Differentiated assessment practices of social studies teachers in public junior high schools in the New Juaben North and South municipalities of Ghana.

Abstract

In Ghana’s educational landscape, addressing the unique needs of diverse student groups has prompted a shift from traditional assessment practices to differentiated approaches. This study explores the differentiated assessment practices of junior high school (JHS) Social Studies teachers in New Juaben municipality (NJM). Using a sequential exploratory mixed-method design, the research engaged 10 teachers qualitatively and 61 teachers quantitatively. The findings reveal that Social Studies teachers in the NJM exhibit a strong understanding of differentiated assessment, with the majority implementing it through the ability-grouping approach. In addition, implementation challenges, such as time constraints, resource limitations, and stress, exist. This notwithstanding, teachers acknowledge the benefits, including enhanced teaching strategies and increased confidence. Furthermore, the findings revealed a significant positive correlation between teachers’ awareness of differentiated assessment as a curriculum requirement and its actual implementation (r = .705, p < .01). Recommendations include establishing support systems, fostering professional learning communities, and advocating for flexible teaching time to bolster differentiated assessment practices and enhance the overall educational system in Ghana.