Assessment practices of kindergarten teachers in the Awutu Senya East Municipality

Abstract

The purpose of the study was to explore kindergarten teachers' assessment practices in the Awutu Senya East Municipality. This was a qualitative study underpinned by interpretive philosophical thought. Out of the 56 kindergarten teachers, 12 teachers comprising 6 urban and 6 rural kindergarten teachers were involved in the study. Data for the study was gathered through observation and semi-structured–interview guide which was thematically analysed. The study found, among others Kindergarten teachers implemented assessment practices such as observation, portfolio building, checklists, and technology assessment in various ways; These assessment practices employed by kindergarten teachers were found to effectively impact students' cognitive and psychomotor skills. There was effective implementation of assessment practices like observation, technology and portfolio. However, it was revealed that, KG teachers assign tests to learners as a means of assessment, which is inappropriate. Additionally, it was shown that teachers were ignorant of various assessment practices, such as anecdotal records, rating scales, and running records. Also, kindergarten teachers faced challenges such as absenteeism, large class sizes, lack of parental commitment due to financial constraints, parental ignorance about assessment practices, lack of space for playing grounds for urban schools, noise from commercial centers in the urban schools and the time-consuming nature of the process. Base on the results the study recommends that stakeholders such as teachers, school authorities, civil society groups, etc. should advocate for improvements in infrastructure and allocation of resources to address challenges such as large class sizes, absenteeism, and lack of parental commitment due to financial constraints.