Assessment Literacy And Practices On Students‘ Academic Achievements

Abstract

This research delved into Teachers ‗assessment literacy (TAL), and classroom assessment practices (CAP) on the academic achievement of students in the Sagnarigu Municipality, Ghana. Employing a descriptive cross-sectional survey design, the study focused on 150 English, Mathematics, and Science (EMS) professional Junior High School (JHS) teachers and 2097 Basic Education Certificate Examination (BECE) candidates from 50 GALOP junior high schools in the Municipality, utilizing a purposive sampling technique. Data were gathered through a questionnaire on CAP, a district mock examination, and a TAL questionnaire. The analysis involved frequencies, percentages, means, and Pearson correlation techniques. The findings revealed that most professional teachers possessed a substantial understanding of student assessment. teachers demonstrated alignment of test items with instructional goals and consideration of the exam's purpose, the non-utilization of test specification tables was noted. The majority of students' academic achievements in EMS were below average. A noteworthy positive correlation surfaced between TAL and their CAP. The relationship between TAL and students' academic achievement exhibited varying degrees, with mathematics showing a weak correlation, English language a moderate one, and science demonstrating a strong positive relation. Similarly, the association between CAP and students' achievements displayed a spectrum from weak to strong relationships. The study concludes by recommending the instruction of teachers on the importance of incorporating test specification tables in question formulation, with an additional suggestion for school officials to support teachers in adopting this practice.