Assessing the Assessors: Grading Practices and Influencing Factors among Senior High School Teachers

Abstract

This study examined the grading practices of Senior High School (SHS) teachers in the Komenda-Edina-Eguafo-Abrem Municipality of Ghana. Employing a descriptive survey design, the research used 102 core subject teachers (Mathematics, English Language, Social Studies, and Integrated Science) across three public SHSs. Data were collected through questionnaires. Frequencies and percentages were used to analysis the data. The findings revealed that most teachers adhered to grading practices recommended in the literature; however, some incorporated non-academic factors such as handwriting quality and class participation into grading decisions. The study recommends that the Ministry of Education and the Ghana Education Service collaborate with measurement experts to clearly define and document acceptable academic and non-academic grading factors. Additionally, it calls for the immediate organization of in-service training for SHS teachers on effective and standardized grading practices to enhance fairness and consistency in assessment.

Received: 30 May 2026 / Accepted: 28 June 2026 / Published: July 2026