Teachers’ assessment of early grade numeracy in the Effutu Municipality

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.