DOES ASSESSMENT QUALITY AND ASSESSMENT LITERACY INFLUENCE STUDENTS' ACADEMIC PERFORMANCE?

Justice Dadzie, Stacy Hughey Surman, Ruth Keziah Annan-Brew, Ifesinachi Jude Ezugwu, Nicholas Amponsah, Evans Addison

Abstract


This study aimed to investigate the influence of assessment quality and assessment literacy on students' academic performance in core mathematics within senior high schools in the Akuapem North Municipality. Utilizing a cross-sectional design, data were collected from core mathematics educators in the municipality using a questionnaire covering demographic characteristics, assessment literacy, and teacher quality. A regression analysis was conducted to examine the relationship between assessment quality and literacy and student academic performance. The findings indicated that neither assessment quality nor assessment literacy significantly predicted student academic performance. Specifically, pedagogical expertise, subject-matter knowledge, classroom management skills, test construction understanding, and assessment feedback practice did not have a statistically significant impact on student academic performance. This study contributes to the understanding of the multifaceted factors influencing student academic performance and underscores the importance of comprehensive approaches in educational research and practice. The results suggest that other factors beyond assessment quality and literacy may play a more significant role in shaping student outcomes in the Akuapem North Municipality. Additionally, the study highlights the importance of considering local contexts and exploring a broader range of variables when examining educational outcomes, providing valuable insights for educators and policymakers aiming to improve student performance in core mathematics.

 

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Keywords


assessment literacy, assessment quality, pedagogical expertise, subject-matter knowledge, classroom management skills, academic achievement, test construction, assessment feedback practice

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i4.5265

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