Factors influencing Teachers’ use of assessment in the implementation of the standards-based curriculum

Abstract

The purpose of the study was to look at factors influencing teachers‘ use of assessment in the implementation of the Standards- based Curriculum in the Ayensuano District, Ghana. The study adopted the cross-sectional survey design located in the quantitative research approach. The study was underpinned by the positivist research paradigm. Data was gathered through a questionnaire. The simple random sampling technique was used to aid in selecting 216 respondents for the data collection. The data were analyzed through the computation of descriptive statistics such as frequencies, percentages, means and standard deviation and the Chi-square statistics using Stata. It emerged from the findings that public primary school teachers hold a nuanced perspective on assessment, emphasizing its role beyond simply improving learning outcomes. The study also found out that public primary school teachers in the Ayensuano District possess a strong understanding of the concept of assessment; yet, they face challenges when attempting to incorporate it into the Standards-based curriculum. Furthermore, the study revealed that public primary school teachers predominantly employ a variety of assessment strategies to enhance their assessment practices. These strategies encompass the principles of Assessment of Learning (AoL), Assessment for Learning (AfL), and Assessment as Learning (AaL), aligning with the guidelines established in the standards-based curriculum. The study again found that teachers use of assessment was impeded by curriculum content overload, heightened pressure to cover the entire curriculum in preparation for end-of-term and year examinations, insufficient support from policymakers, and a lack of essential learning and teaching resources. Lastly, the study revealed that male and female public primary school teachers hold distinct views or experiences in their use of assessment and both male and female teachers consistently use assessment strategies, with gender not significantly influencing them in the standards-based curriculum implementation. The study recommended that the district assembly and educational directorate adopt a collaborative approach to assessment practices, provide support and resources for teachers, ensure alignment with the Standards-based curriculum, and conduct regular training programmes for educators, emphasizing the need for integrated assessment approaches.