Formative Assessment Practices of Senior High School Teachers in the Upper West Region of Ghana

Abstract

The study investigated the formative assessment practices of senior high school teachers in the Upper West Region of Ghana. In order to achieve the purpose of the study, the mixed methods design was used. Survey questionnaire for teachers, semi-structured interview and lesson observation guides were used to collect data from a sample of 309 senior high school (SHS) teachers who were selected through simple random and purposive sampling. Inferential and descriptive statistics were used to analyse the data that were gathered. The key findings of the study revealed that SHS teachers had low knowledge in the practice of formative assessment. In terms of formative assessment practices, formative feedback was found to be the prevalent formative assessment practice of the SHS teachers. The study further revealed oral questioning as the dominant formative assessment technique used by SHS teachers. Large class size, examination-oriented culture/impact of summative assessments (for example, WASSCE), lack of assessment materials, among others, were identified as the major challenges that SHS teachers face in their practice of formative assessment. The results indicated a significant difference between male and female teachers with respect to their practice of formative assessment. Also, significant differences existed in SHS teachers’ formative assessment practices with respect to their years of teaching experience. Finally, SHS teachers’ knowledge of formative assessment was the best predictor of their practice of formative assessment. It was recommended that Ghana Education Service should organise regular in-service training for SHS teachers on formative assessment, build more infrastructure so as to reduce the large class size in schools, among others.