Social studies teachers’ formative assessment practices in senior high schools in the Awutu-Senya West District of the Central Region of Ghana

Abstract

This study investigated Social Studies teachers’ formative assessment practices in Senior High Schools within the Awutu-Senya West District. A qualitative research approach with an exploratory design was adopted. Ten Social Studies teachers were selected through non-probability sampling methods, specifically census and purposive techniques. Data were collected using interviews and observation guides, then analysed thematically. Findings revealed that teachers possessed basic theoretical conception of formative assessment and they rarely applied it during instruction. Most teachers did not adjust lessons after eliciting student responses, and only a few employed ongoing assessment strategies to monitor learner progress. The study further showed limited awareness and use of alternative formative assessment tools, with traditional methods dominating classroom practice. Challenges such as large class sizes, time constraints, examination-driven culture, and inadequate teaching resources hindered effective implementation. Based on these findings, the study recommended that teachers move beyond conceptual understanding to daily classroom application of formative assessment. Continuous, practical, and collaborative training, alongside reflective teaching practices, would help embed formative assessment into instruction. Teachers should also explore diverse assessment tools that foster learner engagement and deeper understanding of Social Studies concepts. Additionally, the Ghana Education Service and school authorities should regulate class sizes in line with national standards or provide extra teachers to reduce learner–teacher ratios. The NaCCA and school heads should allocate more instructional time to Social Studies, ensure adequate funding for teaching resources, and prioritise curriculum goals over high-stakes testing and certification. University of Education,Winneba http://ir.uew.edu.gh