Managing Achievement Test Practices Among Senior High School Teachers in Ghana: Recommendations for Policy and Practice

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Descriptive research finds gaps in test construction and administration by teachers, suggesting professional development and inclusive practices.

Teachers demonstrated proficiency in aligning test items with learning objectives and providing timely feedback.
Despite strengths, challenges remained in accommodating students with disabilities and applying Bloom's taxonomy.
Data collected from 241 teachers through a structured questionnaire revealed areas for improvement in test practices.
The findings call for targeted policies to enhance professional development and inclusive assessment strategies.

Mustapha et al. (2025) studied this question.

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Descriptive research finds gaps in test construction and administration by teachers, suggesting professional development and inclusive practices.