<![CDATA[Assessment literacy is important in language education because teachers’ assessment decisions shape classroom learning. Within Ghanaian senior high schools, English language teachers are expected to implement classroom assessment practices that support learning while preparing students for high-stakes examinations. This paper examined assessment literacy among English language teachers, their classroom practices, and its implications for student learning in senior high schools in the Central Region of Ghana. The paper used a qualitative approach and employed a phenomenological research design to explore teachers’ lived experiences with classroom assessment. Twenty English language teachers were selected through criterion sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analysed thematically using Braun and Clarke’s (2019) framework. The findings revealed that classroom assessment practices remain examination-oriented, with tests, quizzes, and end-of-term examinations serving as dominant modes of assessment. Although teachers employed formative assessment strategies such as questioning, peer correction, and classroom exercises, these practices were often irregular and provided limited opportunities for feedback and revision. Teachers with stronger assessment literacy described and enacted engaging tasks and explanatory feedback, while limited assessment literacy constrained assessment of writing and speaking. The findings point to implications for student engagement, feedback, and revision rather than measured gains in achievement. The paper concludes that assessment literacy extends beyond technical knowledge and directly influences classroom interaction, feedback quality, and student engagement. The paper recommends that strengthening teachers’ assessment literacy will foster more learning-oriented assessment practices and improve student learning outcomes in English language classrooms.]]>
