The study sought to examine mathematics teacher characteristics that influence their use of assessment procedures in teaching and learning. The study adopted the descriptive survey design and the participants were 88 senior high school mathematics teachers sampled from the randomly selected schools from the Sunyani municipality. A four point Likert scale questionnaire was used to collect data from the respondents. The internal consistencies of the various sections of the instrument ranged from 0.69 to 0.78. The data collected were analysed using the independent t-test and one-way of variance ANOVA. The results from the study showed that assessment practices were not influenced by teacher characteristics such as gender and years of teaching. It was however found that professionalism of the teacher and exposure to INSET on classroom assessment influenced the use of assessment in the classroom. The recommendations drawn are that teachers must be encouraged and supported to participate in in-service training which retrains them on the need to involve assessment practices in teaching and learning. It is also recommended that professional teachers must be recruited to teach all subjects especially mathematics.

Keywords: Assessment, Classroom Practice, Feedback, Teacher Characteristics