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Ghana’s new curriculum for the basic level places much emphasis on the need for teachers to evaluate the learner’s cumulative progress and achievement. This requirement makes it imperative to measure the competency of the teachers on the use of Assessment of Learning strategy. The study adopted a survey research approach and the features, strategies and principles under pinning Assessment of Learning strategy formed the basis of the construction of 12-itemlikert scale with a reliability coefficient of 0.98. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to this learning strategy, significant differences were found for teaching division and teaching experience. The findings indicated that with respect to providing processes that make it possible for students to demonstrate their competence and skill, the expertise of class teachers were significantly different ( from subject teachers . The mean difference of 1.256 shows that class teachers exhibited greater expertise in providing processes that make it possible for students to demonstrate their competence and skill than their subject teacher counterparts. Also, with regards to reporting students’ learning based on evidence obtained from variety of contexts and applications, the expertise of class teachers were significantly different ( from subject teachers with a mean difference of 1.710.In terms of providing range of alternative mechanisms for assessing the same outcomes, a significant difference ( was found between teachers with teaching experience of at least 4 years and those with less experience .The absolute mean difference of 1.444 is an indication that the former performed better than the latter. The findings provide the basis for Ghana Education Service to organize in-service professional learning training aimed at enhancing teachers’ knowledge of summative assessment with the ultimate goal of enhancing students’ learning and achievement. The study recommends in-service training and continuous professional development sessions for subject teachers to build their capacity in the use of Assessment of Learning strategies.
DOI: 10.1207/ s15430421tip4403_8
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