Abstract:
The purpose of the study was to explore teachers‘ assessment practices on 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 people made up of 80 teachers, 29 Head teachers and 1 of Basic school
coordinator. The instruments used for the study were close ended questionnaire and
semi- structured interview guide. Purposive sampling techniques was used to select
the sample. The data was analysed using themes approach and percentages and
frequencies. Results from the areas or domains Early Childhood Education teachers
assessed Kindergarten children during assessment process included social skills,
cognitive skills, and language skills. Besides, the Kindergarten teachers used
strategies such as structured text and hands-on activities to assess their pupils. Also,
teachers adopted matching and colouring of objects in assessing as learners. The study
revealed that inadequate teaching and learning materials and children‘s inability to
respond to assessment items due to their inability to communicate in English language
impeded assessment processes. Lastly, problem of unqualified personnel hindered the
conduction and implementation of assessment processes. 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. Besides, there
should be frequent in-service and refresher programmes by Municipal Education
Directorate to equip the KG teachers and those who are directly involve on
identification and the use assessment of strategies. Lastly, Teachers should be
encouraged to improvise the needed teaching and learning materials at the various
ECE centres to enable them augment the problem of inadequate teaching and learning
materials to enhance the assessment process.
Description:
A THESIS IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF
PHILOSOPHY (EARLY CHILDHOOD EDUCATION) DEGREE
DECEMBER, 2018