Examining profiles of classroom assessment literacy among basic school teachers

This study investigated classroom assessment literacy (CAL) of basic school teachers in Ghana, focusing on understanding their assessment beliefs and practices. Using a quantitative survey design, data were collected from 406 teachers selected through a multistage sampling procedure. Participants responded to the Assessment Literacy Inventory (ALI), and data were analyzed using descriptive statistics and latent profile analysis. Results indicated that the majority of teachers demonstrated a high level of assessment literacy. The analysis further revealed distinct profiles of assessment beliefs among teachers, including data-oriented, assessment method and communication-oriented, validity-oriented and holistic assessment literates. These profiles suggest that while teachers generally possess strong assessment knowledge, their beliefs and practices vary significantly. The study highlights the need for contextually responsive professional development programs that align with contemporary assessment literacy standards, teacher preferences and national educational goals. Enhancing holistic assessment practices requires targeted support that not only builds technical knowledge but also considers teachers’ orientations towards assessment.