Classroom assessment primary teachers’ perceptions and practices in the AnyakoAfiadenyigba Circuit of the Keta Municipal Assembly (KEMA)

Abstract

This study investigated teachers’ perceptions of classroom assessment and their current classroom assessment practices in science. A total of 22 teachers comprising of 9 males and 13 females drawn from four primary schools in the Anyako/Afiadenyigba circuit of Keta Municipal Assembly (KeMA) were involved in the study. Questionnaire was used as the main source of data collection instrument. The data collected helped to establish the teachers’ perceptions of classroom assessment and their assessment practices in science. Document analysis was used to corroborate the information collected through the use of the questionnaire. In addition, document analysis provided first-hand information on the kind of assessment practices used by the teachers in the study. Data from document analysis showed that what teachers said about their classroom assessment practices were not reflected in their assessment techniques. Results of this study revealed that majority of the teachers used short answer test items that seek to measure the knowledge base of the pupils as against test items that measure the analytic ability of the pupils. It therefore concluded that, there is a high level of negative perceptions of classroom assessment among teachers in the study area. These perceptions have influence on their classroom assessment practices. This study recommends that, the education directorates should aim at organizing regular and effective in-service training for teachers on the relevance of assessment and how to use the various assessment methods to guide the teaching and learning process.