Ghanaian K-12 Teachers Approaches to Classroom Assessment: A Latent Class Analysis

• In Event: Assessment, performativity, and improvements

Proposal

Context
Progressive and contemporary classroom assessment practices – those that focus on formative strategies that support students’ learning through continuous feedback – have been shown to promote equity and opportunities to learn, motivate students’ learning (Cauley & McMillan, 2010; Hattie, 2008), increase engagement at school (Gilboy et al., 2015), and promote and accelerate achievement (Black & Wiliam, 1998). Given the significant role that classroom assessment play in promoting students’ learning, contemporary educational research and policies have focused on building teachers’ capacity to engage in high-quality classroom assessment practices (Willis, Adie, & Klenowski, 2013). These policies build teachers’ capacity on how to negotiate, incorporate, and employ appropriate assessment approaches that promote quality education and support students’ learning. However, despite policy developments and efforts that support teachers to integrate new approaches to assessment and that align with contemporary mandates and assessment theories, research has repeatedly showed that most teachers still face challenges (DeLuca & Klinger, 2010). Consequently, teachers often have varying beliefs about purpose and process of classroom assessment leading to distinct classroom practices.
Research on classroom assessment practices of teachers in Ghana has generally demonstrated that teachers show minimal use of formative assessment strategies (Bortey, 2019; World Bank, 2013). However, little is known about the disticnt patterns of teachers’ approaches to classroom assessment. Study seeks to examine Ghanaian K-12 teachers’ approaches to assessment. The following research questions were formulated to guide the study:
1. What are K-12 teachers in Ghana approaches to classroom assessment?
2. Are there distinct patterns in teachers’ approaches to classroom assessment in the general teaching population?
3. Is there any relationship/association between teachers approaches to classroom
assessment and teachers' demographics?

Methods
The study employed cross-sectional survey to answer the research questions. Convenience and snowball sampling was used to select teachers across K-12 teachers in Ghana. . Teachers were invited to complete the survey via social media (e.g., Facebook, Twitter etc.) invitations and through email invitations and other teacher networks. In total, 427 K-12 teachers responded and completed the survey. The teacher survey consisted of two parts: (a) demographics, (b) a scenario-based inventory (Approaches to assessment scale) to gauge teachers’ approaches to assessment (DeLuca, et. al. 2016). Descriptive statistics (Frequency and percentages) were used to analyze the demographic variables of teachers and to understand teachers’ endorsement of the 12 dimensions of approaches to assessment. Latent class analysis (LCA) using the 12 dimensions of approaches of assessment as indicators was conducted to identify the underlying class/group membership among teachers. Moreover, a chi-square (cross tabulation) was used to explore the associations between the distinct classes/groups found (if any) and teachers demographics (i.e, teaching division, teaching experience, age).

Results
RQ1
Generally, the descriptive statistics showed that most teachers in this study supported assessment of, for and as learning (all purposes). Further, teachers supported working to ensure consistency in results within assessments and to promote valid interpretations of results (i.e., Consistent, Contextual and Balanced). However, regarding assessment fairness, teachers in this study did not prioritize standardization, equitability, and differentiation.

RQ2
A three-class model showed the best statistical fit for the sample in that it allowed for a statistical examination of individuals teachers from different latent class. The three latent classes were name based on conditional probabilities of the three-class model (Clark & Muthén, 2009). The classes were described as Improvement-Accountability Oriented Assessors (n=250 [57.4%]), Teacher-centered Assessors (n= 135 [32.7%]), and Accountability Oriented Assessors (n = 42 [10.0%].
Eager Assessors: In the classroom, teachers in this group are more likely to make use of assessment results to both summate student learning and assign a grade while also providing feedback on progress towards learning objectives.
Teacher-centred assessors: In the classroom, teachers in this group prioritize using assessment for providing feedback and assigning grades to students. However, they tend not to actively engage students in the assessment process.
Accountability Oriented Assessors: In the classroom, these teachers are more likely to focus on the use of classroom assessment for grading students. They do not prioritize using assessment for providing feedback to students or helping students take ownership and monitor their own learning.
RQ3
The results showed a significant association between teachers’ approaches to assessment and teaching expereinces (X2 (10, N = 425) = 20.431, p = .025), teachers’ age (X2 (6, N = 425) = 13.696, p = .033), and commonly experienced methods of assessment education (X2 (12, N = 425) = 21.453, p = .044). Regarding teachers age, the result showed that a high proportion of teachers (83.3%) who are above age 45 are within Improvement-Accountability Oriented Assessors class and that a high proportion of teachers (42.3%) are between 18-25 within the Teacher-centred assessors class. Concerning teaching experience, the results showed that a high proportion of teachers with teaching experience above 45 years (67.9%) are within Improvement-Accountability Oriented Assessors class. Again, high proportion of teachers (37.8%) with teaching experience between 3-5years are within Teacher-centred assessors class. Moreover, a high proportion of teachers (24.4%) with teaching experience between 0-2 years fall within Accountability Oriented Assessors class. Finally, regarding commonly experienced methods of assessment education, the result showed that high proportions of teachers (75.0%) had one or more teaching methods courses with assessment topics integrated are within Improvement-Accountability Oriented Assessors class.
Scholarly Significance
This study aimed to examine Ghanaian K-12 teachers’ approaches to assessment through a person-centred analysis to explore variability amongst teachers. Given that previous studies on assessment in Ghanaian context have fit all teachers into ‘one box’ and argued that generally teachers show low uptake of formative assessment, this study presents a more nuanced view of classroom assessment in Ghana. This study is the first study within the Ghanaian context to explore variability amongst K-12 teachers approaches to assessment. Findings from this study accentuate the notion that when it comes to teachers’ approaches to assessment, ‘one size does not fit all’. Understanding the distinct patterns of teachers’ approaches to assessment is critical to supporting teachers’ professional development and integrating new classroom assessment practices that align with contemporary theory and mandates, ultimately enhancing school effectiveness and student success.

Author

• David Baidoo-Anu, Faculty of Education Queen's University