Abstract:
The study examined the knowledge and use of formative assessment among Senior High School teachers in the Kumasi Metropolis. The study used the descriptive survey design with quantitative approach. Multi-stage sampling procedures were used to select a sample of 226 respondents as teachers. Specifically, the study used purposive, stratified and proportionate sampling techniques. Teacher’s questionnaire with a reliability of 0. 92 using Cronbach Alpha (r) was used to collect data for the study. My supervisors assessed the validity of the instrument in context of clarity of the items. Means and standard deviations as well as Pearson Product Moment correlation coefficient were used to analyse the data that was gathered. The findings of the study revealed that teachers in Kumasi Metropolis have above average knowledge in formative assessment. The study also reported that the activities that characterise the use of formative assessment are; “Questioning”, “Exams,” “Class work”, “Observation”, “Homework” and “Test”. The study further revealed that there is a positive weak relationship between knowledge and use for formative assessment. In addition, the findings of the study showed that, “Formative assessment is demanding in nature” and “Formative assessment brings heavy workloads to teachers”. It was concluded that, SHS teachers in Kumasi Metropolis have the requisite knowledge in formative assessment. However, some of the activities involving the practice of formative assessment were seen not to be used by the SHS teachers in Kumasi Metropolis. In view of this, it is recommended that Director of Education, Ghana Education Service and Head of schools must ensure teachers use of “Peer assessment”, “Presentation”, and “Self-assessment” among others in their formative assessment activities.
