"One Size Does Not Fit All": A Person-Centered Analysis of Ghanaian Teachers' Approaches to Classroom Assessment

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Examining Teachers' Conceptions of Assessment Design and Use (Table 3)

Abstract

Using 427 K-12 teachers, the study employed a cross-sectional survey to contextualized Ghanaian teachers’ approaches to assessment using Latent Class Analysis (LCA). We found that within the K-12 teachers, there are three distinct classes of teachers with varying approaches to classroom assessment: (a) eager assessors, (b) teacher-centered assessors, (c) accountability oriented assessors. Some teachers use assessment results to both summate student learning, and provide feedback on progress towards learning objectives. Others do not actively engage students in the assessment process. Another group of teachers prioritize assessment for grading students. Understanding the distinct patterns of teachers’ approaches to assessment is critical to supporting teachers’ professional development and integrating new approaches to assessment that align with contemporary mandates and assessment theories.

Authors

• David Baidoo-Anu, Queen's University - Kingston
  Presenting Author

• Christopher DeLuca, Queen's University - Kingston
  Presenting Author