Classroom Assessment Data Use Practices Among Basic School Teachers in Ghana

Abstract

Assessment results can be a guide to instruction, and they can ensure that the prescribed curriculum is well covered. When assessment data are used as a means of making appropriate instructional adjustments for improvement, teaching and learning progresses. The study examined basic school teachers’ perception and use of assessment data. Cross-sectional survey design was used for the conduct of the study. Hundred and fifty (150) teachers within the Central region of Ghana were sampled from twenty (20) basic schools using systematic sampling procedure. A two-dimensional questionnaire was adapted, validated and used for the collection of research data. The data to provide answers to the study question were analysed using descriptive statistics, specifically, percentages and frequencies. The hypothesis was tested using Partial Least Square structural equation modelling approach. Findings revealed that in practice, basic school teachers use assessment data to plan instruction, evaluate students’ learning progress, determine curriculum strands to emphasize during teaching sessions and also to evaluate instructional effectiveness for the academic year. The study further showed that teacher perception about assessment significantly predict assessment data use. The study recommends that, tertiary institutions that train teachers must continue to place much emphasis on the teaching of ‘assessment in schools’ to deepen prospective teachers’ knowledge and utilization of assessment data for sustenance of positive ‘assessment data use practices’ in Ghana basic schools.