TEACHERS PERCEPTIONS AND PRACTICES OF AUTHENTIC (PERFORMANCE-BASED) ASSESSMENT AT THE BASIC SCHOOL LEVEL IN GHANA

Abstract

As a unique form of assessment, authentic assessment tends to focus on contextualised tasks that enable learners to exhibit their proficiency in a more realistic setting. The study was aimed at exploring teachers perceptions and practices of authentic (performance-based) assessment at the basic school level in Ghana. A descriptive survey design was adopted with an accessible population estimated at 1,000. However, 286 respondents were sampled for data collection using the purposive and accidental sampling technique. A 10-item questionnaire with r = .90 was used to collect data which were analysed using mean and standard deviation. The findings of the study revealed that most teachers at the basic school level have positive perceptions about authentic assessment. Also, it was revealed that most teachers practise authentic (performance-based) assessments at the basic school level. The researchers recommended that the education agencies and heads of schools should periodically organise in-service training, workshops, and seminars to equip teachers with contemporary issues on an authentic assessment like computer-assisted programs. Again the government should liaise with other stakeholders to make available adequate funds and instructional time for teachers to facilitate the smooth practice of authentic assessment in schools.