Exploring Classroom Assessment Practices

Perspectives from Senior High School Teachers in Greater Accra, Ghana


  • Eric Atta Quainoo Beijing Normal University & Wesley College of Education https://orcid.org/0000-0002-3133-1780
  • Joana Bortey Kibi Presbyterian College of Education
  • Benjamin Sundeme St Ambrose College of Education, Dormaa
  • Evans Austin Brew Enchi College of Education


conceptions; practices; assessment; senior high; teachers


This study used a quantitative research design with a descriptive approach to investigate the assessment conceptions of teachers at senior high schools in Ghana’s Greater Accra Region. A sample of 280 senior high school teachers was selected using multi-stage sampling techniques, and data was collected using questionnaires adopted from Brown (2004). The data were analyzed using frequencies, percentages, mean, and standard deviation. Findings show that teachers conceive assessment as being for improvement and irrelevant. Recommendations are made to enhance senior high school teachers’ understanding of assessment as a tool for improvement and to encourage adherence to basic assessment practices. 


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How to Cite

Quainoo, E. A., Bortey, J. ., Sundeme, B. ., & Brew, E. A. (2023). Exploring Classroom Assessment Practices: Perspectives from Senior High School Teachers in Greater Accra, Ghana. Journal of Interdisciplinary Studies in Education, 12(2), 266–280. Retrieved from https://ojed.org/index.php/jise/article/view/5615