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Senior high school students'perceptions of mathematics teachers'assessment practices in Ghana
Citation
Nsowah, FA and Reaburn, R, Senior high school students'perceptions of mathematics teachers'assessment practices in Ghana, Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, 03-07 July 2022, Launceston, Tasmania, pp. 66-73. (2022) [Refereed Conference Paper]
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Coyright 2022 MERGA
Official URL: https://merga.net.au/
Abstract
This study examines mathematics teachers' assessment practices for senior high school students in Ghana. Formative assessment has been identified in the literature as having a significant impact on students' learning. However, less attention has been given to students' perceptions of teachers' assessment practices in Ghana. Data involved questionnaires for 420 senior high school students and 308 senior high school teachers in the Ashanti Region of Ghana. The results showed that students and teachers hold different perceptions of assessment practices, and suggest teachers should pay more attention to questions, homework, student observation, student demonstration and group work to support students' progress and better examination attainment.
Item Details
| Item Type: | Refereed Conference Paper |
|---|---|
| Keywords: | assessment for learning |
| Research Division: | Education |
| Research Group: | Education systems |
| Research Field: | Secondary education |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Teacher and instructor development |
| UTAS Author: | Nsowah, FA (Mr Fred Adusei Nsowah) |
| UTAS Author: | Reaburn, R (Dr Robyn Reaburn) |
| ID Code: | 152387 |
| Year Published: | 2022 |
| Deposited By: | Education |
| Deposited On: | 2022-08-18 |
| Last Modified: | 2022-09-27 |
| Downloads: | 42 View Download Statistics |
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