Understanding the diverse ways teachers approach classroom assessment in an examination-oriented educational system

This study is part of a larger dissertation that examined the assessment culture within Ghana’s education system. Specifically, this paper explores the diverse ways teachers approach assessment in an examination-oriented educational system. Using a survey design, 427 K-12 teachers in Ghana participated in the study. The teachers responded to the abridged version of the Approaches to Classroom Assessment Inventory (ACAI; version 3.0). The results of the study showed that, despite having the same educational system and policies, Ghanaian K-12 teachers have varying ways of approaching classroom assessment. Through latent profile analysis, three distinct groups of assessors were identified among teacher participants: improvement-accountability oriented assessors , teacher-centred assessors , and accountability oriented assessors . The study found that teachers’ demographics (e.g., years of teaching experience, age, assessment education, school division, class level, and school location) significantly impacted their approaches to assessment. Implications for policy and practice are discussed. • K–12 teachers use varied assessment practices, even within the same system and policy environment. • Three groups of assessors: improvement-accountability, teacher-centred, and accountability-oriented. • Early-career teachers often stress grading, while experienced teachers value feedback and student growth. • Equity training must go beyond workshops and include long-term, practical support for inclusive assessment. • Ongoing PD and reduced workloads help teachers personalize assessments for diverse learners' needs.