knowledge on validity and knowledge on reliability. With respect to years of teaching, there was a statistically significant difference in knowledge on validity, however, no statistically significant difference in teachers’ knowledge on reliability. Finally, it was revealed that both knowledge in validity and reliability were positive predictors of adherence to practices that enhance validity in assessment. It was concluded that the soundness of the interpretations and uses of the end of semester results of the schools in this study for certain purposes are questionable. It was recommended that the Metropolitan Directorate of Education, STMA, continues to intensify their workshops for teachers, particularly in the area of assessment.