Assessment literacy in post-colonial contexts remains underexplored. This study examines the assessment conceptions and practices of 431 secondary school teachers in Brunei and Ghana using a survey-based design. Latent Profile Analysis revealed distinct profiles among Bruneian teachers, ranging from summative-driven and precision-oriented to formative-focused and equity-oriented. Ghanaian teachers, by contrast, demonstrated a more uniform pattern, prioritising fairness and contextual relevance, but with limited use of formative strategies. Conceptions of assessment also varied: Bruneian perspectives ranged from sceptical to moderately positive, while Ghanaian conceptions centred on accountability and validity. Significant associations emerged between conceptions and practices in both contexts. The findings highlight the persistent influence of high-stakes testing and colonial legacies on assessment behaviour, while emphasising the need for culturally responsive and concept-driven professional development. The study advances cross-cultural assessment literature by advocating contextually grounded approaches to foster assessment literacy and instructional equity.
Asamoah et al. (Tue,) studied this question.