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.
