School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes

Nicholas Musah; Peter Akayuure

doi:doi:10.11648/j.ijsedu.20221004.12

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School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes

Nicholas Musah, Peter Akayuure

Published in International Journal of Secondary Education (Volume 10, Issue 4)

Received: 20 October 2022 Accepted: 12 November 2022 Published: 8 December 2022

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Abstract

Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.

Published in	International Journal of Secondary Education (Volume 10, Issue 4)
DOI	10.11648/j.ijsedu.20221004.12
Page(s)	136-141
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mathematics Teachers, School Based Assessment, Senior High School

References

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Nicholas Musah, Peter Akayuure. (2022). School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. International Journal of Secondary Education, 10(4), 136-141. https://doi.org/10.11648/j.ijsedu.20221004.12

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Nicholas Musah; Peter Akayuure. School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. Int. J. Second. Educ. 2022, 10(4), 136-141. doi: 10.11648/j.ijsedu.20221004.12

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Nicholas Musah, Peter Akayuure. School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. Int J Second Educ. 2022;10(4):136-141. doi: 10.11648/j.ijsedu.20221004.12

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@article{10.11648/j.ijsedu.20221004.12,
  author = {Nicholas Musah and Peter Akayuure},
  title = {School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {4},
  pages = {136-141},
  doi = {10.11648/j.ijsedu.20221004.12},
  url = {https://doi.org/10.11648/j.ijsedu.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221004.12},
  abstract = {Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.},
 year = {2022}
}

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TY  - JOUR
T1  - School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes
AU  - Nicholas Musah
AU  - Peter Akayuure
Y1  - 2022/12/08
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221004.12
DO  - 10.11648/j.ijsedu.20221004.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 136
EP  - 141
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221004.12
AB  - Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.
VL  - 10
IS  - 4
ER  -

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Author Information

Nicholas Musah

Department of Mathematics, Savelugu Senior High School, Savelugu, Ghana
Peter Akayuure

Department of Mathematics Education, University of Education, Winneba, Ghana

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Nicholas Musah, Peter Akayuure. (2022). School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. International Journal of Secondary Education, 10(4), 136-141. https://doi.org/10.11648/j.ijsedu.20221004.12

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ACS Style

Nicholas Musah; Peter Akayuure. School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. Int. J. Second. Educ. 2022, 10(4), 136-141. doi: 10.11648/j.ijsedu.20221004.12

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AMA Style

Nicholas Musah, Peter Akayuure. School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes. Int J Second Educ. 2022;10(4):136-141. doi: 10.11648/j.ijsedu.20221004.12

Copy | Download

@article{10.11648/j.ijsedu.20221004.12,
  author = {Nicholas Musah and Peter Akayuure},
  title = {School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes},
  journal = {International Journal of Secondary Education},
  volume = {10},
  number = {4},
  pages = {136-141},
  doi = {10.11648/j.ijsedu.20221004.12},
  url = {https://doi.org/10.11648/j.ijsedu.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20221004.12},
  abstract = {Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - School Based Assessment Framework: Senior High School Mathematics Teachers’ Use of Assessment Modes
AU  - Nicholas Musah
AU  - Peter Akayuure
Y1  - 2022/12/08
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsedu.20221004.12
DO  - 10.11648/j.ijsedu.20221004.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 136
EP  - 141
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20221004.12
AB  - Under the School Based Assessment (SBA) framework, Ghanaian mathematics teachers are required to undertake classroom assessment practices that promote quality learning and ultimately provide cumulative assessment data for standardization and integration into candidates’ external national examinations results. Over the years however, there have been concerns that the teachers’ frequent use of traditional modes of assessment tend to limit students’ mathematical thinking and produce inaccurate data for SBA. This study sought to examine the kind of modes used by mathematics teachers and how often they use these assessment modes at the senior high schools. Descriptive survey design was used involving a purposive sampling technique of 97 senior high school mathematics teachers who responded to the questionnaires. Data on assessment modes were analyzed into percentages and frequencies while the test for associations were established using Chi-square at .05 significance levels. The results showed that more than 85% of the mathematics teachers often or always used class exercise, class test, homework and group work for assessment data for SBA records. More than three-quarters of the mathematics teachers neither used project works nor portfolios to obtain data for classroom decisions and SBA records. There were no significant associations between gender, teaching experience and qualification regarding how often mathematics teachers used assessment modes. The study concludes that the modes frequently used by senior high school mathematics teachers in the study may neither elicit higher order mathematical thinking nor meet the prescribed standards under SBA framework. The study recommends that senior high school mathematics teachers should comply with the assessment modes ascribed in the SBA to instill high order mathematics thinking skills in the learner and provide accurate assessment data. The study also recommends Ghana Education Service to regularly organized workshops for mathematics teachers on the implementation of SBA.
VL  - 10
IS  - 4
ER  -

Copy | Download