TEACHERS CONFIDENCE OF CLASSROOM ASSESSMENT PRACTICES: A CASE OF BASIC SCHOOLS IN UPPER DENKYIRA WEST DISTRICT, GHANA

Samuel Oppong, Regina Mawusi Nugba, Eugene Asamoah, Nathaniel Quansah, Vera Rosemary Ankoma-Sey

Abstract


Teachers' confidence in classroom activities has been a major concern for educators and major stakeholders in Ghana. However, the literature suggests that showing higher confidence in classroom practices positively impact students learning outcome. The specific purposes of the study were to determine whether teachers are confident in (1) monitoring, analysing, and communicating assessment results and (2) assessment, design, implementation, and feedback. The study also sought to find out whether gender plays a role in teachers’ confidence in classroom assessment practices. A descriptive research design was adopted for the conduct of the study. The population for this study comprised all public basic schools in the Upper Denkyira West District. The purposive Sampling technique was used to select 137 out of 187 Lower Primary School Teachers (Basic 1-3). A standardised inventory called “Classroom Assessment Inventory” developed and validated by Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhangain in 2016 was adopted for this study. It was found that primary school teachers were generally more optimistic about their ability to put the various classroom assessments into practice in the classroom. Overall, the study found that teachers have a higher level of confidence in their assessment practices in the classroom. It was also revealed that there is no statistically significant difference between confidence in classroom assessment and the gender of teachers. It was recommended that Ghana Education Service through District Directors of Education should organize in-service training and workshops for all teachers to partake in irrespective of their gender.

 

Article visualizations:

Hit counter


Keywords


teacher confidence, classroom assessment practices

Full Text:

PDF

References


Akman, Y. (2020). The role of classroom management on confidence in teachers and educational stress. International Journal of Contemporary Educational Research, 7(1), 335- 345. DOI: https://doi.org/10.33200/ijcer.687109

Ayar, A. R. & Arslan, R. (2008). İlköğretim Okullarında Görev Yapan Sınıf Öğretmenlerinin Sınıf Yönetimi Performansının Araştırılması. Kastamonu Eğitim Dergisi, 16(2), 335-344.

Beswick, K. (2007). Teachers’ beliefs that matter in secondary mathematics classrooms. Educational studies in mathematics, 65, 95-120.

Beswick, K., Callingham, R., & Watson, J. (2012). The nature and development of middle school mathematics teachers’ knowledge. Journal of Mathematics Teacher Education, 15(2), 131–157

Bozgeyikli, H. & Gozler, A. (2016). Sınıf Öğretmenlerinin Sınıf Yönetimi Becerileri İle Öğrencileri Motive Etme Düzeyleri Arasındaki İlişki. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 589-606.

Çelik, N. A. (2006). İlköğretim okullarında görevli öğretmenlerin sınıf yönetimi becerilerine ilişkin algıları (Denizli İli Örneği). Yüksek Lisans Tezi. Anadolu Üniversitesi, Eskişehir

Cülha, A. (2014). Eğitim fakültesinden mezun olan öğretmenler ile diğer fakültelerden mezun olan öğretmenlerin sınıf yönetimi becerilerinin karşılaştırılması (Yayımlanmamış Yüksek Lisans Tezi), Harran Üniversitesi Sosyal Bilimler Enstitüsü, Şanlıurfa

Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills, and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151

Eison, J. (1990). Confidence in the classroom: Ten maxims for new teachers. College Teaching, 38(1), 21-25.

Gülünay S. D. (2012). İlköğretim Öğretmenlerinin Sınıf Yönetimi Eğilimlerinin Belirlenmesi (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara

İlgar, L. (2007). İlköğretim öğretmenlerinin sınıf yönetimi becerileri üzerine bir araştırma. (Doktora Tezi), İstanbul Üniversitesi, İstanbul.

Kenan B. (2019) The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers. Institute of Educational Sciences, Fırat University, Elazıg, Turkey.

Lauster, P. (2000). Kendine Güven, Ankara: Doruk Yayınları.

Merey, Z. & Taşkın, Z. (2018). Sosyal bilgiler öğretmenlerinin sınıf yönetimi profilleri üzerine bir araştırma. Vankulu Sosyal Araştırmalar Dergisi, Sayı, 1, 103-112.

Ozgan, H., Yigit, C., Aydın, Z. & Kulluk, M. C. (2011). Investigation and Comparison of Primary School Teachers' Perceptions on Classroom Management, Gaziantep University Journal of Social Sciences, 10(1), 617-635

Pajares, M. F. (2005). Self-efficacy during childhood and adolescence. Implications for teachers and parents. In: Self-Efficacy Beliefs of Adolescents. Greenwich Connecticut: Information Age Publishing.

Sarıçam, H. & Güven, M. (2012). Özgüven ve Dini Tutum. JASS (The Journal of Academic Social Science Studies). 5(7), 573-586.

Tolbert, D. (2008). Online mentoring and pre-service elementary teachers ‘confidence to teach mathematics and science. Journal of Student Scholarship, 5, 1–7

Umugiraneza, O., Bansilal, S., & North, D. (2016). Teachers' confidence and beliefs in teaching mathematics and statistical concepts. International Scientific Researches Journal, 72(09), 1–16.

Witt, M., Goode, M., & Ibett, C. (2013). What does it take to make a primary maths teacher? Two trainee teachers’ successful mathematical journeys. Teacher Education Advancement Network Journal (TEAN), 5(1), 19–32 (6)




DOI: http://dx.doi.org/10.46827/ejes.v10i11.5063

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Samuel Oppong, Regina Mawusi Nugba, Eugene Asamoah, Nathaniel Quansah, Vera Rosemary Ankoma-Sey

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).