Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana

• Authors: Abraham Gyamfi , Saranraj Loganathan , Rosemary Acquaye

Abstracts

EN

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 that teachers face many challenges in their classroom assessments, and thus proposed performance-based assessments, rubrics, peer assessment, portfolio assessment and self-assessment as strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer assessment, and conduct in-service training, self-assessment, and performance evaluation to improve effective classroom assessments.

Keywords

EN

teachers’ challenges; students’ performance self-assessment; peer assessment; performance assessment; rubrics

• Publisher: Szkoła Główna Handlowa w Warszawie
• Journal: e-mentor
• Year: 2023
• Volume: 101
• Issue: 4
• Pages: 56-62

Dates

published

2023

Contributors

author

Abraham Gyamfi

• Wesley College of Education, Ghana

• https://orcid.org/0000000231891825

author

Saranraj Loganathan

• Mepco Schlenk Engineering College, India

• https://orcid.org/0000000309184849

author

Rosemary Acquaye

• Kwame Nkrumah University of Science and Technology, Ghana

• https://orcid.org/0000000268768038

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Identifiers

DOI

10.15219/em101.1625

Biblioteka Nauki

25806551