Educational assessment in Ghana: The influence of historical colonization and political accountability

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-07-04 DOI:10.1080/0969594X.2023.2242004

David Baidoo-Anu, Christopher DeLuca

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引用次数: 2

Abstract

ABSTRACT The educational system in Ghana has undergone various reforms as a result of colonisation, changes in government and constitutional amendments. These reforms have been accompanied by changes in educational assessment programmes. This paper explored the history of educational assessment in Ghana, understanding how educational reforms, colonisation and political accountability have shaped the use of assessment information in contemporary Ghanaian educational context. High-stakes nature of large-scale assessment in Ghana has cultivated infertile ground for teachers’ formative assessment practices. Assessment is mainly perceived as serving accountability purposes, obscuring the improvement function (i.e. formative purpose) of assessment in students’ learning and fuelling ongoing tensions between classroom assessment and the more visible, higher stakes summative assessments. Research-informed assessment policy and sustained collaborative professional learning about assessment are critical to support a conceptual shift among all educational stakeholders to help them understand, value, and use formative assessment to support the learning needs of every students.

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加纳的教育评估:历史殖民和政治问责的影响

由于殖民统治、政府更迭和宪法修订，加纳的教育体系经历了各种改革。伴随这些改革而来的是教育评价方案的变化。本文探讨了加纳教育评估的历史，了解教育改革、殖民和政治问责制如何在当代加纳教育背景下塑造了评估信息的使用。加纳大规模评估的高风险性质为教师的形成性评估实践培育了贫瘠的土壤。评估主要被视为服务于问责目的，模糊了评估在学生学习中的改进功能(即形成目的)，加剧了课堂评估与更明显、更重要的总结性评估之间的持续紧张关系。以研究为依据的评估政策和持续的专业协作学习对于支持所有教育利益相关者之间的观念转变至关重要，这有助于他们理解、重视和使用形成性评估来支持每个学生的学习需求。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.