Assessment practices of early childhood teachers in the Sekondi Metropolis

Abstract

This study employed a concurrent triangulation design to investigate assessment practices of early childhood teachers in the Sekondi Metropolis. A census sampling method was used to select 69 kindergarten teachers, while convenience sampling was adopted to involve 12 head teachers. Quantitative data was analyzed using descriptive statistics, including percentages, means, and standard deviations, whereas qualitative data from interviews were analyzed thematically. Findings indicated that educators recognize assessment as a critical tool for monitoring student progress and informing instructional strategies. However, the study revealed that a significant challenge in early childhood assessment is the scarcity of resources, which hampers the effectiveness of evaluation practices. The lack of standardized materials, such as manipulatives and teaching materials, restricts teachers from conducting comprehensive and accurate assessments. Financial constraints within schools further exacerbate these limitations, often compelling educators to rely on improvised materials that do not meet the required standards for effective evaluation. To address these challenges, the study recommends that the Education Directorate of Sekondi Metropolis implement regular training and capacity-building workshops for early childhood educators. Additionally, the Directorate should prioritize the provision of adequate resources to enhance assessment practices in kindergarten settings.