Adherence to Testing Principles: Exploring the Congruence between what Teachers Preach and Practice

This study explored the congruence between teachers’ self-reported classroom assessment practices and their actual practice in the Sissala East Municipality, Ghana, using the sequential explanatory mixed method design. The study focused on teachers at the basic school level, whereby 220 teachers participated in the study through some sampling procedures. Data was gathered through a questionnaire and teaching documents. Data analysis involved descriptive statistics and thematic approach. Based on the findings, the study concluded that although the investigated junior high school teachers possessed adequate understanding of test construction procedures, they did not implement some of the procedures in their classroom assessments. Therefore, several recommendations were made.