Basic school teachers’ conceptions and practices of assessment in the Sissala East Municipality

Abstract

This study employed a sequential explanatory mixed method design to examine basic school teachers‟ classroom assessment conceptions and practices in the Sissala East Municipality in the Upper West Region of Ghana. Specifically, the study sought to explore the types of teachers‟ classroom assessment conceptions and practices, their demographic characteristics that influence their assessment conceptions and practices and as well as the relationship between teacher‟s conceptions and practices. Quantitative data gathered from 203 respondents were analysed using mean, Manova, t-test, Anova and Pearson product-moment correlation. In the follow-up qualitative phase, semi-structured interviews were undertaken with 12 participants and the data subjected to interpretive thematic analysis. The findings revealed that the participants demonstrated positive conceptions of assessment as a means for ensuring student and school accountability as well as improving teaching and learning, with assessment for student accountability yielding the highest mean value. Also, the findings revealed that teachers mostly employ traditional assessment methods than alternative assessment tools. Moreover, except gender, other demographic characteristics did not impact on their assessment conceptions. Furthermore, gender, age, assessment training, teaching experience and class teaching level impacted on the teachers‟ use of assessment methods. A significant positive relationship was found between teachers‟ assessment conceptions and certain tools and methods of assessment. It was recommended among other issues that regular in-service training in assessment be conducted for teachers in order for them to be up-to-date and also develop their skills and use of appropriate alternative classroom assessment practices.