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Ghanaian Senior High School Mathematics Teachers' Beliefs about Assessment Purposes and Practices: A Mixed Method Approach

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Title: Ghanaian Senior High School Mathematics Teachers' Beliefs about Assessment Purposes and Practices: A Mixed Method Approach
Language: English
Authors: Fred Adusei Nsowah (ORCID 0000-0003-0729-7006), Enock Yeboah (ORCID 0009-0008-0283-7644), Samuel Adda (ORCID 0009-0006-9590-7888), Charles Addai (ORCID 0009-0001-2833-9271), Richard Darko Osei (ORCID 0009-0007-3721-0959)
Source: Asian Journal of Contemporary Education. 2026 10(1):43-59.
Availability: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Teachers, Mathematics Teachers, Teacher Attitudes, Beliefs, Student Evaluation, Accountability, Student Improvement, Role
Geographic Terms: Ghana
ISSN: 2617-1252
Abstract: Assessment is an integral aspect of teaching and learning, and its importance cannot be overemphasized; however, effective assessment relies heavily on teachers' practices. The effective use of assessment practices in the classroom is influenced by teachers' beliefs about the purposes of assessment. Studies have indicated a positive relationship between teachers' beliefs regarding assessment purposes and their assessment practices aimed at supporting students' learning. Although there are studies on teachers' beliefs about assessment purposes in Ghana, there are few studies focusing on mathematics teachers' beliefs about assessment and their practices, especially when compared to developed countries. The study explored senior high school Mathematics teachers' beliefs about assessment purposes using a questionnaire administered to 308 senior high school Mathematics teachers, followed by interviews with 15 teachers from the Ashanti Region of Ghana. The findings indicated that teachers primarily believed assessment served purposes related to student accountability, school accountability, and improvement. However, further interviews revealed that teachers' definitions of assessment, along with their perceptions of improvement and accountability, influenced their use of assessment practices to support students' learning. The study highlights the importance of understanding teachers' perceptions of assessment and how these perceptions shape their instructional practices, ultimately impacting student learning outcomes. The study offers practical applications for teachers' assessment practices in the classroom, provides policy guidelines for the Ministry of Education, and recommends professional training for Mathematics teachers on how their beliefs influence their assessment practices in Ghana.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499661
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Ghanaian Senior High School Mathematics Teachers' Beliefs about Assessment Purposes and Practices: A Mixed Method Approach
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Fred+Adusei+Nsowah%22">Fred Adusei Nsowah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0729-7006">0000-0003-0729-7006</externalLink>)<br /><searchLink fieldCode="AR" term="%22Enock+Yeboah%22">Enock Yeboah</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-0283-7644">0009-0008-0283-7644</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuel+Adda%22">Samuel Adda</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-9590-7888">0009-0006-9590-7888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+Addai%22">Charles Addai</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-2833-9271">0009-0001-2833-9271</externalLink>)<br /><searchLink fieldCode="AR" term="%22Richard+Darko+Osei%22">Richard Darko Osei</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3721-0959">0009-0007-3721-0959</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Contemporary+Education%22"><i>Asian Journal of Contemporary Education</i></searchLink>. 2026 10(1):43-59.
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  Data: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
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  Data: 17
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 2617-1252
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Assessment is an integral aspect of teaching and learning, and its importance cannot be overemphasized; however, effective assessment relies heavily on teachers' practices. The effective use of assessment practices in the classroom is influenced by teachers' beliefs about the purposes of assessment. Studies have indicated a positive relationship between teachers' beliefs regarding assessment purposes and their assessment practices aimed at supporting students' learning. Although there are studies on teachers' beliefs about assessment purposes in Ghana, there are few studies focusing on mathematics teachers' beliefs about assessment and their practices, especially when compared to developed countries. The study explored senior high school Mathematics teachers' beliefs about assessment purposes using a questionnaire administered to 308 senior high school Mathematics teachers, followed by interviews with 15 teachers from the Ashanti Region of Ghana. The findings indicated that teachers primarily believed assessment served purposes related to student accountability, school accountability, and improvement. However, further interviews revealed that teachers' definitions of assessment, along with their perceptions of improvement and accountability, influenced their use of assessment practices to support students' learning. The study highlights the importance of understanding teachers' perceptions of assessment and how these perceptions shape their instructional practices, ultimately impacting student learning outcomes. The study offers practical applications for teachers' assessment practices in the classroom, provides policy guidelines for the Ministry of Education, and recommends professional training for Mathematics teachers on how their beliefs influence their assessment practices in Ghana.
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  Data: 2026
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  Data: EJ1499661
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      – Text: English
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        PageCount: 17
        StartPage: 43
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Beliefs
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Student Improvement
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      – SubjectFull: Role
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      – SubjectFull: Ghana
        Type: general
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      – TitleFull: Ghanaian Senior High School Mathematics Teachers' Beliefs about Assessment Purposes and Practices: A Mixed Method Approach
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