Senior High School Mathematics Teachers’ Perception and Practice of School-Based Assessment

Abstract

This study examined Senior High School (SHS) Mathematics teachers’ perception and practice of school-based assessment in selected districts in the Bono Region. The study employed mixed methods approach which adopted the sequential explanatory design. The census method was employed to involve 117 SHS mathematics teachers. A questionnaire and interview guide were used as the main data collection instruments. Descriptive statistics (frequencies and percentages, mean and standard deviation) and inferential statistics (Independent sample t-test and One-Way ANOVA) statistics were used to analyse the quantitative data while thematic analysis was used to analyse the qualitative data that were obtained from the interviews. The study revealed that SHS mathematics teachers had positive perception about school-based assessment and they practiced school-based assessment. The results from the study showed that mathematics teachers use SBA results in: remedial teaching, and designing learning activities. It was found that mathematics teachers gave the required number of group exercise, midterm test, and end of term examination in the academic year, however majority of the mathematics teachers did not give the required number project work in a year. Finally, gender and teaching experience were found to have no effect on teachers’ perception of school-based assessment. Based on the findings of the study, it was recommended that Ghana Education Service should offer targeted professional development opportunities for mathematics teachers to deepen their understanding of SBA methodologies and effective strategies for its integration.