scholarly journals Evaluation of Assessment as Learning Teaching Strategy among Basic School Teachers in Ghana

2020 ◽  
pp. 109-118
Author(s):  
Bosson-Amedenu Senyefia ◽  
Osei-Asibey Eunice ◽  
Wiah Eric Neebo
Keyword(s):  
Learning Strategy ◽  
Teaching Experience ◽  
Mean Difference ◽  
Research Approach ◽  
School Teachers ◽  
Threshold Criterion ◽  
Years Of Teaching Experience ◽  
Assessment As Learning ◽  
Basic School ◽  
Use Of Assessment

Teachers are the pivot of Ghana’s new educational reform and their expertise in the use of the recommended assessment strategies need to be evaluated from time to time to enhance teaching and learning. This survey research approach sought to measure the use of Assessment as Learning strategy among basic school teachers in Ghana. The features, strategies and principles underpinning Assessment as Learning strategy formed the basis of the construction of 7 item likert scale with a reliability coefficient of 0.995. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to the use of Assessment as Learning strategy, significant differences were found for teaching division, teaching experience and gender. From the findings, the mean difference of 1.281 explains that class teachers demonstrated greater skills (M:3.75, SD:.436) with respect to assessing students in ways that make them reflect on their own work on regular basis through self and peer assessment, than their subject teacher counterparts(M:2.47, SD: 0.507). Also, with a mean difference of 1.526,class teachers (M: 3.59, SD: .496) exhibited higher skills of providing safe environment and support for students to take chances, than their subject teacher counterparts(M:2.06, SD: .246).Again, the absolute mean difference of 1.085 explains that teachers with at least 4 years of teaching experience (M:3.82, SD:.389)demonstrated greater skills with respect to providing for the development of independent learners than their counterparts(M:2.73, SD:0.447) with lesser years of teaching experience. Female teachers (M: 3.90, SD: .303) demonstrated greater skills with respect to providing for the development of independent learners than their male counterparts (M: 2.76, SD: 0.431)with a mean difference of 1.140.The overall performance of the teachers with regards to the Assessment as Learning strategy was found to be 57% using the grand mean as the threshold criterion. The findings provide a basis for Ghana Education Service to provide in-service professional learning training aimed at enhancing teachers’ knowledge of formative assessment with the ultimate goal of enhancing students’ learning and achievement.

scholarly journals Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning

2020 ◽  
pp. 58-66
Author(s):  
Osei-Asibey Eunice ◽  
Kusi Prince ◽  
Nimoh Vivian ◽  
Bosson-Amedenu Senyefia
Keyword(s):  
Learning Strategy ◽  
Teaching Experience ◽  
Assessment For Learning ◽  
School Teachers ◽  
Immediate Feedback ◽  
Significant Difference ◽  
Male Teacher ◽  
Basic School ◽  
And Gender ◽  
Use Of Assessment

Ghana’s new curriculum for the basic school emphasizes collecting and evaluating information about learners and using the information to make decisions to improve their learning. This study employed the survey research design aimed at evaluating the use of Assessment for learning strategy by basic school teachers in Ghana. The features, strategies and principles underpinning Assessment for learning strategy formed the basis of the construction of 16 item Likert scale with a reliability coefficient of 0.979. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. The study found significant difference between demographic variables (such as teaching division, teaching experience and gender) and the use of assessment for learning strategy. Female teachers demonstrated greater skills with respect to providing interactive assessment that gives immediate feedback and direction to students than their male teacher counterparts .Class teachers demonstrated greater skills with respect to providing assessment that is inclusive of all learners than their subject teacher counterparts .Again, teachers with at least four years of experience in teaching demonstrated greater skills with respect to use of variety of feedback from students as a basis for deciding on groupings, instructional strategies and resources than their counterparts with less than four years of teaching experience . The study recommended for continuous professional development (PD) session to be introduced for basic school teachers by Ghana Education service on effective use of formative assessment.

