Basic School Teachers‟ Conceptions of Assessment in the Sissala East Municipality

Osman, Shani; Bordoh, Anthony; Eshun, Isaac

doi:10.47772/ijriss.2021.5320

Cited by 5 publications

(5 citation statements)

References 14 publications

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“…For example, external assessment in most cases serves as accountability measures and, as a result, they induce teachers to devote significant amounts of instructional time to preparing students to excel in these examinations even when those examinations do not match the curricula [1,2]. Assessment can be explained as the competitiveness of the Ghanaian educational system where high-level testing plays an essential role in the students' future advancement and places schools in ranks, ranging between most successful and less successful [2,3]. This implies that the more a teacher conceives assessment as improving teaching and learning, the more the teacher believed that assessment ensures students, teachers and schools are accountable.…”

Section: Introductionmentioning

confidence: 99%

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Bordoh

Eshun

Ibrahim³

et al. 2022

UJSSH

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The purpose of the study was to examine technological pedagogical content knowledge of teachers and their formative assessment practices in Social Studies lessons in the Junior High Schools in the Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana. With a mixed method approach, the study adopted a descriptive survey research design. The population for the study included all Social Studies teachers at the public junior high schools in the in the Komenda Edina Eguafo Abirem Municipality. Purposive sampling technique was used to select all the seventy-four (74) public Junior High Schools and the Social Studies teachers for the study. The purposive sampling technique was used to sample the respondents because they constitute expert knowledge in the subject area and having the same characteristics. The two main instruments used to gather data for the study were questionnaire and observation. Data was analysed using descriptive and inferential statistics. The study indicated that the assessment practices of teachers during Social Studies lessons were on the average. There was disparity between theory and practice as far as the dictates of the profile dimensions are concerned. Teachers mostly assess the cognitive aspect of the child with little attention to the affective domain. The study also concluded that there was a significant positive relationship between TPACK of teachers and their formative assessment practices at 0.05 level of significance. It is recommended that Ministry of Education, National Teaching Council, Ghana Education Service should organize professional development workshop for teachers on their formative classroom assessment practices in Social Studies lessons. It is also recommended that, in order to ensure effective formative assessment practices, Ghana Education Service should collaborate with Colleges of Education and Universities training teachers to develop appropriate TPACK for teachers to improve on their formative assessment practices in the classroom.

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Section: Introductionmentioning

confidence: 99%

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Bordoh

Eshun

Ibrahim³

et al. 2022

UJSSH

Self Cite

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“…The arrow from the yellow-shaded portion pointing to the green-shaded portion (methods and techniques) indicates that the method(s) selected must take into account the content to be studied whilst the arrow from the green-shaded portion pointing to the yellowshaded indicates that whatever method and techniques selected should be geared towards the effective delivery of the content to ensure the attainment of the goal(s). Researchers are of the view that these are influenced by teachers' behaviours and intentions which will in turn influence learners' behaviour and intentions towards the subject [27,28]. Thus, learners will feel motivated when their interests are developed and sustained during Social Studies lessons.…”

Section: Fig 1 Conceptual Framework From the Goal Setting Theorymentioning

confidence: 99%

An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District

Eshun,

Bordoh,

Opoku-Afriyie

2024

AJESS

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The purpose of this study was to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s). The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and semi-structured interview) guide, observation and documentary analysis. Quantitative data were tabulated, organized, analysed and interpreted to draw sound conclusions and generalizations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study revealed that most of the teachers who are the curriculum implementers have forgotten the subject's general objectives. Therefore, they teach the subject without any cognizance of the attainment of these objectives. Concerning the findings of the study, it is recommended that the district education directorate should organize periodic workshops, in-service training and seminars for teachers teaching the subject. This will help Social Studies teachers acquire the relevant knowledge and the pre-requisite skills needed to effectively implement the Social Studies curriculum in the Asante Akim North District.”

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“…There is seemingly increased reproach in high-stakes examinations in the field of Education, which to the connoisseurs of formative assessment, goes a long way to affect learners. Such assessment practice seems to affect students learning negatively and must be reduced to the bare minimum to help boost students' interest in learning (Morrison & Tang, 2002;Eshun, 2023;Bordoh, 2022;Osman et al, 2021). Black and William (1998) stated, "formative assessment, if properly implemented in schools, is a powerful means to improve student learning."…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers

Eshun,

Ochour,

Bordoh

2024

Innovare J Edu

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The study investigated factors that influence formative assessment practices of Social Studies in the Techiman Municipality of the Bono East Region of Ghana. A quantitative approach with a descriptive survey research design was employed for the study. For the target population, all eighty-four public junior high school (JHS) Social Studies teachers in the Techiman Municipality of the Bono East Region of Ghana were chosen for the study. All the Social Studies teachers in the public JHSs in the Techiman Municipality were sampled for the study. The census sampling technique was employed to select the population for the study. Because the population was homogenous, all the Social Studies teachers, comprising ninety-five (95) teaching the subject at the JHS in the municipality, were selected for the study. The primary data collection instrument for the study was a twenty-two (22) five-point Likert itemized questionnaire used for the collection of data. Descriptive statistical tools were employed in analyzing the quantitative data. The quantitative figures were prearranged into frequency tables, simple percentages, weighted mean, and standard deviation for easy interpretation. The findings revealed that most teacher assessments are mainly influenced by external factors such as the nature and demand of the West Africa Examination Council’s (WAEC) questions and requirements set by the Municipal Director of Education or the school district. Therefore, the National Council for Curriculum and Assessment (NaCCA) should consider introducing interventions in teacher training universities and colleges that help improve classroom practices, including formative assessment practices.

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Basic School Teachers‟ Conceptions of Assessment in the Sissala East Municipality

Cited by 5 publications

References 14 publications

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

Technological, Pedagogical Content Knowledge (TPACK) of Teachers and Their Formative assessment practices in Social Studies Lessons in The Junior High Schools in Komenda Edina Eguafo Abirem (K.E.E.A) Municipality of Ghana

An Evaluation of the Implementation of the Social Studies Curriculum in Ghana: A Case Study of the Asante Akim North District

Factors Influencing Formative Assessment Practices of Junior High School Social Studies Teachers

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