EXPLORING UPPER PRIMARY AND JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS’ PERCEPTIONS AND PRACTICES OF CLASSROOM ASSESSMENT IN THE GOMOA EAST DISTRICT OF GHANA

ABSTRACT 

The study sought to explore Upper Primary and Junior High School mathematics teachers’ perceptions and practices of classroom assessment in the Gomoa East District in the Central Region of Ghana. A mixed method sequential explanatory study was undertaken using Mohamad’s (2009) conceptual framework (Classroom Assessment Process). A survey was first conducted using the Classroom Assessment Conception Instrument to gather quantitative data on the respondents (n = 289). Quantitative data were analyzed using descriptive statistics, independent-sample t-test and Pearson product-moment correlation. Statistical analysis was conducted with the help of Statistical Package for Social Sciences. In the follow-up qualitative phase, semistructured interview and observational check-list (Classroom Assessment Lesson Observation Protocol) exploring teachers’ perceptions and practices of assessment were undertaken with 10 and 4 participants respectively. The data from the interview was subjected to interpretive thematic analysis while data from the classroom observation was subjected to content analysis. The findings revealed that, the teachers perceived assessment as test or exercise. Results showed that the planning, designing and implementing stages of assessment were perceived as serving summative purposes while the reporting stage was perceived as serving formative purposes. The respondents had a split view on the marking of assessment. The results further indicated that, the teachers’ perceptions and practices of assessment were related. The findings also showed that teachers had limited ability to use alternative assessment tools. Finally, assessment practices were mostly administered at the end of the lesson. Organizing in-service training, mentoring program and providing assessment materials were suggested as ways of developing desirable classroom assessment perceptions among the teachers.