Examing the assessment practice at the kindergarten level in the Mampong Municipality

Abstract

The purpose of the study was to examine the assessment practices used at kindergarten level in the Mampong municipality. The study employed a mixed method approach. Specifically, the explanatory sequential mixed methods design was used for the study. A total population of fifty (50) was used for the study. This consisted of 40 teachers and 10 head teachers. Simple random and census techniques were used to select the teacher respondents and head teachers respectively for the study. The kindergarten teachers solely employ the use of teacher made paper and pencil test in their assessment drive in the classroom. The teachers in this study were not using developmentally assessment practices in assessing children learning outcome. Teachers, therefore, did not have the requisite knowledge and skills to effectively assess the children learning outcomes appropriately. They seemed to be working within their comfort zone by relying on a traditional mode of assessment. Based on the findings, it is recommended that the inspectors in charge of the curriculum implementation and plans should be informed about the difficulties teachers are having in evaluation. Inspectors or circuit supervisors should take this issue into consideration when checking the plans, reports and related curriculum documents. The GES should give teachers in-service training to enable them to use different modes of assessment and evaluation techniques in order to assess children learning outcomes developmentally.