A survey of the state of implementation of school – based assessment in mathematics the case of senior high schools in the Bibiani – Anhwiaso – Bekwai district

Abstract

This study investigated the current state of School-Based Assessment (SBA) implementation, factors that facilitate or hinder SBA implementation, what can be done to improve SBA implementation, and the relationship between students‟ SBA performance and their end of term examintion performance in mathematics in the Senior High Schools at Bibiani Anhwiaso Bekwai district. The study engaged 42 mathematics teachers and 204 students. A mixed method design was used to conduct the research. Data were collected through questionnaire (both close and open-ended). Frequency count, percentage, and Pearson‟s correlation coefficient were the statistical method used to analyze and present the data. Findings showed that most teachers were satisfied with the current state of the SBA implementation practices. Moreover, the analysis revealed that students‟ performance in SBA scores has a positive relationship on their performance in the end of term examination in mathematics. However, it was also unearthed that factors such as lack of training opportunities, workload on teachers, large class size and instructional content, lack of monitoring and supervision, time constrains, lack of resources, students attitudes, and few other mentioned hinder the effective implementation of SBA. Developing teachers‟ knowledge base on SBA through in-service training and workshops, intensifying monitoring and supervision in schools by school authorities, reducing large class sizes to normal and many other suggestions to improve SBA implementation were outlined in the study. The study concludes that the current state of SBA implementation is high and also a positive correlation do exist between students‟ SBA performance and their end of term examination performance in mathematics although it stand to be hindered by few factors.