Impact of Teacher Professional Development on Assessment Practices in Pre-Tertiary Institutions in the Northern Region of Ghana

Abstract

Assessment is an important tool in education which is used to measure student learning, provide feedback, and inform instructional decisions. However, many teachers, especially in developing countries, lack the requisite skills to design and implement effective assessments. This study, guided by Guskey’s Model of Teacher Change, investigates the impact of teacher professional development (PD) on assessment knowledge, effective use of assessment strategies, and confidence in conducting assessments among pre-tertiary school teachers in the Northern Region of Ghana. A quantitative research design was employed, surveying 335 teachers using a structured questionnaire. Independent samples t-tests revealed that teachers who participated in PD demonstrated higher assessment knowledge (M = 4.12 vs. 3.45, p = 0.000) and greater confidence in conducting assessments (M = 4.25 vs. 3.62, p = 0.000) than their non-participating counterparts. A Pearson correlation analysis (r = 0.524, p = 0.000) indicated a moderate positive relationship between PD and effective assessment use. Regression analysis showed that PD significantly predicted assessment knowledge (β = 0.412, p = 0.000, R² = 0.170), effective assessment use (β = 0.524, p < 0.001, R² = 0.274), and confidence (β = 0.398, p = 0.000, R² = 0.159). The study concluded that teachers who participated in continuing professional development acquired more knowledge and skills in using assessment strategies effectively. It thus recommended the structuring of PD programmes and the integration of assessment literacy in teacher training so as to enhance institutional support for teachers’ assessment practices. These interventions are essential for improving educational quality and student learning outcomes.