Abstract:
The study primarily focused on formative assessment practices of
Mathematics tutors in selected Colleges of Education in Ghana. The study
adopted Convergent Parallel research design to guide the study. A sample of
56 Mathematics tutors from the selected Colleges of Education were sampled
for the study through census sampling method. Twelve Colleges of Education
in Ashanti and Bono Regions were used. Data for this study were qualitative
and quantitative in nature. Questionnaires were used to collect quantitative
data from the participants on socio-demographic characteristic and knowledge
on formative assessment practices. Again, observation checklist and interview
guide were used to collect data (qualitative) to confirm the responses from the
questionnaire. The study revealed that tutors use oral test to evaluate students
during mathematics lessons. It was also revealed that tutors used conventional
method of teaching, group work and independent study as teaching approaches
during mathematics lessons. Based on the findings, it was concluded that,
majority of the respondents used oral test to assess students during lessons. It
was therefore recommended that tutors from various Colleges of Education
that were involved in the study should used other forms of assessment
regularly. It was also recommended that tutors from the colleges that were
involved in the study must assign mumerical scores to students work during
lessons.
