Assessment literacy of mathematics teachers and challenges in the implementation of the school-based assessment in senior high schools of Ghana

Abstract

This study investigated the level of assessment literacy of mathematics teachers and the challenges in the implementation of School Based Assessment (SBA) in Senior High Schools of the Central Region of Ghana. Specifically, it explored the level of mathematics teachers‟ knowledge of the purposes of assessment, assessment strategies, interpretation and action-taking on assessment data, and what to assess in mathematics. It also explored the challenges in implementing SBA and the possible ways of addressing the problems of SBA implementation. The study used mixed method design in which 102 mathematics teachers were purposively sampled from 15 randomly selected Senior High Schools. The instrument used was a questionnaire. Major findings of the study were: mathematics teachers tended to have low level of knowledge on the use of assessment to plan their lessons; low level of knowledge on assessing problem-solving; low level of knowledge in the development of project work assessment; low level of knowledge in preparing marking schemes to score subjective tests. Furthermore, the challenges in SBA implementation were overloaded classes, heavy teaching workload, lack of SBA coordination and monitoring mechanism, lack of guideline for preparing/implementing SBA, lack of interest from parents in schoolwork of students, and insufficient time to carry out SBA. Proposed solutions to challenges included: GES should set reasonable and manageable class sizes; and organise in-service training on assessment. Recommendations were made.