Tag Archives: Continuous Assessment

Formative Assessment Practices of Senior High School Teachers in the Ashanti Mampong Municipality of Ghana (Published)

This study investigated the Senior High School (SHS) teachers’ formative assessment practices in the Mampong Municipality of Ghana. Three research questions guided the study: What is SHS teachers’ knowledge of formative assessment? What are SHS teachers’ formative assessment practices? How does formative assessment contribute to improvement in teaching and learning? Stratified and simple random sampling methods were used to select 80 teachers from the four public SHSs in the Municipality for the study. The study used a questionnaire for data collection. The study revealed that about half of the teachers lacked the conception of formative assessment and its sub-concepts. Generally, the teachers were involved in certain practices which unknown to them were formative assessment practices. They saw these practices as norms and daily routines that needed to be done as part of the teaching and learning procedures. To them, these practices contributed to improvement in teaching and learning. From the findings, the researchers recommended that, to increase the understanding of SHS teachers on formative assessment and its sub-concepts, pre-service teacher training must place much emphasis on the theory and practice of formative assessment and in-service training activities should be organised for teachers already in the field. Stakeholders of education need to give this the needed support.

Keywords: Assessment, Continuous Assessment, School-based assessment, Senior High School, Summative Assessment, formative assessment practices

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables

Causal Effect of Process Variables on Mathematics Continuous Assessment Practice in Ekiti – State (Published)

Educational assessment provides the necessary feedback we require in order to maximise the outcomes of educational efforts. Assessment of learner’s learning provides objectives evidences necessary in the decision- making process in education. It has the potential to enhance mathematics learning and to provide student’s interest in mathematics. However , in order to evaluate the new educational system, one policy that cuts across all educational levels throughout Nigeria is that of continuous assessment which is enquiring not only the thinking process but including behaviours personality traits and manual dexterity through various student’s profile using  variety of assessment instruments in assessing various components of learning. The study investigated the causal effect of process variables on mathematics continuous assessment practice in Ekiti State. The sample for the study consisted of 116 stratified random selected mathematics teachers from 20 randomly selected senior secondary schools in the state. Data collected was through self constructed questionnaire centred on process variables and mathematics continuous assessment (cognitive, affective and psychomotor domains. Result shows that the continuous assessment practice in the school system is not representing the learners in his/ her entirety because it is cognitive oriented while affective and psychomotor domains are represented with number rating.     

Keywords: Continuous Assessment, Ekiti State, Mathematics, Process Variables