scholarly journals Use of Assessment of Learning Teaching Strategy among Basic School Teachers in Ghana

2020 ◽  
pp. 1-11
Author(s):  
Bosson-Amedenu Senyefia ◽  
Osei-Asibey Eunice ◽  
Wiah Eric Neebo
Keyword(s):  
Learning Strategies ◽  
Professional Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Teaching Experience ◽  
Mean Difference ◽  
Research Approach ◽  
Assessment Of Learning ◽  
Significant Difference ◽  
Use Of Assessment

Ghana’s new curriculum for the basic level places much emphasis on the need for teachers to evaluate the learner’s cumulative progress and achievement. This requirement makes it imperative to measure the competency of the teachers on the use of Assessment of Learning strategy. The study adopted a survey research approach and the features, strategies and principles under pinning Assessment of Learning strategy formed the basis of the construction of 12-itemlikert scale with a reliability coefficient of 0.98. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. With respect to this learning strategy, significant differences were found for teaching division and teaching experience. The findings indicated that with respect to providing processes that make it possible for students to demonstrate their competence and skill, the expertise of class teachers were significantly different (  from subject teachers . The mean difference of 1.256 shows that class teachers exhibited greater expertise in providing processes that make it possible for students to demonstrate their competence and skill than their subject teacher counterparts. Also, with regards to reporting students’ learning based on evidence obtained from variety of contexts  and applications, the expertise of class teachers  were significantly different (  from subject teachers with a mean difference of 1.710.In terms of providing range of alternative mechanisms for assessing the same outcomes, a significant difference (  was found between teachers with teaching experience of at least 4 years  and those with less experience .The absolute mean difference of 1.444 is an indication that the former performed better than the latter. The findings provide the basis for Ghana Education Service to organize in-service professional learning training aimed at enhancing teachers’ knowledge of summative assessment with the ultimate goal of enhancing students’ learning and achievement. The study recommends in-service training and continuous professional development sessions for subject teachers to build their capacity in the use of Assessment of Learning strategies.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

The Teacher in the Mirror: The reflective practices of Basic School Teachers in the Central Region of Ghana

2019 ◽  
Vol 2 (1) ◽  
pp. 35-47
Author(s):  
Dandy George Dampson ◽  
Stephen Kwakye Apau
Keyword(s):  
Central Region ◽  
Qualitative Data ◽  
Teaching Experience ◽  
Structured Interview ◽  
Systematic Sampling ◽  
National Council ◽  
Reflective Practices ◽  
School Teachers ◽  
Quantitative Phase ◽  
Basic School

This study assessed the level of reflection among basic school teachers in the Central Region of Ghana. The mixed method paradigm, employing the concurrent parallel design (Quan-qual) was adopted for the study. A total of 312 basic school teachers were involved in the quantitative phase through a systematic sampling technique. Twelve teachers who participated in the quantitative phase of the study were selected randomly for qualitative data collection. A pre-validated Likert-scale questionnaire made up of 29 items was adopted for the quantitative phase of the study. A semi-structured interview guide was designed by the researchers to gather qualitative data from the respondents. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that even though the reflective practices of basic school teachers are moderate, they are practical, cognitive, learner-centered, meta-cognitive and critical. The study further established that gender, age and teaching experience predict the reflectivity level of the teachers. The study, therefore, recommends that the National Council for Teacher Education (NCTE) should make reflection a key component of teacher training curriculum in Ghana. Again, in-service training and periodic workshops should be organised by the Ghana Education Service for teachers to be educated on how they can effectively reflect on their classroom practices in order to maximize students learning.

scholarly journals Assessment of the knowledge, attitude and practice of oral hygiene among primary school teachers in Navi Mumbai

