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<p>In line with global commitments to equitable education, this study examines the implementation of inclusive assessment practices within Ghana’s basic education system in support of Sustainable Development Goal 4 (SDG 4). Using a cross-sectional survey design, data were collected through a structured online questionnaire from 1510 participants comprising teachers, headteachers, and district special education officers across five regions in Ghana. Quantitative data were analyzed using descriptive statistics, chi-square tests, independent samples t-tests, Pearson correlation, multiple regression, and hierarchical linear modeling (HLM) at a 95% confidence level (<i>p</i> &lt; 05). The study revealed significant urban-rural disparities, with urban teachers reporting higher implementation levels than rural teachers (<i>t</i> = 7.25, <i>p</i> &lt; 001, <i>d</i> = 0.47). Correlation results showed that inclusive assessment practices were positively associated with inclusive education training, teaching experience, access to teaching aids, and administrative support (<i>p</i> &lt; 01). Multiple regression analysis indicated that these variables collectively explained 51% of the variance in inclusive assessment implementation, with inclusive education training emerging as the strongest predictor. Multilevel modeling further revealed that teacher-level factors accounted for the largest proportion of variance (75%), followed by school-level (17.9%) and district-level factors (7.1%), all statistically significant. The findings highlight that inclusive assessment practices are shaped by a combination of teacher preparedness, institutional resources, and systemic support, with training emerging as the most critical driver. The study recommended that strengthening teacher capacity, improving resource availability, and enhancing administrativeo support are essential for advancing equitable assessment practices and achieving inclusive education goals in Ghana.</p>

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Advancing SDG 4 through inclusive assessment in Ghana’s basic education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月30日

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  • Simon Ntumi

摘要

In line with global commitments to equitable education, this study examines the implementation of inclusive assessment practices within Ghana’s basic education system in support of Sustainable Development Goal 4 (SDG 4). Using a cross-sectional survey design, data were collected through a structured online questionnaire from 1510 participants comprising teachers, headteachers, and district special education officers across five regions in Ghana. Quantitative data were analyzed using descriptive statistics, chi-square tests, independent samples t-tests, Pearson correlation, multiple regression, and hierarchical linear modeling (HLM) at a 95% confidence level (p < 05). The study revealed significant urban-rural disparities, with urban teachers reporting higher implementation levels than rural teachers (t = 7.25, p < 001, d = 0.47). Correlation results showed that inclusive assessment practices were positively associated with inclusive education training, teaching experience, access to teaching aids, and administrative support (p < 01). Multiple regression analysis indicated that these variables collectively explained 51% of the variance in inclusive assessment implementation, with inclusive education training emerging as the strongest predictor. Multilevel modeling further revealed that teacher-level factors accounted for the largest proportion of variance (75%), followed by school-level (17.9%) and district-level factors (7.1%), all statistically significant. The findings highlight that inclusive assessment practices are shaped by a combination of teacher preparedness, institutional resources, and systemic support, with training emerging as the most critical driver. The study recommended that strengthening teacher capacity, improving resource availability, and enhancing administrativeo support are essential for advancing equitable assessment practices and achieving inclusive education goals in Ghana.