This study focuses on the understanding of mathematics teachers of School-Based Assessment (SBA). It explores the challenges mathematics teachers in the Senior High School face in the management of assessment and ways of improving assessment practices. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and frequencies and percentages were used to analyze the data. Findings revealed that mathematics teachers in Senior High Schools in the Cape Coast Metropolis do not understand SBA guidelines and do not use them so they still practise the old ‘continuous assessment’ scheme which seems to be directing classroom practices. Considering the revelations from the study that majority of the teachers still used dated continuous assessment, it is obvious that they are not abreast with new trends and development relating to assessment practices. In view of this, in-service training in the form of workshops and seminars could greatly contribute to upgrading their skills and introducing them to effective ways of implementing SBA. This is clearly acknowledged in the submissions of majority of the teachers involved in the study. Taking cognizance of the universal nature of the teaching, learning and assessment of mathematics, it is likely that the problems associated with it in the schools in Cape Coast Metropolis would be found elsewhere across the globe. This study therefore seeks to serve as basis for similar studies in different jurisdictions so as to make its finding more encompassing.
Keywords: Mathematics, School-based assessment, Senior High School
