Basic School Teachers’ Formative Assessment Practices: Influence of Demographic Variables

Abstract

This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six (6) circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F (2, 288) = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F (1, 288) = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.

Voices from the Classroom: Exploring the Secondary School Teachers’ Perception Towards Formative Assessment Practices

“…Furthermore, it's essential to recognize that perceptions significantly shape behavior (Ahsan & Anjum, 2012;Cillessen & Lafontana, 2002). The way teachers perceive their roles in the classroom has an impact on how they used formative assessment techniques (Asare, 2021). However, its effective implementation requires a comprehensive understanding of teachers' perception on its effectiveness and the challenges faced by them.…”