Students’ perceptions on formative assessment in four selected senior high schools in the Kumasi metropolis

Abstract

The study was conducted to find out students’ views on the implementation of formative assessment in Senior High Schools and its impact on students’ learning in the Kumasi Metropolis. The objectives of the study were to identify formative assessment activities students have experienced, identify students’ attitudes toward formative assessment activities, examine challenges inherent in formative assessments and to assess the impact of formative assessments on students’ learning in Senior High Schools in the Kumasi Metropolis. Descriptive research design with quantitative approach was used for the study. The target population was all the 189 Senior High School teachers and students who hold various positions in the Kwadaso Circuit. Simple random sampling was used to select 128 respondents for the study. Survey questionnaire was the instrument used for the study. The data collected were analyzed using the Statistical Package for Social Science (SPSS) version 20.0 and presented in tables, frequencies and percentages. The study found among others that teachers provided regular feedback in details to stimulate action for improvement in learning and also encouraged students to do peer-assessment during lessons. Students attitude towards formative assessment were that they studied hard to improve on their academic performance and also monitored their own progress in the teaching and learning process. Also formative assessment helped students to attain the intended learning outcome and that inadequate training of teachers in the management of assessment practices is a challenge associated with formative assessment. Based on the findings and conclusions, it is recommended that formative assessment should be highly encouraged by the Ghana Education Service to enhance teaching and learning to improve students’ achievement.