Internal Assessment as Predictor of External Evaluation in A Senior High School in Ghana: An Exploratory Case Study

Abstract

This study explored the relationship between performance of senior secondary school students in internal tests (school/teacher generated) and external assessments conducted by West Africa Secondary School Certificate Examination (WASSCE) in Ghana.  A deductive comparative design approach was used for the study. A longitudinal data consisting of 111 student scores together with their corresponding scores in internal and external assessments spanning their second cycle education in a purposively selected public senior secondary school between 2013 and 2016 in the Bono East region for the study. Specifically, the study aimed at determining if there existed any significant difference between external and internal performance of students in core mathematics. Based on the data, a predictive model for overall student assessment with particular reference to the selected case was formulated. Data was analysed using statistical tools such descriptive statistics, correlation coefficients, paired sample t-test and regression analysis. The results were presented using tables and graphs. The study revealed a positive relationship between internal assessments marks and external assessment scores in core mathematics with the internal assessment scores being an important forecaster of student external assessment scores. Based on the findings, the study recommends that teachers engage students seriously in the teaching of mathematics while they are in the school, since that contributes considerably in predicting students’ performance in external assessment.

Keywords: internal assessment, external assessment, high school, models

DOI: 10.7176/JEP/12-3-07

Publication date: January 31^st 2021