Performance and Authentic Assessment Practices in Basic Schools in Ghana

• In Event: GSIC Poster Session II

Abstract

The study examined the practice of performance/authentic assessment among teachers by adopting explanatory sequential mixed methods design. A sample of 1264 basic school teachers were engaged. It emerged that teachers had a negative perception, which influenced their willingness to practice. Recommendations were made to the Ministry of Education.

Authors

• Francis Ankomah, OHIO UNIVERSITY

• Frank Agyemang Oppong