Assessment practices employed by kindergarten teachers to assess their learners in the Gomoa Central District

Abstract

This study explored the assessment practices that were used in Early Childhood Centres in the Gomoa Central District. The study utilised the case study design. The purposive sampling technique was used to select thirteen early childhood teachers for the study. The data collection instruments used for the study were a semi-structured interview guide and an observational checklist. The data from the interview were analysed thematically, whereas the content analysis was used to analysed the observational data. The findings revealed that the domains of learners that were assessed by teachers in the Gomoa Central District were cognitive, physical, socio-emotional, language and communication, and creative domains. Also, skills such as patience, observational skills, knowledge of child development as well as an understanding of assessment were essential skills that helped in the smooth implementation of assessment practices in Early Childhood Centres in the Gomoa Central District. The findings from the study also revealed that observations, portfolios, standardised tests, checklists, and rating scales as well as play-based assessment, were the modes through which children in Early Childhood Centres could be assessed. Furthermore, the study identified a lack of professional training and development, time constraints, a lack of resources, and lack of parental involvement as some of the challenges that early childhood teachers in the Gomoa Central District face in implementing assessment practices. The study recommended that the Ministry of Education and the Ghana Education Service (GES) should allocate sufficient resources to support staff development programmes through conferences, workshops, and in-service training opportunities for kindergarten teachers on assessment practices in early childhood centres in the Gomoa Central District to equip teachers with the necessary skills and knowledge to implement effective assessment practices.