Abstract
This study explores the implementation and effectiveness of Assessment for Learning (AfL) strategies among basic schoolteachers in Ghana, focusing on the influences of gender, teaching experience, and teaching division. Utilising a survey approach, data were collected through a 16-item Assessment for Learning Questionnaire (AfLQ) from a randomly selected sample of 100 teachers. The instrument's reliability and validity were confirmed through a pilot study and expert reviews, achieving a Cronbach's alpha of over 0.7 for all variables. Multinomial regression analysis provided key insights into the effectiveness, variability, and reliability of AfL practices, guiding professional development and future research. Multiple linear regression analyses identified significant correlations among AfL practices, with strong positive relationships between self-assessment, peer assessment, and immediate feedback. Variance plots showed higher variability in the implementation of certain practices among female and subject teachers, indicating a need for more tailored professional development. Additionally, the Test Information Function (TIF) plot revealed distinct proficiency levels, highlighting areas where teachers excel and potential gaps requiring intervention. These findings emphasise the critical role of demographic factors in the application and success of AfL strategies and offer actionable insights for enhancing teacher training programmes. By integrating advanced statistical techniques, the study provides a comprehensive understanding of AfL practices in diverse educational settings, contributing valuable knowledge to the field of educational assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>
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