An investigation of the relationship between perceptions of mathematics teachers towards assessment and their assessment practices in the Binduri District

Abstract

The study sought to identify the relationship between the perception of mathematics teachers about assessment and their assessment practices. Descriptive survey was adopted as a design for the study. Questionnaires were administered to a sample of 63 teachers in the Binduri District after which their lessons were observed to gather data for the study. A multi-stage sampling technique was used to get the sample for the study. Data was analysed based on the research questions and hypotheses that guided the study. The descriptive statistics and inferential statistics were used to present results for the study. From the study, although the perception of teachers about assessment in mathematics is not generally in line with the current thinking of assessment, teachers generally had positive perceptions about what should be assessed, how it should be assessed and the feedback to give to students. This implies that teachers generally have inadequate training in assessment. It was also found that, teachers generally perceive and profess positive assessment practices but their practice is not generally positive. It was also found that, there was a significant difference between the professed assessment practices of teachers and their actual assessment practices. It is therefore recommended the Ghana Education Service should organise In-Service Training and Education course on current trends in assessment in mathematics. It is further recommended that heads of schools should conduct regular needs assessment and provide adequate support to enable teachers practice what they professed.