The implementation of school-based assessment in keea District in central region of Ghana

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.