TEACHERS CONFIDENCE OF CLASSROOM ASSESSMENT PRACTICES: A CASE OF BASIC SCHOOLS IN UPPER DENKYIRA WEST DISTRICT, GHANA

Authors

  • Samuel Oppong Student, Department of Education and Psychology, University of Cape Coast, Ghana
  • Regina Mawusi Nugba Lecturer, Department of Education and Psychology, University of Cape Coast, Ghana
  • Eugene Asamoah Training Officer, College of Distance Education, University of Cape Coast, Ghana
  • Nathaniel Quansah Student, Department of Education and Psychology, University of Cape Coast, Ghana
  • Vera Rosemary Ankoma-Sey Lecturer, College of Distance Education, University of Cape Coast, Ghana

DOI:

https://doi.org/10.46827/ejes.v10i11.5063

Keywords:

teacher confidence, classroom assessment practices

Abstract

Teachers' confidence in classroom activities has been a major concern for educators and major stakeholders in Ghana. However, the literature suggests that showing higher confidence in classroom practices positively impact students learning outcome. The specific purposes of the study were to determine whether teachers are confident in (1) monitoring, analysing, and communicating assessment results and (2) assessment, design, implementation, and feedback. The study also sought to find out whether gender plays a role in teachers’ confidence in classroom assessment practices. A descriptive research design was adopted for the conduct of the study. The population for this study comprised all public basic schools in the Upper Denkyira West District. The purposive Sampling technique was used to select 137 out of 187 Lower Primary School Teachers (Basic 1-3). A standardised inventory called “Classroom Assessment Inventory” developed and validated by Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhangain in 2016 was adopted for this study. It was found that primary school teachers were generally more optimistic about their ability to put the various classroom assessments into practice in the classroom. Overall, the study found that teachers have a higher level of confidence in their assessment practices in the classroom. It was also revealed that there is no statistically significant difference between confidence in classroom assessment and the gender of teachers. It was recommended that Ghana Education Service through District Directors of Education should organize in-service training and workshops for all teachers to partake in irrespective of their gender.

 

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Author Biographies

  • Samuel Oppong, Student, Department of Education and Psychology, University of Cape Coast, Ghana

    Samuel Oppong, Department of Education and Psychology, University of Cape Coast, Ghana. Research interests: Educational Measurement, Instrument Validation, Classical Test Theory, Structural Equation Modelling, Assessment in Education.

    ORCID ID: https://orcid.org/0009-0005-0851-9186

  • Regina Mawusi Nugba, Lecturer, Department of Education and Psychology, University of Cape Coast, Ghana

    Regina Mawusi Nugba, Lecturer, Department of Education and Psychology, University of Cape Coast, Ghana. Research interests: Educational Measurement, Research Methods in Education, Assessment in Education, Test Development, Curriculum Development in Education.

    ORCID ID: https://orcid.org/0000-0002-3537-645X

     

  • Eugene Asamoah, Training Officer, College of Distance Education, University of Cape Coast, Ghana

    Eugene Asamoah, Training Officer, District Education Office, Upper Denkyira West, Ghana, University of Cape Coast, Ghana. Research interests: Leadership and administration, Teacher Education.

  • Nathaniel Quansah, Student, Department of Education and Psychology, University of Cape Coast, Ghana

    Nathaniel Quansah, Department of Education and Psychology, University of Cape Coast, Ghana. Research Interest: Validation and Validity Theory, Statistical Modelling, Item Response Theory, High Stakes Assessment, and Program Evaluation.

    ORCID ID: https://orcid.org/0009-0001-8274-1480

  • Vera Rosemary Ankoma-Sey, Lecturer, College of Distance Education, University of Cape Coast, Ghana

    Vera Rosemary Ankoma-Sey, Senior Lecturer, College of Distance Education, University of Cape Coast, Ghana. Research interests: Educational Administration Educational Planning Educational Leadership Educational Assessment, Gender and Administrative Management.

    ORCID ID: https://orcid.org/0000-0002-3254-0680

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Published

2023-10-07

Issue

Vol. 10 No. 11 (2023)

Section

Articles

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