Managing Achievement Test Practices Among Senior High School Teachers in Ghana: Recommendations for Policy and Practice

Abstract

This study examined the adherence of Senior High School teachers to the principles of test construction, administration, and scoring. Achievement tests play a critical role in assessing student learning and guiding instructional decisions, yet challenges in their effective implementation persist. Using a descriptive research design, data were collected from 241 teachers through a structured questionnaire and analyzed using descriptive and inferential statistics. The findings revealed that teachers demonstrated some level of proficiency in test construction, particularly in aligning test items with learning objectives and ensuring clarity and appropriateness. In test administration, teachers showed competence in ethical practices, providing timely feedback, and ensuring fairness during testing. Regarding test scoring, teachers displayed strong skills in using reliable rubrics, maintaining consistency, and safeguarding confidentiality. Despite these strengths, gaps were identified in accommodating students with disabilities and in understanding basic test administration principles. Also, their ability to apply Bloom’s taxonomy effectively was limited, highlighting a need for professional development. However, there is potential to enhance their capacity to use assessment data for instructional improvement. These findings underscore the need for targeted policy construction and interventions, including teacher training, inclusive assessment practices, and data-driven decision-making. These policy recommendations aimed at enhancing the quality of achievement test in Ghanaian schools and ensuring equitable and reliable educational assessments.