DOES ASSESSMENT QUALITY AND ASSESSMENT LITERACY INFLUENCE STUDENTS' ACADEMIC PERFORMANCE?

Autori

  • Justice Dadzie Department of Education and Psychology, University of Cape Coast, Ghana
  • Stacy Hughey Surman Department of Educational Studies, The University of Alabama, USA
  • Ruth Keziah Annan-Brew Department of Education and Psychology, University of Cape Coast, Ghana
  • Ifesinachi Jude Ezugwu Department of Educational Studies, The University of Alabama, USA
  • Nicholas Amponsah Department of Education and Psychology, University of Cape Coast, Ghana
  • Evans Addison Department of Education and Psychology, University of Cape Coast, Ghana

DOI:

https://doi.org/10.46827/ejes.v11i4.5265

Parole chiave:

assessment literacy, assessment quality, pedagogical expertise, subject-matter knowledge, classroom management skills, academic achievement, test construction, assessment feedback practice

Abstract

This study aimed to investigate the influence of assessment quality and assessment literacy on students' academic performance in core mathematics within senior high schools in the Akuapem North Municipality. Utilizing a cross-sectional design, data were collected from core mathematics educators in the municipality using a questionnaire covering demographic characteristics, assessment literacy, and teacher quality. A regression analysis was conducted to examine the relationship between assessment quality and literacy and student academic performance. The findings indicated that neither assessment quality nor assessment literacy significantly predicted student academic performance. Specifically, pedagogical expertise, subject-matter knowledge, classroom management skills, test construction understanding, and assessment feedback practice did not have a statistically significant impact on student academic performance. This study contributes to the understanding of the multifaceted factors influencing student academic performance and underscores the importance of comprehensive approaches in educational research and practice. The results suggest that other factors beyond assessment quality and literacy may play a more significant role in shaping student outcomes in the Akuapem North Municipality. Additionally, the study highlights the importance of considering local contexts and exploring a broader range of variables when examining educational outcomes, providing valuable insights for educators and policymakers aiming to improve student performance in core mathematics.

 

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Biografie autore

  • Justice Dadzie, Department of Education and Psychology, University of Cape Coast, Ghana

    Justice Dadzie is a student at the Department of Education and Psychology, University of Cape Coast, Ghana. His research area focusses on large scale assessment, statistical modelling, mathematics education, science education.

    Email: justicedadzie19@gmail.com

    ORCID: https://orcid.org/0000-0002-9281-8963

  • Stacy Hughey Surman, Department of Educational Studies, The University of Alabama, USA

    Stacy Hughey Surman (PhD) is an Associate Professor of Educational Research in the Department of Educational Studies in Psychology, Research Methodology, & Counseling in the College of Education at the University of Alabama, USA. Her research interests focus on teacher self-efficacy, classroom assessment development and use, and equitable access to arts education. Dr. Surman's work is centered on leveraging the rich cultural and artistic history of underserved communities to bridge educational gaps and foster positive community outcomes.

    Email: ssurman@ua.edu

    ORCID: https://orcid.org/0009-0001-5783-7691

  • Ruth Keziah Annan-Brew, Department of Education and Psychology, University of Cape Coast, Ghana

    Ruth K. Annan-Brew (PhD) is a senior member and lecturer at the Department of Education and Psychology, University of Cape Coast, Ghana. Her research interests focus on teaching methods, mathematics education, and educational assessment, particularly in the field of educational measurement, instrument validation and DIFF analysis.

    Eamil: ruth.keziah@ucc.edu.gh

    ORCID: https://orcid.org/0000-0002-6434-510X

  • Ifesinachi Jude Ezugwu, Department of Educational Studies, The University of Alabama, USA

    Ifesinachi Jude Ezugwu is currently pursuing his PhD in Educational Research at the University of Alabama, USA. His research interests focus on assessment systems in Nigeria, psychometrics, STEM education, teacher education, instrumentation design, and development. Additionally, he is interested in exploring the experiences, self-identities, and motivations of first-generation graduate students from West Africa who are pursuing higher education, particularly at predominantly white institutions.

    Email: ijezugwu@crimson.ua.edu

    ORCID: https://orcid.org/0009-0004-0094-9512

  • Nicholas Amponsah, Department of Education and Psychology, University of Cape Coast, Ghana

    Nicholas Amponsah is a student studying Measurement and Evaluation at the University of Cape Coast, Ghana. His research interests focus on mathematics education, student performance and assessment research, as well as research on mathematics and science technological applications.

    Email: nicknanaamponsah@gmail.com

  • Evans Addison, Department of Education and Psychology, University of Cape Coast, Ghana

    Evans Addison is a student studying Measurement and Evaluation at the University of Cape Coast, Ghana. His research interests focus on mathematics education, student performance, large scale assessment, DIFF analysis, and instrument validation.

    Email: evansaddison055@gmail.com

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Pubblicato

2024-03-15

Fascicolo

V. 11 N. 4 (2024)

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