Examining senior high school teachers’assessment techniques in social studies in selected schools in the Kumasi Metropolis

Abstract

This study sought to examine Senior High School teachers’ assessment practices in Social Studies in some selected schools in the Kumasi metropolis. The design used was the case study and the researcher gathered data from primary sources. The sample size for the study was twelve (12) teachers who were selected from the four (4) selected Senior High Schools in the Kumasi Metropolis using the purposive and saturation sampling techniques. Instruments for data collection were interviews, observation. The study revealed that teachers have no or little knowledge on authentic assessment therefore result to traditional assessment. The study also revealed that teachers’ assessment practices do not reflect the goals and objectives of the subject. It was established that participants were quite on assessment as learning. It was revealed that class size, teaching philosophy, and learning style of the learners, time allocation are the factors that influence the choice of their assessment techniques. Learning environment were the major factors the influence teachers’ choice of assessment. The study recommended there should be a follow-up appraisal programmes by the heads of the various Senior High schools to ascertain whether social studies teachers put into practice what is expected of them in the curriculum. Finally, teachers should be equipped with relevant knowledge on assessment through in-service training on the nature of classroom assessment and assist teachers to develop and sustain effective classroom assessment in their schools so as to realize educational goals.