Effect of Primary School Teachers' Classroom Assessment Literacy on Students' Academic Performance

Abstract

A causal-comparative research design was employed to determine the effect of teachers' assessment knowledge on students' academic achievement in Science, Mathematics, and English. A sample of 3347 students was selected using the multi-stage random sampling technique. The selection of primary school teachers was made using the purposive sampling technique. A total of 127 teachers participated in the study and provided information on the Teachers' Assessment Literacy test. The instrument was validated by experts in the field of education. The reliability of the adapted instrument was .76, based on 51 questions. Three standardized achievement tests were used to collect data from students. The data was analyzed using inferential statistics and arithmetic mean. The findings revealed that teachers' assessment literacy significantly affects student academic performance.