Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana
Abraham Gyamfi,
Saranraj Loganathan,
Rosemary Acquaye
Abstract:This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found th… Show more
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