Abstract
Assessment is an integral aspect of teaching and learning, and its importance cannot be overemphasized; however, effective assessment relies heavily on teachers' practices. The effective use of assessment practices in the classroom is influenced by teachers' beliefs about the purposes of assessment. Studies have indicated a positive relationship between teachers' beliefs regarding assessment purposes and their assessment practices aimed at supporting students' learning. Although there are studies on teachers' beliefs about assessment purposes in Ghana, there are few studies focusing on mathematics teachers' beliefs about assessment and their practices, especially when compared to developed countries. The study explored senior high school Mathematics teachers’ beliefs about assessment purposes using a questionnaire administered to 308 senior high school Mathematics teachers, followed by interviews with 15 teachers from the Ashanti Region of Ghana. The findings indicated that teachers primarily believed assessment served purposes related to student accountability, school accountability, and improvement. However, further interviews revealed that teachers’ definitions of assessment, along with their perceptions of improvement and accountability, influenced their use of assessment practices to support students’ learning. The study highlights the importance of understanding teachers’ perceptions of assessment and how these perceptions shape their instructional practices, ultimately impacting student learning outcomes. The study offers practical applications for teachers' assessment practices in the classroom, provides policy guidelines for the Ministry of Education, and recommends professional training for Mathematics teachers on how their beliefs influence their assessment practices in Ghana.