BASIC SCHOOL TEACHERS’ FORMATIVE ASSESSMENT PRACTICES: INFLUENCE OF DEMOGRAPHIC VARIABLES

Authors : Erıc ASARE

Pages : 57-68

Doi:10.35452/caless.2021.3

View : 16 | Download : 7

Publication Date : 2021-06-27

Article Type : Research Paper

Abstract :This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six insert ignore into journalissuearticles values(6); circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F insert ignore into journalissuearticles values(2, 288); = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F insert ignore into journalissuearticles values(1, 288); = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.
Keywords : Formative assessment, School based assessment, Teachers, Practices, Demographic variables