Knowledge and Practice of Assessment: Empirical Evidence from Early Childhood Teachers in the Kumasi Metropolis, Ghana

Abstract

Sound assessment fosters learning, improves teaching, and provides information about what has been done or achieved by learners. Children cannot develop without them being assessed. However, information available to the researchers suggests that researches is done or are not done specifically at the early childhood level. This sequential explanatory mixed method was used to examine knowledge and assessment practices in some selected ECE centres in the Kumasi Metropolis. Two hundred and forty-two trained early childhood teachers were selected using table of random numbers and purposive sampling procedures. Self-developed questionnaire and a structured interview were used for data collection. The findings show that most of the participants had some level of understanding on assessment practices. It was found that, the majority of the teachers used assessment tools such as class exercise, portfolio building, in assessing their children. It was further found that most of the teachers had some level of experiences as they use the assessment tools, although they couldn’t use multiple tools in their assessment. To maintain and improve the teachers’ level of understanding on assessment practice, it is recommended that refresher courses on modern trends of assessment should be frequently organised to keep and maintain the knowledge base and skills of the teachers in assessment practices. It is also recommended that teachers should be sensitized on regular basis on the importance of their assessment practices to effectively practicalize the assessment done on pupils.