Abstract:
The study sought to investigate teachers‟ knowledge and practices of school-based assessment in the Savelugu Municipality of Northern Ghana. The descriptive survey design was adopted for the study. A total of 270 primary school teachers in the Savelugu Municipality were randomly selected for the study. A 44-item questionnaire was the instrument used for data collection. Frequencies, percentages, means, standard deviation, independent t-test and ANOVA were the statistical tools used for the analysis. Findings from the study revealed that primary school teachers‟ knowledge in SBA was high. Also, primary school teachers confirmed the practice of SBA. Again, the study revealed that primary school teachers in the Savelugu Municipality are confronted with challenges in their quest to practice SBA. The findings indicated that teachers‟ knowledge and practices in SBA was not influenced by the teachers‟ years of teaching. The study further concluded that in-service training on SBA had little or no impact on teachers‟ knowledge in SBA. It was therefore recommended that Ghana Education Service should provide all schools with the adequate SBA guidelines to serve as a guide and references document to ease teachers burden in conducting SBA.
