Examining Primary School Teachers’ Practices in School-Based Assessment: Influence of Teaching Experience

James Kwame Mahama; Robert Osman Iddrisu; Simon Alhassan Iddrisu

doi:10.18535/sshj.v9i04.1773

Abstract

The way teachers conduct school-based assessments (SBA) has a significant impact on students learning outcomes and provides important information for personalised support and instructional improvement. However, the precise influence of teaching experience on SBA among primary level teachers remains unknown. The study is to investigate the practices of SBA among primary school teachers and to determine if these practices vary considerably due to the teachers' years of experience. The study employed a descriptive research design to collect data on primary school teachers' practices regarding SBA with a sample of 270 primary school teachers who were randomly selected among the population 686. A questionnaire was the data collection instrument for the study. We analysed the collected data using frequencies, percentages, means standard deviations, and one-way ANOVA. The analyses revealed that the primary school teachers' SBA practices are generally effective. Furthermore, there were no statistically significant differences in teachers' practices across the various year groupings based on experience. the findings suggest that there is a need to look beyond years of teaching experience to better understand the factors that drive effective SBA practices in primary education. Furthermore, the Ghana Education Service (GES) should continue with the implementation of the ongoing professional development programmes for teachers with a focus on SBA best practices. Headteachers of primary schools should also create professional learning communities to encourage teacher collaboration.

Keywords

FDPsResearchSkillsTeachingEthics

References

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Wadsworth/Thomson LearningGoogle Scholar ↗
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Awoniyi, F. C. (2016). The understanding of Senior High School mathematics teachers of school-based assessment and its challenges in the Cape Coast Metropolis. British Journal of Education, 4(10), 22-38Google Scholar ↗
Bassey, S. W., Akpama, E. G., Ayang, E. E., & Iferi-obeten, M. (2013). The implications of the application of best assessment practices on the basic education teachers’ characteristics: a case study of the cross river Central Senatorial District. African Journal of Education and Technology, 3(1), 37-45.Google Scholar ↗
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Krejcie, R. V., & Morgan, D. W. (2011). Determining sample size for research activities. Journal of Education and Psychological Measurement. 30, 607-610.Google Scholar ↗
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Nitko, A. J. (2001). Educational tests and measurements (3rd ed.). Prentice-Hall, Inc.Google Scholar ↗
Nugba, R. M. (2012). Implementation of school-based assessment in the Obuasi Municipality: Effectiveness, impact and challenges. Unpublished Master’s thesis, University of Cape Coast.Google Scholar ↗
Oduro-Okyireh, G. (2008). Testing practices of senior secondary school teachers in the Ashanti region of Ghana. Unpublished Master’s Thesis. University of Cape Coast, GhanaGoogle Scholar ↗
Okonkwo, S. C. (2002). An evaluation of continuous assessment standards and practices in Nigeria secondary schools. Journal of Quality Education. 6, 125-136Google Scholar ↗
Omorogiuwa, K., O., & Aibangbee, E. O. (2017). Factors influencing the effectiveness of school-based assessment in public Junior Secondary Schools in Benin City (Nigeria). Journal of Nursing, Social Studies, Public Health and Rehabilitation, 1(2), 7–15.Google Scholar ↗
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Quansah, K. B. (2005). Continuous assessment handbook. Ghana education service. BECAS project publication.Google Scholar ↗
Samsudin, N., Rengasamy, P., Jizat, J. E. M., Jalil, N. A., & Wahid, H. A. (2016). Teachers’ readiness, understanding, and workload in implementing school-based assessment. Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014, 137-148.Google Scholar ↗
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Veloo, A., Ramli, R., & Khalid, R. (2016). Assessment practice among English teachers in Malaysian Secondary Schools. International Journal for Infonomics (IJI), 9(4), 1220-1227Google Scholar ↗
Williamson, C. (2017). Teachers’ role in school-based assessment as part of public examinations. US-China Education Review, 7(6), 301-307.Google Scholar ↗
Wiredu, S. G. (2013). Assessment practices of tutors in the nurses’ training colleges in the Western and Central Regions of Ghana. Unpublished Master’s thesis. University of Cape CoastGoogle Scholar ↗
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioural Sciences, 116, 2998-3004.Google Scholar ↗
Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the theory of planned behaviour. Educational Research and Evaluation, 20(2), 83-97.Google Scholar ↗
Yates, A. (2018). Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study. Unpublished Doctoral thesis. Victoria University of Wellington.Google Scholar ↗

