dc.contributor.author |
Kumator, H |
|
dc.date.accessioned |
2023-03-20T12:27:10Z |
|
dc.date.available |
2023-03-20T12:27:10Z |
|
dc.date.issued |
2017 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/1750 |
|
dc.description |
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL
OF RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF
EDUCATION, WINNEBA IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF
EDUCATION IN SCIENCE, OF THE UNIVERSITY OF EDUCATION
JANUARY, 2017 |
en_US |
dc.description.abstract |
This study investigated teachers’ perceptions of classroom assessment and their current
classroom assessment practices in science. A total of 22 teachers comprising of 9 males
and 13 females drawn from four primary schools in the Anyako/Afiadenyigba circuit of
Keta Municipal Assembly (KeMA) were involved in the study. Questionnaire was used
as the main source of data collection instrument. The data collected helped to establish
the teachers’ perceptions of classroom assessment and their assessment practices in
science. Document analysis was used to corroborate the information collected through the
use of the questionnaire. In addition, document analysis provided first-hand information
on the kind of assessment practices used by the teachers in the study. Data from
document analysis showed that what teachers said about their classroom assessment
practices were not reflected in their assessment techniques. Results of this study revealed
that majority of the teachers used short answer test items that seek to measure the
knowledge base of the pupils as against test items that measure the analytic ability of the
pupils.
It therefore concluded that, there is a high level of negative perceptions of classroom
assessment among teachers in the study area. These perceptions have influence on their
classroom assessment practices.
This study recommends that, the education directorates should aim at organizing regular
and effective in-service training for teachers on the relevance of assessment and how to
use the various assessment methods to guide the teaching and learning process. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education,Winneba. (UEW) |
en_US |
dc.subject |
Classroom assessment |
en_US |
dc.subject |
Primary teachers’ perceptions |
en_US |
dc.title |
Classroom assessment primary teachers’ perceptions and practices in the AnyakoAfiadenyigba Circuit of the Keta Municipal Assembly (KEMA) |
en_US |
dc.type |
Thesis |
en_US |