Assessment practices of teachers in early childhood education centres in the Asokwa Municipality

Abstract

The study sought to investigate the assessment practices of Early Childhood Education teachers in the Asokwa Municipality, Kumasi-Ghana. Four research questions guided the study. A concurrent triangulation mixed methods design was used. The instrument for data collection was a self-constructed 4-point Likert-type scale questionnaire for the quantitative section and structured interview guide for the qualitative face. The population for the study was 195 ECE teachers in the Asokwa Municipality, Kumasi-Ghana. The census technique was used to select the participants for the quantitative face whereas 11 headteachers were purposively selected for the qualitative section of the study. Descriptive statistics (mean and standard deviation) and thematic approach were used to analyze data obtained. The study revealed that one of the major challenges is the issue of large class-size which result in ineffective assessment. The study concluded that training and perception of ECE teachers were no deterrents or challenge to the administration of effective assessment practices in the Asokwa Municipality. Although the teachers possess some level of knowledge about assessment practices in ECE, it is recommended that the educational directorate in the municipality through the Ghana Education Service (GES) should ensure regular professional development in the form of in-service training for the teachers where emphasis should be placed on formative assessment. This will enable them enhanced on their knowledge on assessment practices in the Asokwa Municipality.