Senior High School (SHS) Social Studies Teachers' Formative Assessment Conceptions and Beliefs: Inferences from Ghana

Mohammed Adam ,Samuel Oppong Bekoe ,Samuel Poatob

doi:10.7176/rhss/9-16-01

Abstract

The study investigated Senior High School (SHS) Social Studies Teachers' Formative Assessment Conceptions and Beliefs. A sample of sixty (60) SHS Social Studies teachers from eleven (11) Senior High Schools from the Tamale and Cape Coast Metropolis and West Mamprusi and Senya districts. Using explanatory sequential mixed methods design under the mixed methods research approach, questionnaire and semi-structured interview were adopted for data collection on the teachers’ conception and beliefs of formative assessment. Analysing the data sequentially, the quantitative data was analysed using descriptive statistics generated through the use of SPSS with correlation analysis conducted. The semi-structured interview data, was analysed through detailed narrative description. Drawing largely on data from both instruments, the results from the questionnaire phase revealed generally that SHS Social Studies teachers have adequate understanding of what formative assessment is and for that matter perceive and used it appropriately for its ideal purpose. A correlation analysis of the variables (conceptions and beliefs of formative assessment) revealed that there is a statistically, positive correlation between the SHS Social Studies teachers’ conceptions and beliefs of formative assessment. The study among others revealed that SHS Social Studies teachers theoretically understand what formative assessment is especially in the questionnaire data. The questionnaire data was to a large extent, inconsistent with the interview findings. Based on the findings, the study recommends among others that efforts need to be taken to help improve SHS Social Studies teachers’ formative assessment knowledge and understanding of formative assessment for purposes of improving both teaching and learning. Keywords: Success criteria, Formative feedback, Descriptive feedback, Self-assessment, Peer-assessment. DOI : 10.7176/RHSS/9-16-01 Publication date : August 31 st 2019

Highlights

Student assessment is an overarching component of effective teaching and learning that has the potential to propel the realisation of better learner outcomes by enhancing teachers’ pedagogy and students’ learning (Black & Wiliam, 1998a; Crooks, 2001)
The purpose of the study was to examine and understand Senior High School (SHS) Social Studies teachers' formative assessment practices in Ghana, in the Central, Northern, and North East regions as cases, as well as the value and impact it has on their teaching quality which may inform practice, policy, and professional development
This was because, looking at the variables embedded in the study, mixed methods research approach takes advantage of using multiple ways to examine or explore a research problem according to Tashakkori and Teddlie (1998); Creswell (2003); Morgan (2007); and Greene (2008)

Summary

Introduction

Student assessment is an overarching component of effective teaching and learning that has the potential to propel the realisation of better learner outcomes by enhancing teachers’ pedagogy and students’ learning (Black & Wiliam, 1998a; Crooks, 2001). Contemporary models of teaching and learning include formative assessment as a crucial element of effective and relevant instruction (Shepard, Hammerness, Darling-Hammond, Rust, Snowden, Gordon, Gutierrez & Pacheco, 2005) and an all-important activity that every teacher need to know and do. This is because formative assessment in particular and assessment in general, teaching and learning are indistinguishable (Young & Bush, 2009). This goes to confirm the valuable role teachers’ conceptions and perceptions of assessment play in their instructional practices which cannot be underestimated. This all-important aspect in instruction has not always gained this height of recognition and regard (Black & Wiliam, 1998a; Sadler, 1998). Brooks (2001: 2), among others, have condemned the situation arguing that “in teaching, assessment has been neglected, poorly understood and often despised by teachers”

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