Educational assessment in Ghana: The influence of historical colonization and political accountability

Baidoo-Anu, David; DeLuca, Christopher

doi:10.1080/0969594x.2023.2242004

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…For most of them, assessment did not achieve its purpose, as it failed to reveal how holistic decisions are made on student learning. There are similarities between the notions expressed by teachers in this study and those described by other researchers that supported that their school assessment climates forced them to practice assessment in certain ways (e.g., Brown, 2004;Brown and Harris, 2009;Troudi et al, 2012;Baidoo-Anu and Baidoo, 2022;Baidoo-Anu and DeLuca, 2023). For example, Troudi et al (2012) suggested that when teachers have little voices in assessment and are constrained in their assessment practices due to school management decisions, their preferred ways of practicing assessment to improve teaching and learning are negatively affected.…”

Section: Discussionsupporting

confidence: 58%

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Asamoah,

Shahrill,

Abdul Latif

2024

Front. Educ.

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School and national assessment climates are critical contextual factors that shape teachers’ assessment preferences. In this study, 431 secondary school teachers from Ghana (n = 308) and Brunei (n = 123) were surveyed to examine how their perceptions of school assessment climates influenced their assessment practices. Semi-structured interviews were also conducted with six Bruneian and eight Ghanaian teachers to understand how they practiced assessment amid their school assessment climates. Teachers were found to practice assessment and perceive their school assessment climates differently. They were either identified as moderately fair but less precise, standard-focused and more precise, formative-oriented but moderately precise assessors, or preferred contextual and need-based assessment. Teachers reported positive perceptions of the nature of school assessment climates that existed in their schools. However, the examination-oriented climates that prioritised summative assessment compelled teachers to practice assessment against their beliefs. This resulted in academic dishonesty, excessive pressure, and mental health problems among teachers and students. The findings provide implications for assessment policy and practice in terms of how result-driven educational climates compel school leaders, teachers, and students to be gatekeepers and implementers of highly marketised and politicised education and assessment systems, which hinder lifelong learning and teacher-preferred assessment practices.

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Section: Discussionsupporting

confidence: 58%

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Asamoah,

Shahrill,

Abdul Latif

2024

Front. Educ.

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“…A high-stakes test is a type of examination that is utilised to determine admission, progression, selection, or graduation decisions. As per Baidoo-Anu and DeLuca [1], the outcomes of such tests are of great significance. Dong et al [2] claim that high-stakes tests are instrumental in determining significant educational judgments regarding students, teachers, schools, or school districts.…”

Section: Introductionmentioning

confidence: 93%

Proposed Model for Washback Effect of High-stakes Test in Ghanaian Senior High Schools

Arthur,

Partey

2023

AJESS

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This study proposed a model for the washback effect of a high-stakes test in Ghanaian Senior High Schools. The proposed model focused on the micro washback effect of a high-stakes test, as the washback effect is multidimensional. The study reviewed Hughes', Bailey's, and Nguyen's washback effect models of a high-stakes test. The assumption that underpinned the proposed model was that the washback effect of a high-stakes test is inevitable, and it will affect teachers’ classroom instructional practices, implementation of the syllabus, and students’ learning practices. It was concluded that in the classroom context, a high-stakes test could have either a positive or negative effect on classroom instructional practices, implementation of the syllabus, and students’ learning practices.

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Educational assessment as hope in uncertain times

Hopfenbeck

2023

Assessment in Education: Principles, Policy & Practice

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Educational assessment in Ghana: The influence of historical colonization and political accountability

Cited by 5 publications

References 25 publications

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

Proposed Model for Washback Effect of High-stakes Test in Ghanaian Senior High Schools

Educational assessment as hope in uncertain times

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