Kindergarten teachers’ perceptions about using observation as an assessment tool in the Asuogyaman District

Abstract

The purpose of the study was explore kindergarten teachers’ perceptions about the use of observation as an assessment tool in the Asuogyaman District. The Simple random sampling technique was used to select forty participants for the quantitative data, whilst a sample of nine participants for the qualitative data collection was selected using the purposive sampling technique. Self-designed questionnaire and a semi-structured interview guide were used to gather data for the study. The quantitative data was analysed using the Cross-tabulation quantitative data analysis method, and the qualitative data was analysed using the thematic analysis procedure. The study unearthed evidence that shows that kindergarten teachers do assess their pupils but use only the traditional form of assessment (testing), which does not measure the learning, the growth and the development of the kindergarten child. Again, the findings suggest that the kindergarten teachers are aware of some of the more appropriate KG-level assessment modes, but their limited understanding or knowledge restrains them from using them. Another finding suggests that none of the kindergarten teachers who participated in this study used more than one assessment tool. It is recommended that the Ghana Education Service should organise frequent Workshops and In-service Education and Training (INSET) on assessment practices, then strictly supervise and enforce the standards and assessment protocols in the KG curriculum. Also, it is recommended that the accountability model that educational leaders use to measure the work output of kindergarten teachers must be changed from the numeric structure to a flexible structure that allows kindergarten teachers to account for the work they have done for and with the young children.