Knowledge base of Senior High School teacher’s in authentic assessment will be paramount to both teachers’ students if implemented effectively in the Social Studies classroom. The study used a descriptive case study design. Both the schools and teachers’ were simple randomly selected from fifty seven (57) government assisted Senior High Schools in the Central Region of Ghana. The study used ten (10) senior high schools and twenty (20) teachers’. Semi structured interview was the main instruments used for data collection
The results indicated that knowledge in authentic assessment was relatively poor. Clearly, there were noticeable gaps and variations between the teachers’ conceptions and theoretical knowledge of authentic assessment and their relevant practices in the classrooms. It was also discovered that authentic assessment use in the Social Studies classroom was limited by policy systems, time, resources and assessment methods employed by the various schools. It recommended that the teaching universities in Ghana should broaden their scope on the teaching of assessment to incorporate authentic assessment.
