Tag Archives: School-based 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

The Understanding of Senior High School Mathematics Teachers of School-Based Assessment and Its Challenges in the Cape Coast Metropolis (Published)

This study focuses on the understanding of mathematics teachers of School-Based Assessment (SBA). It explores the challenges mathematics teachers in the Senior High School face in the management of assessment and ways of improving assessment practices. A total of 110 educators comprising 100 male and 10 female mathematics teachers participated in the study. A questionnaire and an interview schedule were used to collect data for the study and frequencies and percentages were used to analyze the data. Findings revealed that mathematics teachers in Senior High Schools in the Cape Coast Metropolis do not understand SBA guidelines and do not use them so they still practise the old ‘continuous assessment’ scheme which seems to be directing classroom practices. Considering the revelations from the study that majority of the teachers still used dated continuous assessment, it is obvious that they are not abreast with new trends and development relating to assessment practices. In view of this, in-service training in the form of workshops and seminars could greatly contribute to upgrading their skills and introducing them to effective ways of implementing SBA. This is clearly acknowledged in the submissions of majority of the teachers involved in the study. Taking cognizance of the universal nature of the teaching, learning and assessment of mathematics, it is likely that the problems associated with it in the schools in Cape Coast Metropolis would be found elsewhere across the globe. This study therefore seeks to serve as basis for similar studies in different jurisdictions so as to make its finding more encompassing.

Keywords: Mathematics, School-based assessment, Senior High School


The study investigated the differential effects of performance feedback types on the improvement of students’ performance in school-based assessment. It used 145 senior secondary two (SS II) students from five secondary schools in Emohua Local Government Area of Rivers State, Nigeria. The sample was drawn via a purposive sampling technique and assigned to four experimental groups and one control group. The groups were specific positive feedback, (SPF) specific negative feedback (SNF), non-specific negative feedback (NSNF), non-specific positive feedback (NSPF) and no feedback (NF, control). The study took a 5×2 between subjects factorial experimental research design by pretest post test technique. Two research questions and two null hypotheses guided the conduct of the study. Two equivalent instruments used for data collection were chemistry problem solving test form one and form two (i.e CPST1 and CPST2). They are essay itemed and their equivalent form reliability coefficient was 0.79. The inter-rater and Alpha coefficients for CPST1 were 0.68 and 0.73 respectively, while that of CPST2 were 0.71 and 0.76 respectively. Data collected were analysed using mean, standard deviation, paired t-test two-way analysis of covariance and pair wise comparison where necessary. The results obtained after data analysis showed a significant main effects for feedback types, gender and interaction between feedback types and gender. It was also found that SPF, SNF, NSNF and NSPF had significant effects, while NF had insignificant effects on the improvement of students’ performance in solving problems in chemistry. Based on the results, it was recommended among all that teachers should endeavour to use SPF in the appropriate ratio to SNF while assessing students performance.

Keywords: School-based assessment, non-specific negative feedback, non-specific positive feedback, specific negative feedback, specific positive feedback