Exploring Early Childhood Education Teachers’ Assessment Practices on Learners in Sefwi-Wiawso Municipality of Ghana

Abstract

The purpose of the study was to explore learning areas teachers assess and strategies teachers employ during the assessment practices of Early Childhood learners in Sefwi - Wiawso Municipality of the Western Region of Ghana. Descriptive survey research design was used for the study. The sample size for this study was 110 basic school workers made up of 80 Early Childhood Education (ECE) teachers, 29 Head teachers and 1 Basic school coordinator, however, 100 respondents returned their questionnaire for analysis. Purposive sampling techniques were used to select the sample for the study. The instruments used for data collection were close-ended questionnaire and interview for collecting both quantitative and qualitative respectively. The quantitative data was analysed using descriptive statistics whilst the qualitative data was analysed using thematic approach. Results from the study indicated that the learning areas or domains Early Childhood Education teachers assess Kindergarten children during assessment process included social skills, cognitive skills, physical development (psychomotor) skills and language skills. Besides, the Kindergarten teachers used strategies such as observation, anecdotal records, visual documentation and checklist to assess their pupils. The following recommendations were made in the light of the findings of the study: Kindergarten teachers should widen their assessment to all learning areas such as, Emotional and affective domains. This will enhance holistic development of the child. Additionally, there should be frequent in-service and refresher programmes by Municipal Education Directorate so as to equip the ECE teachers and those who are directly involve in identification and the use of assessment strategies.