Assessment practices of Kindergarten Teachers at Early Childhood Centres in Agona East District

Abstract

The study examined the assessment practices of kindergarten teachers in early childhood centres in Agona East District in the Central Region of Ghana. The study employed a concurrent embedded mixed method design within the pragmatism paradigm. Data were collected through the use of self-constructed questionnaire and observation check list. The study covered 102 KG teachers sampled from 51 ECE centres in Agona East District using census sampling and criterion purposive sampling techniques. Descriptive statistics in the form of mean and standard deviation were used to analyse the quantitative data and qualitative data was discussed thematically. The findings of the study revealed that, teachers in Agona East District use assessment in making decisions, predominantly they use play-based as assessment tool, faced with challenges of time constraint and a balance between assessment duties and instructional responsibilities as well as teacher collaboration, continuous professional development and technology integration as effective strategies to enhance assessment at the ECE centres. It was recommended that there should be diversity of assessment strategies, time management and support, continuous professional development programs, collaboration platforms and technology integration to facilitate effective Early Childhood Education assessment practices.