Senior High School Integrated Science Teachers’ Perceptions of Classroom Assessment Practices in Selected Senior High Schools in Ghana

Abstract

The study investigated senior high school Integrated Science teachers’ perception of classroom assessment practises. The study employed a descriptive survey research designed to collect data from 20 Integrated Science teachers in a Municipality and a District in the Bono Region of Ghana. A questionnaire was used to collect quantitative data on teachers’ perception of classroom assessment in Science. The data collected were computed into means, standard deviations and percentages. The study revealed that Integrated Science teachers selected for the study have positive perceptions towards classroom assessment. It also revealed that teachers perceived classroom assessment as tests that teachers give to their students at specific time intervals. While the teachers perceived classroom assessment as tests positively, they showed limited ability to use different methods and tools to assess their students’ for teaching. The most frequent methods the teachers used to assess their students’ learning were summative, formative and portfolio assessment. The study recommended that the support of stake-holders be sought to foster alternative assessment approaches in Senior High Schools in the study area. In addition, to help Integrated Science teachers develop positive perceptions towards classroom assessment in Science, it is recommended that in-service programmes should be organised for the teachers in the study area periodically.