2021 ◽  
Vol 8 (11) ◽  
pp. 5345
Author(s):  
Ojaswee D. Nakhawa ◽  
Manjusha S. Hindalekar ◽  
Ankita V. Deshmukh ◽  
Vaibhav P. Thakkar ◽  
Chinmayee V. Kulkarni
Keyword(s):  
Primary School ◽  
Oral Hygiene ◽  
Professional Training ◽  
Teaching Experience ◽  
Oral Diseases ◽  
School Teachers ◽  
Public Health Importance ◽  
Primary School Teachers ◽  
Global Issues ◽  
Years Of Teaching Experience

Background: School age is an important stage in an individual’s development. Early education of oral hygiene by teachers can cause lifelong benefits to students since teachers are closely involved in children during their developmental stages. Oral diseases are becoming global issues and should be considered of public health importance. Yet, oral diseases are a neglected issue, rarely seen as a priority in health policy.Methods: This study is a descriptive cross-sectional study conducted in primary school teachers from Navi Mumbai, Maharashtra. Total 400 school teachers, selected by stratified sampling technique, had participated in this study. Participants were given self-structured questionnaires with 16 dichotomous questions.Results: 67.5% of teachers expressed that they have never received any demonstrations/lectures in maintaining oral hygiene while 82.8% never had any professional training regarding oral hygiene. For the question, Have you received training by a professional on oral health care and hygiene? teachers with less than 1 year of teaching experience 68.8% responded negatively, 78.8% with 1-5 years of experience reported with ‘no’ and 85.4% and 89.4% were negative responses from teachers with 6-10 years of teaching experience and 11-35 years of teaching experience respectively, showing significant value of p=0.026.Conclusions: From this study we understood that, some degree of awareness is seen in younger aged primary school teachers, but it is not satisfactory, suggesting that teachers still have to undergo training for the same. It is hoped that this survey will help in implementation of training programs.

scholarly journals BASIC SCHOOL TEACHERS’ FORMATIVE ASSESSMENT PRACTICES: INFLUENCE OF DEMOGRAPHIC VARIABLES

2021 ◽  
pp. 57-68
Author(s):  
Eric ASARE
Keyword(s):  
Formative Assessment ◽  
Grade Level ◽  
Teaching Experience ◽  
Assessment Practices ◽  
School Teachers ◽  
Cape Coast ◽  
Significant Interaction Effect ◽  
Study Results ◽  
Small Effect Size ◽  
Basic School

This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six (6) circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F (2, 288) = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F (1, 288) = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.

scholarly journals Multivariate Study of the Use of Assessment Strategies and Cross Cutting Issues by Basic School Teachers: The Case of Ghana’s New Curriculum

2020 ◽  
pp. 14-27
Author(s):  
Bosson-Amedenu Senyefia ◽  
Osei-Asibey Eunice ◽  
Acquah Joseph
Keyword(s):  
Learning Strategies ◽  
Positive Impact ◽  
Principal Component ◽  
School Curriculum ◽  
School Teachers ◽  
Significant Difference ◽  
New Curriculum ◽  
Basic School ◽  
Use Of Assessment ◽  
Assessment Strategies

Ghana’s new basic school curriculum requires teachers to use new teaching strategies that also address cross cutting issues in their teaching to enhance learning. This study sought to assess the use of assessment strategies by basic school teachers in Ghana. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. The features, strategies and principles underpinning the assessment strategies and cross cutting issues in Ghana’s new curriculum for the basic school formed the basis of the construction of the 47 items used in the questionnaire. The internal consistency of the items used in the four point likert scale was high with Cronbach’s Alpha coefficient of 0.995. Principal component analysis and multiple linear regressions were the main methods used for the analysis.KMO statistic of 0.921 and Bartlett’s Test’s Chi Square value was13684.049 with difference of freedom of 1081 and significance at 0.00000. Multiple extraction approaches were used to retain two components which explained about 91% of the variance. The first component named Criterion motivation explained about 61.7% of the variance and composed generally of assessment as-of- and - for learning strategies. The second component which was named inclusion motivation, generally loaded highly with the cross cutting issues and explaining about 28.6% of the total variance. Criterion and inclusion motivation were found to predict feedback with a high power of 94%.Criterion motivation was found to have a positive impact on feedback received from students and was statistically significant (B = 0.746, P<0.001). Again, there was a positive relationship between the inclusion motivation and feedback with a significant difference (B = 0.232, P<0.001).There were some disparities in the use of assessment strategies outlined in the new basic school curriculum for Ghana. Teachers were found to exhibit preference to some components of the assessment strategies recommended for use in the new curriculum at the detriment of others. It is recommended that the developed criterion motivation and inclusive motivation approaches are adopted in teaching in order to enhance maximum feedback from learners.

