Abstract:
This study investigated the instructional assessment practices of junior high school
integrated science teachers, the pattern, techniques and challenges in Bia West District
of the Western region with a view to providing a baseline data on the state of the art of
this important aspect of science teaching. A total of 54 science teachers and 250 pupils
were drawn from nine circuits consisting of 68 public junior high schools in Bia West
District constituted the participants in the study. The descriptive survey research design
was adopted for this study. The researcher collected data on certain characters among
the randomly selected sample from the target population in the study area. The self –
report data obtained by a survey questionnaire revealed that teachers used similar
instructional assessment practices regardless of sex, teaching experience, professional
qualification, and academic qualification. Teachers reported using collaborative and
formative assessment practices most often although the techniques they reported to use
did not greatly reflect this. Solutions to their systemic challenges did not reflect the
teachers’ claim of using collaborative assessment practices. Based on the findings, it
was recommended that teachers will benefit from professional development activities
that promote reflection and collaboration in addressing their instructional assessment
challenges on a practical level. Further research is necessary to look into the influence
of teacher beliefs and attitudes on their instructional assessment practices.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF EDUCATION DEGREE IN SCIENCE EDUCATION.
DECEMBER, 2018
