Teachers’ conceptualization of validity and reliability in classroom assessment in Ghana

Assessment must be conducted so that the result is reliable and valid. However, in Ghana, standardised tests are not available for use by classroom teachers, therefore, classroom teachers depend on their little knowledge in conducting classroom assessments. The study explored teachers’ conceptualization of validity and reliability in classroom assessment in public senior high schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The quantitative descriptive survey design was used for the study. The purposive sampling method was used to select 200 teachers for questionnaire responses on teachers’ conceptualization of validity and reliability. The data collection instrument was the questionnaire. The Cronbach’s coefficient alpha for the items on the questionnaire was 0.85. The data analysis procedure utilized means and standard deviations. Findings showed that teachers’ conceptualization of validity and reliability enabled them to align the content of tests with learning outcomes of the curriculum unit and construct test items to solicit different types of information to make judgements of what students know. It was recommended that heads of senior high schools together with assessment experts give periodic training to teachers on congruent validity. Teachers’ conceptualization of validity and reliability will enable them to construct effective test items, and administer, grade and interpret results to enhance students’ learning.