Teacher characteristics as correlates of classroom assessment practices at Atwima Nwabiagya South District

Abstract

The purpose of the study was to investigate teacher characteristics as correlate of classroom assessment practices at Atwima Nwabiagya South District J.H.Ss. Descriptive survey design with a quantitative approach was used in the conduct of the study. A sample of 219 respondents was randomly selected from a population of 366 teachers. A 42-item Teacher Self-Perceived Assessment practices questionnaire was used to gather data from the respondents. Frequencies and percentages were used to analyse the data to answer research questions 1 to 5. Data on research question 6 was answered using hierarchical multiple regression. Hypothesis 1 was tested using independent samples t-test. It was found that teachers used a number of assessment formats in assessing students. Prevalent among them were essay items to assess students’ understanding, giving class exercises to students immediately after teaching, use of oral questions to assess students, as well as the use of exams to assess students at the end of the term. It was also found that teachers considered the purpose of the test before developing test items, prepared a marking scheme immediately after constructing test items, matched instructional objectives with test items, teachers however, did not use test specification table while writing test items. None of the demographic variables (experience, age and qualification) had a significant effect on teachers’ assessment practices. No significant difference was found in teachers’ assessment practices with regard to gender. It was recommended that the Ministry of Education and school administrators should train and encourage teachers regarding the importance of using of test specification tables when constructing test items.