Exploring the Kindergarten Teachers’ Assessment Practices in Ghana

Abstract

The study aimed at investigating kindergarten teachers’ assessment practices based on two subscales: (a) teachers’ modes of assessment frequently used, and (b) their reasons for selecting a particular mode of assessment. The sequential mixed methods research design was employed. The quantitative data were gathered through questionnaires administered to 192 teachers in public and private kindergartens in six regions of Ghana. The qualitative data were gathered through interviews with three participants selected from the 192 sampled teachers. Independent samples t-test was employed to test the quantitative data. The results of the study indicated that paper- and- pencil test mode of assessment is used frequently by the teachers. In addition teachers also appeared to be using a particular mode of assessment just to meet the expectations of the parents and educational leaders without meeting the curriculum assessment prescription. Results further showed no significant difference between the public and private kindergarten teachers on almost all the items in the two subscales used in this study but differed significantly on four reasons for selecting a particular mode of assessment. Teachers’ assessment practices are therefore not supported by any known developmentally assessment theory for children. Workshops and in-service education and training are therefore recommended for all the stakeholders including the parents, educational leaders and teachers on the use of developmentally appropriate assessment practices in a much more interactive manner.