Structuring Teacher Pedagogy Assessments: Effects on Teaching and Learning in Basic Education in Cameroon

Abstract Teacher pedagogy assessment generally, is crucial for adjusting instruction, improving teacher practice and fostering deep learning, as well as overall educational quality, which today has become a growing concern among stakeholders in education according to the Organization for Economic Co-operation and Development (OECD, 2019). However, the problem motivating this study is the observed persistent challenges in teacher pedagogic assessment, leading to low academic standards, due to the poor teaching quality. The main question in this study is: How does teacher pedagogy assessment impact teaching and learning outcomes? The study uses Bloom’s theory of assessment pedagogy (1971), which posits that assessment must be continuous and integrated into the teaching and learning process. The methodology consists of a questionnaire survey of 100 teachers in Public Primary Schools. Data was analyze using descriptive statistics and analysis of variance, with results showing that assessment of teacher pedagogy in every aspect, have a significant positive impact on teaching and learning outcomes. Recommendations go to school administrative heads, policy-makers, as well as to teachers. Firstly, to organize more in-service training seminars, workshops on pedagogic assessment strategies, techniques and approaches for teachers to be skillful. Secondly, a well set assessment standards criteria in terms of lesson planning, content knowledge, communication skills, as well as feedbacks be defined in determining level of objectives attained.