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Continuous assessment is a major national curriculum innovation in Ghana but has been subject to limited research. Current literature has shown that diagnostic and formative assessments which can be purposes for continuous assessment are powerful in improving student learning and learning outcomes. This study sampled 158 junior secondary science teachers in two education districts in Ghana and surveyed them to determine the status, purpose and quality of continuous assessment in junior secondary science. Interviews with students, teacher educators and education officers, and students´ focus group meetings were used to corroborate findings from the teacher survey. A professional learning intervention was then trialled with 97 of the teachers from one education district to improve their assessment practice.

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Prof. Mawuadem Koku Amedeker teaches in the University of the Education, Winneba, Ghana. He obtained both his ´O´ and ´A´ level Certificates in Ghana and a first degree in science education from University of Cape Coast Ghana. He holds a Ph.D. in science education from Edith Cowan University, Perth, Western Australia.

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