Journal Article

Examining profiles of classroom assessment literacy among basic school teachers

Baidoo-Anu, David, Asamoah, Daniel, Ye, Juyan, Quainoo, Eric Atta, Akuamoah Boateng, Clara

2025

Overview

This study investigated classroom assessment literacy (CAL) of basic school teachers in Ghana, focusing on understanding their assessment beliefs and practices. Using a quantitative survey design, data were collected from 406 teachers selected through a multistage sampling procedure. Participants responded to the Assessment Literacy Inventory (ALI), and data were analyzed using descriptive statistics and latent profile analysis. Results indicated that the majority of teachers demonstrated a high level of assessment literacy. The analysis further revealed distinct profiles of assessment beliefs among teachers, including data-oriented, assessment method and communication-oriented, validity-oriented and holistic assessment literates. These profiles suggest that while teachers generally possess strong assessment knowledge, their beliefs and practices vary significantly. The study highlights the need for contextually responsive professional development programs that align with contemporary assessment literacy standards, teacher preferences and national educational goals. Enhancing holistic assessment practices requires targeted support that not only builds technical knowledge but also considers teachers' orientations towards assessment. This study offers an in-depth examination of classroom assessment literacy among basic school teachers in Ghana, highlighting their beliefs and practices. By identifying distinct orientations-such as data-driven, method and communication-focused, validity-oriented, and holistic approaches-the research moves beyond general investigation of assessment literacy to illustrate the diversity in teachers' understanding and use of assessment. These insights can inform policymakers, curriculum developers, and teacher training providers in designing professional development programs that address teachers' specific needs and align with Ghana's educational reform initiatives. The findings also highlights the importance of promoting holistic assessment practices that emphasize fairness, validity, and learning outcomes, rather than a narrow focus on testing. This study provides valuable evidence to strengthen teacher preparation, enhance classroom practices, and guide the development of more effective, equitable, and contextually responsive assessment systems.

• Publisher: Cogent,Taylor & Francis Group
• Subject: assessment practices / Basic Education / basic school teachers / Classroom assessment literacy / Education / professional development / Social Sciences / Teaching & Learning