Abstract
The purpose of this study was to assess primary school teachers’ practice and challenges of School-Based Assessment (SBA) system. The study used the descriptive survey design. The cluster and disproportional sampling techniques were used to sample 240 primary school teachers in Asikuma-Odoben-Brakwa District for the study. Self-developed observational check-list and self-developed questionnaire were used for the data collection. Descriptive statistics such as frequencies and percentages, mean of means and standard deviations were used to analyse the data. The study found that to a high extent teachers practice the School-Based Assessment (SBA) using the policy guidelines. Again, the study showed that primary school teachers face challenges such as; unavailability of assessment materials, no expert support to teachers in assessment task preparation and no provision of project topics by the District Education Office. In view of this, the study recommended that Educational Directorates should encourage teachers to follow the laid down procedures in administration of SBA by organizing frequent workshops on the practice of SBA for the teachers. Keywords: school-based assessment, practice, primary school teachers DOI: 10.7176/JEP/11-4-13 Publication date: February 29 th 2020
Highlights
Are the names of the various time modes and class assessment task (CAT’s) teachers are to follow in their practice of School-Based Assessment (SBA): Class assessment task 1 (CAT 1): the first class test, is administered at end of week 4 in the term
The study found that the majority of the sampled teachers practice SBA according to the policy guidelines and this would ensure pupil-centred learning that could implant high ability thinking skills in the pupils
This notwithstanding teachers face challenges such as; unavailability of assessment www.iiste.org materials, lack of support by expert to teachers when preparing assessment tasks, lack of project topics to be administered to pupils resulting from the failure of District Education Offices to provide them and the time consuming nature of the SBA made the practice difficult
Summary
This change came as a result of the failure of the CA to make the expected contributions to pupils’ school performance (Awoniyi, 2016). Are the names of the various time modes and class assessment task (CAT’s) teachers are to follow in their practice of SBA: Class assessment task 1 (CAT 1): the first class test, is administered at end of week 4 in the term. Class assessment task 2 (CAT 2): the group exercise, is administered at end of week 8 in the term. Class assessment task 3 (CAT 3): the second class test, is administered at end of week 11 in the term. Class assessment task 4 (CAT 4): the project, is administered at the beginning of the term
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