Senior high school mathematics teachers’ use of school-based assessment guidelines and test scores in the Cape Coast Metropolis of Ghana

Awoniyi, Florence Christianah; Fletcher, Jonathan A.

doi:10.47963/jedp.v4i.958

Cited by 4 publications

(11 citation statements)

References 5 publications

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“…Similar findings were documented by prior researchers that teachers were worried about the self-concerns (e.g., personal) (e.g., (Atachie, 2015;Awinyam, 2018;Awoniyi, 2016;Baidzawi & Abu, 2013;Ferrara, 2013;Leung, 2008;Majid, 2011;Nugba, 2012;Rasid et al, 2015)). For instance, Ramoutar-Bhawan (2014) and Broomes (2014) established that teachers' most intense concerns about CAC were the Personal stage (e.g., marginalisation of roles, support systems).…”

Section: Discussionsupporting

confidence: 86%

“…For example, Nugba (2012) found lack of training on SBA (informational and personal concerns), inadequate materials and unable to adequately give the required number of exercises in terms of assignments and projects (management concerns) were the challenges confronting SBA implementation. These findings were supported by investigations of Atachie (2015) and Awoniyi (2016) who found that teachers were concerned about their knowledge of SBA (awareness-personal), lacked an understanding of SBA guidelines (informational concerns) and do still practise the old 'CA' scheme (Unconcerned) respectively. More recently, Amoateng (2017) using the Context, Input Process and Product (CIPP) evaluation model, found that the teachers had a positive attitude towards the practice of SBA (personal concerns), yet they faced the challenges of adherence to SBA directions monitoring, supervision, and lack of materials (management concerns).…”

Section: Empirical Studies On Sba Implementationmentioning

confidence: 64%

“…The concerns at this stage are substantive, focusing on the structure and function of SBA (George et al, 2013). Several investigators reported similar findings that teachers had informational concerns about SBA implementation (Atachie, 2015;Awinyam, 2018;Awoniyi, 2016;Broomes, 2014;Cheung, 2002;Cheung, 2001;Ferrara, 2013;Leung, 2008;Majid, 2011;Nugba, 2012;Ramoutar-Bhawan, 2014). For example, Ramoutar-Bhawan (2014) and Broomes (2014) found that teachers' most intense concerns about CAC were at the Informational stage (e.g., inadequate information, support systems).…”

Section: Discussionmentioning

confidence: 86%

“…In Ghana, studies have been conducted to assess the extent of SBA implementation in schools using different categories of teachers since its introduction. For example, studies focused on Junior High School (JHS) teachers (Ahenkora, 2019;Amoateng, 2017;Nugba, 2012) and SHS mathematics teachers (Atachie, 2015;Awoniyi & Fletcher, 2013;Awoniyi, 2016). However, these studies produced contradictory and inconsistent findings.…”

Section: Introductionmentioning

confidence: 99%

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Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

et al. 2022

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The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.

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Section: Discussionsupporting

confidence: 86%

Section: Empirical Studies On Sba Implementationmentioning

confidence: 64%

Section: Discussionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

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Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

et al. 2022

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“…Their studies show that teachers did not receive adequate preparation in SBA. In Ghana, for instance, Awoniyi (2016) found that Senior High School teachers do not have a basic understanding of the SBA guidelines. The aforementioned studies suggested a study on the use of school-based assessment guidelines, construction, and administration of test items, scoring, and use of test scores to enhance teaching.…”

Section: Introductionmentioning

confidence: 99%

School-Based Assessment Practice of Junior High School Teachers in Bawku Municipality in the Upper East Region of Ghana

Akugri

2023

JICD

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The study investigated teachers’ Classroom assessment practice in the Bawku Municipality in the Upper East Region of Ghana. The design the study adopted was descriptive. A Census survey was used and a total of 313 Junior High School teachers in the Bawku Municipality were involved. A questionnaire was used for the data collection. The statistical tools used for the analysis of the data were independent t-tests and ANOVA. The findings revealed no difference in the nature of SBA practices with regard to gender in the Bawku municipality. The findings also indicated that years of teaching did not influence the nature of SBA practices. The results also revealed that teachers’ academic qualification does not influence the nature of SBA practices. The study, therefore, recommended that Junior High School head teachers and supervisors of the schools in Bawku municipality should encourage teachers to continue to learn more about current development on SBA to be well informed with current guidelines regarding SBA. Finally, Bawku Municipality Education Directorate should continue to organize in-service training on SBA practices so teachers to further have more opportunities to design and explore the various component of Class Assessment Tasks (CATS). Received: 13 March 2023 / Accepted: 27 June 2023 / Published: 5 July 2023

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Classroom Assessment Literacy Levels of Mathematics Teachers in Ghanaian Senior High Schools

Akayuure

2021

Contemporary Mathematics and Science Education

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The mathematics teacher's ability to assess and integrate assessment data into instructions is a function of their assessment literacy. While the teacher's assessment literacy level is a determinant of quality of mathematics education delivery, research in the domain is limited. The study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers in implementing classroom assessment within the school based assessment framework. A 35-item classroom assessment inventory was adopted, modified and administered to a purposive sample of 96 mathematics teachers from eleven Senior High Schools in Ghana. Seven other items were included to further collect data on their self-efficacy beliefs about their assessment literacy. Data were analyzed using descriptive statistics, Mann Whitney U test and correlation analysis. The result shows that majority of the participants did not attain the required assessment literacy standards for quality assessment in mathematics classroom. Moreover, there was a mismatch between participants' assessment literacy and their selfefficacy beliefs in assessment in mathematics education even when gender and teacher experience were controlled. The study recommends that institutions training mathematics teachers or providing professional development should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics at senior high schools. The assessment inventory used in this study could be adapted for use in college of education in Ghana to measure mathematics teachers' literacies in assessing students.

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Senior high school mathematics teachers’ use of school-based assessment guidelines and test scores in the Cape Coast Metropolis of Ghana

Cited by 4 publications

References 5 publications

Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers

School-Based Assessment Practice of Junior High School Teachers in Bawku Municipality in the Upper East Region of Ghana

Classroom Assessment Literacy Levels of Mathematics Teachers in Ghanaian Senior High Schools

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