School-Based Assessment Practice of Junior High School Teachers in Bawku Municipality in the Upper East Region of Ghana

Abstract

The study investigated teachers’ Classroom assessment practice in the Bawku Municipality in the Upper East Region of Ghana. The design the study adopted was descriptive. A Census survey was used and a total of 313 Junior High School teachers in the Bawku Municipality were involved. A questionnaire was used for the data collection. The statistical tools used for the analysis of the data were independent t-tests and ANOVA. The findings revealed no difference in the nature of SBA practices with regard to gender in the Bawku municipality. The findings also indicated that years of teaching did not influence the nature of SBA practices. The results also revealed that teachers’ academic qualification does not influence the nature of SBA practices. The study, therefore, recommended that Junior High School head teachers and supervisors of the schools in Bawku municipality should encourage teachers to continue to learn more about current development on SBA to be well informed with current guidelines regarding SBA. Finally, Bawku Municipality Education Directorate should continue to organize in-service training on SBA practices so teachers to further have more opportunities to design and explore the various component of Class Assessment Tasks (CATS).   Received: 13 March 2023 / Accepted: 27 June 2023 / Published: 5 July 2023