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Senior high school students'perceptions of mathematics teachers'assessment practices in Ghana

Citation

Nsowah, AN 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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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, AN (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:2022-09-15
Downloads:31 View Download Statistics

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