Barriers to Basic School Teachers' Implementation of Formative Assessment in the Cape Coast Metropolis of Ghana

Autor/inn/en	Asare, Eric; Afriyie, Elizabeth
Titel	Barriers to Basic School Teachers' Implementation of Formative Assessment in the Cape Coast Metropolis of Ghana
Quelle	In: Open Education Studies, 5 (2023) 1, Artikel 2022193 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1515/edu-2022-0193
Schlagwörter	Foreign Countries; Barriers; Formative Evaluation; Student Evaluation; Evaluation Methods; Teacher Attitudes; Adoption (Ideas); Elementary School Teachers; Junior High School Teachers; Ghana + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Lehrerverhalten; Ideas; Ideenfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Despite the identified benefits of formative assessment to teaching and learning, its implementation in the classroom remains a significant challenge to teachers. This has widened the gap between the theory and practice of formative assessment in the classroom to enhance students' learning. This study investigated the potential resource-related factors that affect basic teachers' adoption of formative assessment in their classrooms. A descriptive survey design with a multistage sampling procedure was employed to select 300 teachers from the six circuits in the Cape Coast Metropolis of Ghana. Data gathered were analyzed using descriptive (mean values, SD) and inferential statistics (two-way ANOVA). Time, workload, overcrowded curriculum, class size, and the number of lessons were reported as barriers to the effective implementation of formative assessment. Findings also revealed no statistically significant interaction effect of gender and grade level on the resource-related barriers. Moreover, grade level and gender had no statistically significant main effects with respect to the resource-related barriers. Recommendations and implications for policy, practice, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01