Teachers’ implementation of formative assessment practices in social studies in senior high schools in the Asante Akim South Municipality of Ghana.

Abstract

This study explored the implementation and impact of formative assessment practices in Social Studies classrooms within Senior High Schools in the Asante Akim South Municipality, Ghana. Recognizing the global and national emphasis on assessment for learning, the study investigated how Social Studies teachers integrated formative assessment strategies to improve student engagement, comprehension, and critical thinking skills. A qualitative case study approach was employed, and data were collected through semi‐structured interviews and classroom observations with eight Social Studies teachers from a diverse range of schools, including public, private, and denominational institutions. The findings revealed that teachers employed a variety of formative assessment practices such as quizzes, class tests, discussions, presentations, and peer assessments. These methods were purposefully selected to align with curriculum objectives and to address the diverse learning needs of students. Teachers reported that the decision-making process for implementing formative assessments was influenced by several factors including curriculum demands, available resources, class size, and student engagement levels. Many teachers noted that incorporating formative assessments allowed them to provide timely and constructive feedback, which enabled students to identify learning gaps and adjust their strategies accordingly. Student engagement emerged as a key outcome, with interactive activities and group projects fostering a more dynamic and collaborative classroom environment. Teachers observed that these practices enhanced academic performance and also promoted a growth mindset by encouraging students to view mistakes as learning opportunities. Additionally, the study highlighted the critical role of feedback, both written and verbal, in guiding students toward improved academic performance and deeper comprehension of Social Studies concepts. Despite these benefits, the study also identified significant challenges in implementing formative assessments. Teachers encountered constraints such as limited time, resource shortages, large class sizes, and occasional student resistance to active participation. To overcome these barriers, educators employed strategies including effective time management, adapting assessment methods to available resources, and pursuing continuous professional development. In conclusion, the study demonstrated that formative assessment practices, when effectively integrated into Social Studies instruction, had the potential to significantly improve students’ academic outcomes and cognitive skills. The findings emphasised the need for continuous support, resource allocation, and targeted professional development to help teachers fully realize the benefits of formative assessment, ultimately contributing to the overall enhancement of education in the Asante Akim South Municipality.