Poster #30 - Classroom Assessment: An Investigation Into Ghanaian Teachers' Conception of Assessment

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-4 - Assessment in Schools: Poster Session 1

Abstract

As Ghana strives to shift from the over-reliance of summative assessments in its institutions to a blend of assessment of, as and for learning; there is the need to investigate Ghanaian teachers’ conception of assessment. The purpose of this study was to explore Ghanaian teachers’ conception of assessment. Teachers Conception of Assessment Scale was administered to a sample 370 teachers selected from the Madina Municipal in Accra. Findings revealed some similarities and differences in the factor structure of the TCoA scale in comparison to previous studies. Specifically, Ghanaian teachers viewed assessments as; formative to improve students learning, accurate and summative, unfair and irrelevant, and erroneous. Findings also revealed that highly educated and experienced teachers view assessments as unfair and irrelevant.

Author

• Paul Kwame Butakor, University of Ghana