ESL teachers’ beliefs about assessment for learning in the Bole-Bamboi District of the Savannah Region of Ghana

Abstract

This study investigated the beliefs and practices of English as a Second Language (ESL) teachers concerning Assessment for Learning (AFL). A mixed-methods approach was employed, using a convergent parallel design grounded in the pragmatist paradigm. The research included all ESL teachers from senior high schools in the Bole District, totaling eighty-two participants. A census sampling method was used to involve the entire population. Data were collected via questionnaires and structured interviews. The analysis was carried out using the Statistical Package for Social Sciences (SPSS) version 27, employing descriptive statistics and percentages, while thematic analysis was applied to examine the qualitative responses from teachers. In terms of ESL teachers' beliefs about AFL, the findings generally indicated that teachers held positive views toward AFL practices in the region. The qualitative data further highlighted that participants acknowledged the significance of AFL and the value of feedback within the AFL framework as a learning tool. However, when examining the actual implementation of AFL in ESL classrooms, it was found that teachers largely did not apply AFL practices. This finding was corroborated by the qualitative data. Additionally, the study identified six key challenges faced by ESL teachers in implementing AFL: limited time in the curriculum, large class sizes and insufficient student engagement, inadequate resources, a lack of training and professional development opportunities, restricted access to technology, and an overloaded English curriculum that pressures teachers to cover content quickly. Despite these challenges, respondents expressed optimism that these issues could be addressed. Based on these findings, the study recommends the organization of relevant in-service training programs by the Ghana Education Service (GES) and individual school heads to support ESL teachers in overcoming these challenges