Skip to content
Research Article Open access CC BY 4.0

Evaluation of Assessment as Learning Teaching Strategy among Basic School Teachers in Ghana

Bosson-Amedenu Senyefia, Osei-Asibey Eunice, Wiah Eric Neebo

Journal of Scientific Research and Reports · pp. 109–118 · Published 5 May 2020

10.9734/jsrr/2020/v26i330242

Abstract

Teachers are the pivot of Ghana’s new educational reform and their expertise in the use of the recommended assessment strategies need to be evaluated from time to time to enhance teaching and learning. This survey research approach sought to measure the use of Assessment as Learning strategy among basic school teachers in Ghana. The features, strategies and principles underpinning Assessment as Learning strategy formed the basis of the construction of 7 item likert scale with a reliability coefficient of 0.995. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to the use of Assessment as Learning strategy, significant differences were found for teaching division, teaching experience and gender. From the findings, the mean difference of 1.281 explains that class teachers demonstrated greater skills (M:3.75, SD:.436) with respect to assessing students in ways that make them reflect on their own work on regular basis through self and peer assessment, than their subject teacher counterparts(M:2.47, SD: 0.507). Also, with a mean difference of 1.526,class teachers (M: 3.59, SD: .496) exhibited higher skills of providing safe environment and support for students to take chances, than their subject teacher counterparts(M:2.06, SD: .246).Again, the absolute mean difference of 1.085 explains that teachers with at least 4 years of teaching experience (M:3.82, SD:.389)demonstrated greater skills with respect to providing for the development of independent learners than their counterparts(M:2.73, SD:0.447) with lesser years of teaching experience. Female teachers (M: 3.90, SD: .303) demonstrated greater skills with respect to providing for the development of independent learners than their male counterparts (M: 2.76, SD: 0.431)with a mean difference of 1.140.The overall performance of the teachers with regards to the Assessment as Learning strategy was found to be 57% using the grand mean as the threshold criterion. The findings provide a basis for Ghana Education Service to provide in-service professional learning training aimed at enhancing teachers’ knowledge of formative assessment with the ultimate goal of enhancing students’ learning and achievement.

Assessment as learning formative assessment basic school Ghana curriculum evaluation

References (11)

  1. 1 Promoting General Metacognitive Awareness [DOI]
  2. 2 Assessment as Learning: Using Classroom Assessment to Maximize Student Learning
  3. 3 Transforming Classroom Grading
  4. 4 Teachers’ approaches to classroom assessment: a large-scale survey [DOI]
  5. 5 Being an Effective Mentor: How to Help Beginning Teachers Succeed [DOI]
  6. 6 Remedial Students’ Perception of Difficult Concepts in Senior High School Core Mathematics Curriculum in Ghana [DOI]
  7. 7 Differentiated Instructional Strategies [DOI]
  8. 8 Teachers’ assessments of students’ learning of mathematics [DOI]
  9. 9 Primary teachers’ representations of division: assessing mathematical knowledge that has pedagogical potential [DOI]
  10. 10 Effect of Use of WAEC Syllabus on the Mathematical Achievement of WASSCE Candidates in Ghana [DOI]
  11. 11 Gender Difference in Formative Assessment Knowledge of Senior High School Teachers in the Upper West Region of Ghana. [DOI]

Cited by 5

An Extended Six-parameter Generalised Linear Mixed Effects Model for Achievement Gaps among Public and Private Basic Schools of Ghana

Eunice Osei-Asibey, Eric Wiah Neebo, Ezekiel N. N. Nortey · Journal of Advances in Mathematics and Computer Science · 2022

Assessment of Mathematics and Science Teachers’ Knowledge and Practice of Feed-back System in Junior High Schools in Hohoe, Ghana

Ambrose Ayikue, Judith Kafui Kemetse, Daniel Kwadzo Ahadzi · Journal of Education and Teaching Methods · 2023

Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning

Osei-Asibey Eunice, Kusi Prince, Nimoh Vivian · 2020

Factor Analysis Model for Diagnostic Assessment and Instructional Approaches in Ghana’s New Curriculum: The Case of Differentiation, Scaffolding and Inclusion

Bosson-Amedenu Senyefia, Osei-Asibey Eunice, Otoo Henry · 2020

Showing 4 of 5 known citations — external sources report more than can currently be individually listed.

Related research

Article metrics

Real usage data collected on this platform.

79

Page views

0

PDF downloads

31

Outbound clicks

5

Citations

Views over time

Views by country

Approximate, from request IP at view time — not citizenship or institution. Countries with fewer than 5 views are grouped as "Other".

Traffic sources

Referring site, by host.

Views and downloads exclude known bots/crawlers. Citations combines this platform's own DOI-resolved index with each external source's own reported total — see Cited by above for individually listed citing works. Last refreshed 0 seconds ago.