EXAMINE SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ ASSESSMENT FOR LEARNING PRACTICES FOR STUDENTS’ PROGRESS AND BETTER EXAMINATION ATTAINMENT

Fred Adusei Nsowah, Enock Yeboah, Richard Darko Osei, Vivian Nimoh, Samuel Ofori Agyeman

Abstract


The study examined the perception of senior high school mathematics teachers and students regarding teachers’ use of Assessment for Learning (AfL) practices to enhance students’ progress and examination performance. Assessment for Learning (AfL) is recognized in the literature as having a strong impact on students' learning outcomes when actively infused in the teaching process. However, limited studies have explored both students’ and teachers’ perspectives on the use of AfL strategies for improving students’ performance. The study applied questionnaires for 728 participants (308 senior high school mathematics teachers and 420 senior high school students) in the Ashanti region of Ghana. The study findings revealed that questions, quizzes, and homework are perceived by both groups as the most effective teachers’ AfL practices in supporting students learning and improving examination attainment. The study, therefore, provides information for professional development for teachers and re-orients teachers on the effective use of AfL practices in the classroom.

 

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assessment for learning practices, students’ progress, senior high school teachers and senior high school students

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DOI: http://dx.doi.org/10.46827/ejes.v12i3.5900

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