Assessment practices of kindergarten teachers in early childhood centres in the Mfantseman Municipality

Abstract

Using a case study design, the study explored the assessment practices of kindergarten teachers in early childhood education centres within the Mfantseman Municipality. The study focused on a population of 324 public school teachers in the municipality, from which a sample size of thirteen (13) teachers was selected using a convenience sampling technique. This sampling method was chosen for its practicality and feasibility, particularly in the context of qualitative research. Semi structured interviews served as the primary data collection instrument, allowing participants to provide in depth insights into their experiences and perspectives. Thematic analysis was utilized to systematically identify, analyze, and interpret patterns or themes within the qualitative data collected. The findings revealed that the assessment methods employed by teachers were primarily informal, with a heavy reliance on observation and checklists. However, there was a limited use of formal assessments such as standardized tests or developmental portfolios. The study also found that teachers tend to focus on assessing cognitive and language skills, while social emotional and motor development were less frequently assessed. Key barriers to effective assessment included inadequate training, inadequate resources, and overcrowded classrooms. Based on these findings, recommendations were made to standardize and diversify assessment methods, promote holistic development assessments, and address the barriers to effective assessment through improved teacher training and resource allocation.