Emergency Remote Assessment in Sub-Saharan Africa Higher Education: Evidence From Ghanaian Teacher Educators During COVID-19

• In Event: Marriott Roundtable Session Ten
  In Roundtable Session: Inclusion and Accessibility in Educational Assessment SIG Roundtable (Table 2)

Abstract

This study explored remote assessment experiences of teacher educators in Ghana. Through a qualitative transcendental phenomenological approach, we selected 25 teacher educators from 15 teacher training institutions in Ghana. The findings showed that teacher-centered approaches to assessment dominated the emergency remote assessment practices. Hodgepodge grading and general oral feedback were most prevalent during remote assessment. Individualized feedback decreased due to large class size. Teachers faced challenges including limited knowledge and use of online teaching platform for assessment, inadequate professional training, access to technological resources and concerns about academic dishonesty. However, teachers reported that their involvement in abrupt remote teaching and assessment has been a learning opportunity for them to develop new skills, which is imperative for their professional development.

Authors

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

• Daniel Asamoah, Universiti Brunei Darussalam
  Presenting Author

• Eric Atta Quainoo, Beijing Normal University
  Presenting Author

• Ernest Ofori Sasu, Ada College of Education
  Presenting Author

• Kenneth Gyamerah, Toronto District School Board 
  Presenting Author

• Ernest Yaw Amoateng, Western Michigan University
  Presenting Author