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[refR-2] Alufohai, P. J., & Akinlosotu, N. T. (2016). Knowledge and attitude of public secondary school teachers towards continuous assessment practices in Edo Central Senatorial District. African Research Review, an International Multi-disciplinary Journal, 10(4), 127- 143.Google Scholar ↗

[refR-3] Amedahe, F. K. (2014). The Issue of Falling Educational Standards in Ghana: A perception orreality? (Inaugural Lecture). University of Cape Coast Press.Google Scholar ↗

[refR-4] Amedahe, F. K., & Asamoah-Gyimah, K. (2017). Introduction to educational research. Akoyab Multimedia LimitedGoogle Scholar ↗

[refR-5] Anhwere, Y. M. (2009). Assessment practices of teacher training college tutors in Ghana. (Unpublished Masters’ thesis, University of Cape Coast).Google Scholar ↗

[refR-6] Ary, D., Jacobs, C. L., & Razavieh, A. (2002). Introduction to research in education (6thed.).Google Scholar ↗

[refR-7] Wadsworth/Thomson LearningGoogle Scholar ↗

[refR-8] Attom, S. N. (2017). Perception of authentic assessment and its practices among teachers in public senior high schools in Cape Coast Metropolis. Unpublished Master’s thesis. University of Cape Coast.Google Scholar ↗

[refR-9] Awoniyi, F. C. (2016). The understanding of Senior High School mathematics teachers of school-based assessment and its challenges in the Cape Coast Metropolis. British Journal of Education, 4(10), 22-38Google Scholar ↗

[refR-10] Bassey, S. W., Akpama, E. G., Ayang, E. E., & Iferi-obeten, M. (2013). The implications of the application of best assessment practices on the basic education teachers’ characteristics: a case study of the cross river Central Senatorial District. African Journal of Education and Technology, 3(1), 37-45.Google Scholar ↗

[refR-11] Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). RoutledgeGoogle Scholar ↗

[refR-12] Creswell, J. W. (2012). Educational research: Planning conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Educational Inc.Google Scholar ↗

[refR-13] Curriculum Research and Development Division, (2011). Teachers’ handbook on school-based assessment for upper primary six. Ministry of EducationGoogle Scholar ↗

[refR-14] Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Prentice Hall IncGoogle Scholar ↗

[refR-15] Etsey, Y. K. A. (2012). Assessment in education: EPS 311. Unpublished document, University of Cape Coast, GhanaGoogle Scholar ↗

[refR-16] Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction.(6th ed.).Longman.Google Scholar ↗

[refR-17] Ghazali, N. H. M., Norazilawati, A., Hamzah, M., & Norfishah, M. R. (2016). Confirmatory factor analysis of the school-based assessment evaluation among teachers. Mediterranean Journal of Social Sciences, 7(5), 114Google Scholar ↗

[refR-18] Keyton, J. (2001). Integrating service‐learning in the research methods course. Southern Journal of Communication, 66(3), 201-210.Google Scholar ↗

[refR-19] Kinyua, K. & Odiemo, L. (2014). Validity and reliability of teacher-made tests: Case study of year 11 physics in Nyahururu District of Kenya. African Educational Research Journal, 2(2), 61-71.Google Scholar ↗

[refR-20] Koloi-Keaikitse, S. (2012). Classroom assessment practices: A survey of Botswana Primary and secondary school teachers. Unpublished Doctoral thesis, Ball State UniversityGoogle Scholar ↗

[refR-21] Kombo, D. K., & Tromp, D. L. A. (2006). Proposal and thesis writing: An introduction. Pauline’s Publications AfricaGoogle Scholar ↗

