Abstract:
The study sought to explore Upper Primary and Junior High School mathematics
teachers’ perceptions and practices of classroom assessment in the Gomoa East District in
the Central Region of Ghana. A mixed method sequential explanatory study was
undertaken using Mohamad’s (2009) conceptual framework (Classroom Assessment
Process). A survey was first conducted using the Classroom Assessment Conception
Instrument to gather quantitative data on the respondents (n = 289). Quantitative data
were analyzed using descriptive statistics, independent-sample t-test and Pearson
product-moment correlation. Statistical analysis was conducted with the help of
Statistical Package for Social Sciences. In the follow-up qualitative phase, semi structured interview and observational check-list (Classroom Assessment Lesson
Observation Protocol) exploring teachers’ perceptions and practices of assessment were
undertaken with 10 and 4 participants respectively. The data from the interview was
subjected to interpretive thematic analysis while data from the classroom observation was
subjected to content analysis. The findings revealed that, the teachers perceived
assessment as test or exercise. Results showed that the planning, designing and
implementing stages of assessment were perceived as serving summative purposes while
the reporting stage was perceived as serving formative purposes. The respondents had a
split view on the marking of assessment. The results further indicated that, the teachers’
perceptions and practices of assessment were related. The findings also showed that
teachers had limited ability to use alternative assessment tools. Finally, assessment
practices were mostly administered at the end of the lesson. Organizing in-service
training, mentoring program and providing assessment materials were suggested as ways
of developing desirable classroom assessment perceptions among the teachers.
Description:
A dissertation in the Department of BASIC EDUCATION, faculty of
EDUCATIONAL STUDIES, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfillment of the requirements for the
award of the Degree of MASTER OF PHILOSOPHY in BASIC EDUCATION of
the UNIVERSITY OF EDUCATION, WINNEBA.
OCTOBER, 2015
