Attaining Children’s Development through Appropriate Assessment Practices: Insights from Kindergarten Teachers

Mumuni Thompson

doi:10.22158/grhe.v1n1p57

Abstract

<em>The research contributes to the conversation regarding kindergarten teachers’ knowledge about developmentally assessments practices in attaining curriculum goals of selected kindergartens classrooms within the Ghanaian settings. The mixed method research approach was employed. Quantitative data were gathered from 1,413 teachers using questionnaires, while qualitative data were collected from 10 participants who were interviewed and observed. The participants for the quantitative research were randomly selected from ten districts in the Central Region of Ghana. The data were analysed using both descriptive and inferential statistics. However, the participants for the qualitative research were purposely sampled. The qualitative data were analysed through open and axial coding. The study revealed that KG teachers were achieving curriculum goals and were using developmentally appropriate assessment procedures. They were however, not conversant with some of the curriculum goals and emerging assessment practices. It was also evident that there is a positive relationship between KG teachers’ achievement of the goals and the use of assessment procedures. It was recommended among others that through orientation and training sessions, KG teachers should be given insights into KG curriculum goals and diverse authentic assessment procedures to enhance and promote children’s development in varied ways.</em>

Highlights

A significant element that is closely linked to high-quality education in early childhood settings is having teachers who have insights into assessment practices that are in sync with the nature of children and how they learn which in turn, help in achieving set curriculum goals (Bredekamp, 2014; Zaslow, Tout, Halle, Whittaker, & Lovelle, 2010)
Previous research findings suggest that Ghanaian early childhood teachers often use assessment practices that are not developmentally appropriate, even though they have the theoretical understanding and experiences regarding the use of authentic assessment practices in early childhood settings (Hamilton, 2014)
It can be discerned from the study’s findings that in an apparent uniformity regarding assessment practices in early childhood settings, there is bound to be diversity. This not surprising because each of participant’s assessment practices was largely informed by an identy that has evolved over the years through their teacher preparation years and experiences gained during their professional practices which in turn, give them insights into diverse assessment practices that suite the socio-cultural contexts of their children

Summary

Introduction

A significant element that is closely linked to high-quality education in early childhood settings is having teachers who have insights into assessment practices that are in sync with the nature of children and how they learn which in turn, help in achieving set curriculum goals (Bredekamp, 2014; Zaslow, Tout, Halle, Whittaker, & Lovelle, 2010). Teacher’s insights regarding diverse assessment practices that are apt in early childhood settings and how to use each of them appropriately in any teaching and learning context is likely to determine the experiences that individual children have gained in any teaching and learning encounter (Bagnato & Ye-Ho, 2006). This presupposes that early childhood teachers who have in-depth knowledge and experiences regarding how to apply these assessments procedures tend unearth learning difficulties of children but are able to apply remedial measures in dealing with the situation. The research questions driving the study include the following: 1) How are KG teachers achieving curriculum goals? 2) How do KG teachers assess pupils? It was hypothesized that: There is no significant relationship between how KG teachers are achieving curriculum goals and their assessment practices

Methods

Findings

Discussion

Conclusion