Abstract:
The purpose of the study was to investigate Junior High Schools
Integrated Science teachers’ perceptions of classroom assessment
practices. The study employed a descriptive survey research design to
collect data from a sample of 22 integrated science teachers’ and 40
students’ in the district. A questionnaire was used to collect quantitative
data on teachers and students perception of classroom assessment in
integrated science. Lesson observations and interview schedules as well as
document analysis were also used to collect qualitative data on the
teachers’ classroom assessment practices. Analysis of the collected data
revealed that teachers perceived classroom assessment as test that they
gave to their students at specified time interval. Some teachers perceived
classroom assessment as a test they showed limited ability to use different
methods and tools to assess their students while teaching. The study
recommends that, stakeholders be sought to foster alternative assessment
approaches in Junior High Schools in the study area. In addition, teachers
on the field should also be given in-service training on assessment
techniques / tools. Further research should also be carried into the other
factors that may also influence classroom assessment practices.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE
EDUCATION, FACULTY OF SCIENCE EDUCATION,
SUMMITTED TO THE SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
MASTER OF EDUCATION IN SCIENCE DEGREE
DECEMBER, 2015