The Value of Continuous Assessment Strategies in Students’ Learning of Geography in Senior High Schools in Ghana

Bethel T. Ababio, Hillary Dumba


This survey investigated the views of geography teachers and students on the value of continuous assessment strategies in students’ learning of geography in senior high schools in the Cape Coast Metropolis and Cape Coast North District within the Central Region of Ghana. Data were collected with the use of two sets of questionnaires from 20 geography teachers and a random sample of 198 geography students. Descriptive statistics were used to analyze the data. The study revealed that although there are various kinds of continuous assessment strategies, geography teachers most often used take-home assignment, written test and recap exercise to assess how geography students learn geography. It was found that the use of continuous assessment helps students to understand difficult areas as well as master the content of geography. Continuous assessment also makes students more confident and ready for final examinations. Therefore, it was recommended that geography teachers need more assistance in devising the rubrics for using the various kinds of continuous assessment strategies.

Key concepts: Assessment, continuous assessment, value, students’ learning and continuous assessment strategies

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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