Abstract:
The study examined the school-based assessment (SBA) knowledge, attitudes, and practices of junior high school (JHS) teachers in the Asikuma-Odoben-Brakwa (AOB) district of Ghana's Central Region. The study used a descriptive survey design. For the study, 230 junior high school teachers from across the district were chosen using purposive and simple random sampling techniques. The sampled teachers' responses to a 40-item questionnaire were used to compile the data. The overall instrument’s reliability coefficient was .91 and the instrument's ‘knowledge’ section had a Cronbach alpha reliability coefficient of .54, ‘attitude’ section of .76, ‘practice’ section of .76, and the ‘challenges’ section of .64. The statistical tools used for the analysis included frequency distributions, percentages, means, standard deviations, one sample t-test, Kruskal Wallis H test, and one-way ANOVA. According to study findings, junior high school teachers were highly knowledgeable about SBA. The study also showed that junior high school teachers in the district had a favourable attitude regarding the SBA's implementation. Teachers at junior high schools also acknowledged the practice of SBA. Once more, the study revealed that junior high school teachers in the district had difficulties when trying to carry out the SBA. According to the results, a teacher's years of teaching experience had no bearing on their knowledge, attitude, or practices of SBA. Consequently, it was recommended that the AOB district Education Service should organise ongoing professional development programmes to sustain teachers' expertise and keep them up to date on assessment-related issues.
