Abstract:
The study sought to find out teachers’ assessment of early grade numeracy in the Effutu
Municipality of the Central Region. It is rooted on the sociocultural constructivist
theory. The research design for the study was embedded mixed method. The target
population was 100 early grade teachers from public basic schools in the Effutu
Municipality. Out of this number, sixty (60) early grade teachers from public basic
school in the Effutu Municipality were sampled for the study. Questionnaire and
observation checklist were used to collect data to answer the research questions.
Frequencies, percentages, means, standard deviation were used to analyze the
quantitative data and the qualitative data were reported based on observed indicators.
The findings revealed that teachers have positive perception about assessment of early
grade numeracy. Test, class exercises and homework as assessment techniques for
assessing early grade numeracy were most often used. Also, most teachers provided
enough tasks for pupils and also assessed pupils frequently. Based on the findings, it
was recommended that teachers should as a matter of urgency, shift from the traditional
test, class exercise and homework as the sole means of assessing early grade numeracy.
Furthermore, teacher should assess pupils in groups, assessment tasks should elicit the
conceptual understanding of pupils. They should use multiple assessment techniques to
assess and assessment should cater for individual differences in the classroom.
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 Education
(Early Childhood Education)
in the University of Education, Winneba
May, 2023