Abstract:
Using the sequential explanatory mixed design, this study was conducted to
investigate the assessment practices of teachers in the early childhood centres within
the Asikuma Odoben-Brakwa District. The population for the study comprised
teachers, headteacher and children in all the public basic schools in the Asikuma
Odoben-Brakwa District. Simple random and purposive sampling techniques were
used to sample 235 early childhood teachers, headteachers and children from across
the district to form the sample for the study. The instruments used for the study were
questionnaire, interview guide and observation. Quantitative data for the study was
collected using questionnaires while semi-structured interview and observation were
used for the qualitative data collection. Descriptive statistics and thematic content
analysis approach were used to analyse the quantitative and qualitative data collected
for the study respectively. Among the findings from the study were that, majority of
the KG teachers used paper and pencil test/ exercises to assess the progress of the
children, teachers used more than one method of assessment techniques to assess the
children and majority of the teachers do not use peer assessment as the form of
assessment techniques to assess the progress of the children. In addition, some factors
that influence the choice of assessment techniques they used to assess the performance
of the children, the purpose of choosing a particular method assessment, using more
than one method to understand the children more were above average. Also, majority
of teachers do not have in-service training on the assessment practices that are to be
used in the KG centres. They were also of the view that assessment process takes a lot
of their time when carrying it out. In view of these findings, it was recommended that
the GES should work with other stakeholders and ensure that teachers are sent for in service training or workshops on assessment on a regular basis to make certain that
they maintain current classroom assessment skills.
Description:
A Thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted
to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
