This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six (6) circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F (2, 288) = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F (1, 288) = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.
Formative assessment, School based assessment, Teachers, Practices, Demographic variables