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
