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This study employed a sequential explanatory mixed method design to examine basic
school teachers‟ classroom assessment conceptions and practices in the Sissala East
Municipality in the Upper West Region of Ghana. Specifically, the study sought to
explore the types of teachers‟ classroom assessment conceptions and practices, their
demographic characteristics that influence their assessment conceptions and practices
and as well as the relationship between teacher‟s conceptions and practices.
Quantitative data gathered from 203 respondents were analysed using mean, Manova,
t-test, Anova and Pearson product-moment correlation. In the follow-up qualitative
phase, semi-structured interviews were undertaken with 12 participants and the data
subjected to interpretive thematic analysis. The findings revealed that the participants
demonstrated positive conceptions of assessment as a means for ensuring student and
school accountability as well as improving teaching and learning, with assessment for
student accountability yielding the highest mean value. Also, the findings revealed
that teachers mostly employ traditional assessment methods than alternative
assessment tools. Moreover, except gender, other demographic characteristics did not
impact on their assessment conceptions. Furthermore, gender, age, assessment
training, teaching experience and class teaching level impacted on the teachers‟ use of
assessment methods. A significant positive relationship was found between teachers‟
assessment conceptions and certain tools and methods of assessment. It was
recommended among other issues that regular in-service training in assessment be
conducted for teachers in order for them to be up-to-date and also develop their skills
and use of appropriate alternative classroom assessment practices. |
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