Abstract:
The study examined the implementation of School Based Assessment in
KEEA district in Central Region. The quota sampling procedure was used to
select 200 basic school teachers in ten basic schools for the study. Five
research questions and three hypotheses guided the study. Questionnaire was
used for data collection for the study. The Cronbach’s coefficient alpha for the
questionnaire was 0.85. The results showed that to a great extent, teachers
agreed that, they have knowledge about School Based Assessment in carrying
out periodic intervals for the purpose of improving the overall performance of
students. Teachers also reported positive attitude towards the application of
School Based Assessment guidelines in schools. It was found that no
significant difference existed among the length of service of teachers with
respects to the application of SBA. It is recommended that public senior high
school teachers are given timely in-service training in order to be abreast with
contemporary issues on SBA such as the tasks involved it. Additionally,
periodical in-service training and workshops be given to teachers even though
they have positive attitude towards the application of SBA guidelines.
Furthermore, Ghana Education Service and stakeholders should allocate funds
for workshops, seminars for teachers on challenges of SBA.
