Journal of Academy of Education Vol. 17, No.2, 2021 33 EXTENT OF TEACHERS' ADHERENCE TO TEST SCORING PRACTICES IN THE CLASSROOM TESTING PRACTICES. Oluchukwu David Okoli & Ngozi N. Agu Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria Abstract The study investigated secondary school teachers' adherence to test scoring practices in classroom testing. The mixed-method concurrent triangulation research design was adopted in the research. One research question and three hypotheses were raised in the study. The population of the study was 1,820 public secondary school teachers out of which 331 teachers were randomly sampled using simple random sampling technique. The main instruments for data collection for the study were a 16-item questionnaire titled: Teacher Test Scoring Practices In Classroom Testing Questionnaire (TTSPCTQ) and a semi- structured interview guide. The questionnaire utilised a five-point scaling format ranging from Always (5 points), Very Often (4 points), Often (3 points), Not Often (2) to Rarely (1 point). Positively worded items on the questionnaire were positively scored while negatively worded items were reversely scored. Data collected using the questionnaire source were analysed quantitatively using mean scores, standard deviation, analysis of variance and t-test. Additionally, data collected using the semi-structured interview guide were analysed using thematic analysis. The results of the study showed that generally teachers adhered with classroom test scoring practices. In addition, the study found significant differences between the mean scores of teachers based on qualification, experience and in-service assessment training with respect to their adherence to test scoring practice. Recommendations made include among others that relevant educational stakeholder should constantly provide teachers with opportunities for training in assessment in order to help teachers improve upon their knowledge on the areas of classroom testing. Keywords: Teacher, Test, Scoring Practices, Classroom Testing Introduction Classroom testing refers to the various strategies teachers employ to assess, obtain, and provide feedback on student learning achievement. It is a widely used method of evaluating students' achievement and a necessary procedure in individualized and programmed instruction (Sonmez & Alacapinar, 2013). As such, classroom testing has become an essential and