[refR-22] Krejcie, R. V., & Morgan, D. W. (2011). Determining sample size for research activities. Journal of Education and Psychological Measurement. 30, 607-610.Google Scholar ↗

[refR-23] Looney, J. W. (2011). Integrating formative and summative assessment: progress towards a seamless system? (OECD Education working paper No.58) OECD Publishing.Google Scholar ↗

[refR-24] Magno, C. (2009). Demonstrating the difference between classical test theory and item response theory using derived test data. International Journal of Educational and Psychological Assessment, 1(1), 1-11.Google Scholar ↗

[refR-25] Md-Ali, R., Veloo, A., & Krishnasamy, H., N (2015). Implementation of school- based assessment: The experienced teachers’ thoughts. Australian Journal of Basic and Applied Sciences, 9(18), 72-78Google Scholar ↗

[refR-26] Nitko, A. J. (2001). Educational tests and measurements (3rd ed.). Prentice-Hall, Inc.Google Scholar ↗

[refR-27] Nugba, R. M. (2012). Implementation of school-based assessment in the Obuasi Municipality: Effectiveness, impact and challenges. Unpublished Master’s thesis, University of Cape Coast.Google Scholar ↗

[refR-28] Oduro-Okyireh, G. (2008). Testing practices of senior secondary school teachers in the Ashanti region of Ghana. Unpublished Master’s Thesis. University of Cape Coast, GhanaGoogle Scholar ↗

[refR-29] Okonkwo, S. C. (2002). An evaluation of continuous assessment standards and practices in Nigeria secondary schools. Journal of Quality Education. 6, 125-136Google Scholar ↗

[refR-30] Omorogiuwa, K., O., & Aibangbee, E. O. (2017). Factors influencing the effectiveness of school-based assessment in public Junior Secondary Schools in Benin City (Nigeria). Journal of Nursing, Social Studies, Public Health and Rehabilitation, 1(2), 7–15.Google Scholar ↗

[refR-31] Opara, I. M., Onyekuru, B. U., & Njoku, J. U. (2015). Predictive power of school-based assessment scores on students’ achievement in Junior Secondary Certificate Examination (JSCE) in English and Mathematics. Journal of Education and Practice, 6(9), 112-116Google Scholar ↗

[refR-32] Quansah, K. B. (2005). Continuous assessment handbook. Ghana education service. BECAS project publication.Google Scholar ↗

[refR-33] Samsudin, N., Rengasamy, P., Jizat, J. E. M., Jalil, N. A., & Wahid, H. A. (2016). Teachers’ readiness, understanding, and workload in implementing school-based assessment. Competencies in Teaching, Learning and Educational Leadership in the Digital Age: Papers from CELDA 2014, 137-148.Google Scholar ↗

[refR-34] Talib, R., Naim, H. A., Ali, N. S. M., & Hassan, M. A. M. (2014, August). School-based assessment: A study on teacher’s knowledge and practices. In Fifth International Graduate Conference on Engineering, Humanities and Social Science, University of Technology, Johor Bahru, Malaysia.Google Scholar ↗

[refR-35] Veloo, A., Ramli, R., & Khalid, R. (2016). Assessment practice among English teachers in Malaysian Secondary Schools. International Journal for Infonomics (IJI), 9(4), 1220-1227Google Scholar ↗

[refR-36] Williamson, C. (2017). Teachers’ role in school-based assessment as part of public examinations. US-China Education Review, 7(6), 301-307.Google Scholar ↗

[refR-37] Wiredu, S. G. (2013). Assessment practices of tutors in the nurses’ training colleges in the Western and Central Regions of Ghana. Unpublished Master’s thesis. University of Cape CoastGoogle Scholar ↗

[refR-38] Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioural Sciences, 116, 2998-3004.Google Scholar ↗

[refR-39] Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the theory of planned behaviour. Educational Research and Evaluation, 20(2), 83-97.Google Scholar ↗

[refR-40] Yates, A. (2018). Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study. Unpublished Doctoral thesis. Victoria University of Wellington.Google Scholar ↗