Social Studies teachers formative assessment practices in Senior High Schools in the Krachi East Municipality of Ghana

Abstract

This study examines the formative assessment practices of Social Studies teachers in the Krachi East Municipality in the Oti Region of Ghana. The primary objective was to explore current formative assessment strategies, identify challenges faced in their implementation, and examine their implications on student learning objectives. Using a qualitative approach, data were collected through semi-structured interviews and observations involving nine teachers from three senior high schools, namely Asukawkaw Senior High, Oti Senior High/Tech, and Yabram Comm. Day School. The collected data were analysed thematically in line with the study’s objectives following Braun and Clarke’s six phases of thematic analysis. The findings from this study revealed that the Social Studies teachers employed a variety of formative assessment techniques, including quizzes, oral questioning, group discussions, and project-based assignments, to promote dynamic and interactive learning environment. Innovative strategies such as peer assessments and reflective activities were noted for enhancing students' critical thinking, collaboration, and communication skills. Despite these positive practices, several constraints were identified. Key issues included insufficient resources, large class sizes, and lack of professional development, which hindered the effective implementation of formative assessments. These limitations often resulted in a reliance on traditional methods and inconsistencies in the application of assessment strategies. The study concluded that while formative assessments significantly contribute to improving student engagement, understanding, and overall academic performance, addressing the challenges is important for maximising their potential. Recommendations include investing in educational technology, enhancing professional development, and allocating resources effectively could better support the adoption of innovative assessment strategies and align with national educational goals, ultimately enhancing the quality of education and preparing students for real-world challenges.