scholarly journals Ontario School Teachers: A Gendered View of the 1930s

1994 ◽  
Author(s):  
Cecilia Reynolds ◽  
Harry Smaller
Keyword(s):  
Rural Areas ◽  
Teaching Experience ◽  
Married Women ◽  
Department Of Education ◽  
Annual Reports ◽  
Board Of Education ◽  
Teacher Socialization ◽  
School Teachers ◽  
Years Of Teaching Experience ◽  
Previous Decade

This particular article arises out of a longitudinal empirical study on teacher socialization with specific regard to relations of gender, ethnicity, and race. It focuses on a number of observations about Ontario teachers in the 1930s:1. The overall percentage of men in teaching rose, but much more so in rural areas than in the cities. 2. Salaries of teachers dropped considerably during this time. 3. There was a significant change in teacher certification procedures, within which gender played a large role. Salaries were also affected by these certification changes.4. Average ages of teachers increased significantly during this decade. 5. In general, teachers had more years of teaching experience than their colleagues did in the previous decade. However, there were significant gender differences in these figures. 6. Both formal and informal policies against the employment of married women as teachers were enforced. This article details these observations, and then discusses what significance they may have had, in the context of overall 'gender relations' among teachers in Ontario. A number of relevant sources for the 1930s were examined: annual reports of the Ontario Department of Education; annual reports, minutes, and handbooks of the Toronto Board of Education; and contemporary newspapers. In addition, reprinted transcripts of two groups of interviews have been drawn on—six men and women who taught (and later became principals) in Toronto in the 1930s, and a number of women teachers from the 1930s who were inter viewed for a 1980s study on women's experiences during the Depression.

scholarly journals Determinants of Preschool Teachers' Attitudes towards Teaching

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
FLORENCE NJERI KINUTHIA ◽  
Donald Kisilu Kombo ◽  
Maureen Mweru
Keyword(s):  
Survey Design ◽  
Teaching Experience ◽  
Ministry Of Education ◽  
School Teachers ◽  
Negative Attitudes ◽  
Ex Post ◽  
Years Of Teaching Experience ◽  
Ex Post Facto ◽  
Teachers Attitudes ◽  
Descriptive Survey

This study sought to investigate determinants of pre-school teachers’ attitudes towards teaching in Thika Municipality, Kenya. The concern to stakeholders was the negative attitudes of the pre-school teachers towards teaching. Such a concern called for investigation. To accomplish this task, a descriptive survey design and Ex-post facto design were used. A total of 53 pre-school teachers and 12 administrators participated in the study. A simple random technique and purposive sampling were employed to identify study samples. In addition, questionnaires and interviews were used to collect data. The statistical procedures were carried out using the statistical package for social sciences (SPSS). Qualitative and quantitative techniques were employed in order to analyse the obtained data. The study revealed there were still low levels of training among pre-school teachers, teachers with few years of teaching experience were the ones involved in teaching in the pre-schools and teachers in public pre-schools were more positive towards their job than their colleagues in private schools. Among the recommendations were that pre-school teachers work under the Ministry of Education and an attempt be made to improve the retention level of teachers. Administrators should also work on modalities of motivating their teachers.

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