Adherence To Principles Of Classroom Assessment Practices Among Junior High School Teachers In The Effia-Kwesimintsim Municipality

Abstract

The study was to examine adherence to principles of classroom assessment practices among junior high school teachers in the Effia-Kwesimintsim municipality. The study employed a quantitative descriptive survey design. A sample size of 219 was used for the study. The 42-item questionnaire on teacher self-perceived assessment technique was used as the main instrument for data collection. Percentages and frequencies were used to answer research questions 1, 2, 3 and 4. Regression and independent samples t-test were used to test hypothesis 1 and 2 respectively. In relation to the principles of assessment practices, the findings of the study revealed that teachers 58.4% used a test specification table, 88.6% thought about the test's objectives before creating test items, 64.8% ensured good seating arrangements to prevent students from copying from each other, and 53.9% informed students in advance about the contents of tests, 71.6% scored essay tests item by item whiles 77.2 were not influenced by scores that were marked first. Teaching experience, academic qualification and age did not predict the assessment practices used by the teachers. The findings of the study did not show a statistically significant difference between the assessment practices of male and female teachers. It was recommended that headmasters in conjunction with the Ghana Education Service should organise periodic assessment training programmes for teachers.