Mumuni Baba Yidana|Al Salous Nasser Andre P.
Economics Teachers’ Conceptions of Classroom Assessment
University of Cape Coast|University of Cape Coast
assessment literacy part economics teachers professional competence yet little attention form research undertaken area study therefore explored senior high school shs economics teachers conceptions purposes undertaking classroom assessment specific terms study investigated economics teachers understanding various motives inform assessment practices study also examined influence economics teachers demographic variables age gender teaching experience conceptions classroom assessment assessed influence formal training assessment teachers conceptions construct study descriptive type employed survey method participants study comprised 301 senior high school economics teachers drawn central ashanti regions ghana participants made 213 male 88 female teachers 50item version browns teachers conceptions assessment tcoa inventory scale adopted questionnaire study using testretest procedure twoweek interval tcoa also made provisions demographic data respondents different section administered 36 economics teachers reliability index 813 obtained data analyzed using mean ttest oneway analysis variance anova statistical techniquesthe findings study showed majority economics teachers mean score 301 consented idea classroom assessment leads improvement teaching learning well ensuring school accountability mean score 327 study also found gender age influence teachers conception assessment study recommends community learners organized experienced less experienced economics teachers enable exchange ideas various purposes classroom assessment