Abstract:
The study sought to examine assessment practices of Christian Religious Studies (CRS) teachers in Senior High Schools in the Bono, Bono East and Ahafo regions of Ghana. The cross-sectional descriptive survey research design was adopted for the study. Using the census method, 96 CRS teachers in the Senior High Schools in the Bono, Bono East and Ahafo regions of Ghana were selected to participate in the study. The questionnaire was used to gather the requisite data for the study. The data was analysed using frequencies, percentages, means and standard deviations. The study among other things found out that the CRS teachers were knowledgeable in assessment practices. The teachers used assessment strategies such as: storytelling, presentations, group assignment, individual assessment, homework, peer assessment, questioning, class exercises, and quizzes/ class tests very often. Also, to a high extent, the CRS teachers practised assessment for learning (AfL), assessment as learning (AaL), and assessment of Learning (AoL). Again, teachers encountered a number of challenges in assessing their students. Some of the challenges were the difficulty for teachers to follow the assessment practices, lack of funds, and large class sizes. The study recommended that, Ministry of Education (MoE) and the Ghana Education Service (GES) should ensure that CRS as a subject is taught by professional teachers with education background, and should organize in-service training for teachers concerning the practice of assessment as learning (AaL). Again, headteachers should solicit for financial assistance from PTA and old school unions, and teachers should write test items at least two weeks before time for test administration.
