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.
