Handling Formative Assessment for and as Learning: The Role of Classroom Teachers

Abstract

While many educationalists are extremely focused on national tests (high stake testing), it is imperative to consider that over the course of a year, teachers can build in many opportunities to assess how students are learning through self and peer assessment and then use this information to make useful changes in learning and teaching. The study investigated the role of Senior High School (SHS) teachers in handling formative assessments for and as learning. This study adopted a cross-sectional descriptive survey design with a quantitative approach. The respondents were SHS teachers selected from public Senior High Schools. Stratified proportionate sampling techniques were used in selecting 213 teachers (male = 126, female = 87) for the study. The data for the study were collected using a questionnaire with a reliability of 0.80. Frequencies, means (M) and Standard Deviations (SD) were employed for the data analysis. The findings revealed that SHS teachers have a high knowledge level required in using formative assessment in the classrooms. It was concluded that SHS teachers although have knowledge of formative assessment, lack the attitude and competencies in implementing it. It was recommended that Heads of the SHS should organise regular in-service training, seminars, and workshops for the teachers to sustain teachers’ high knowledge level and improve their competencies in formative assessment. The study further recommends that stakeholders such as the Ministry of Education, Ghana Education Service, and Heads of SHS should encourage teachers to continuously incorporate all formative assessment activities in their daily classroom interactions.