Primary School Teachers’ Practice and Challenges of School-Based Assessment (SBA) System in Asikuma-Odoben-Brakwa District

Abstract

The purpose of this study was to assess primary school teachers’ practice and challenges of School-Based Assessment (SBA) system. The study used the descriptive survey design. The cluster and disproportional sampling techniques were used to sample 240 primary school teachers in Asikuma-Odoben-Brakwa District for the study. Self-developed observational check-list and self-developed questionnaire were used for the data collection. Descriptive statistics such as frequencies and percentages, mean of means and standard deviations were used to analyse the data. The study found that to a high extent teachers practice the School-Based Assessment (SBA) using the policy guidelines. Again, the study showed that primary school teachers face challenges such as; unavailability of assessment materials, no expert support to teachers in assessment task preparation and no provision of project topics by the District Education Office. In view of this, the study recommended that Educational Directorates should encourage teachers to follow the laid down procedures in administration of SBA by organizing frequent workshops on the practice of SBA for the teachers.

Keywords: school-based assessment, practice, primary school teachers

DOI: 10.7176/JEP/11-4-13

Publication date: February 29^th 2020