Welcome to Open Science
Contact Us
Home Books Journals Submission Open Science Join Us News
Teachers’ Perception of Authentic Assessment Techniques Practice in Social Studies Lessons in Senior High Schools in Ghana
Current Issue
Volume 1, 2014
Issue 4 (November)
Pages: 62-68   |   Vol. 1, No. 4, November 2014   |   Follow on         
Paper in PDF Downloads: 50   Since Aug. 28, 2015 Views: 1719   Since Aug. 28, 2015
Boadu Kankam, Department of Art and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana.
Anthony Bordoh, Department of Art and Social Sciences, Enchi College of Education, Enchi, Ghana.
Isaac Eshun, Department of Art and Social Sciences, Enchi College of Education, Enchi, Ghana.
Thoephilus Kweku Bassaw, Department of Art and Social Sciences, Komenda College of Education, Komenda, Ghana.
Fredrick Yaw Korang, Social Science Department, Winneba Senior High School, Winneba, Ghana.
The study sought to find out teachers’ perception of authentic assessment techniques practice in Social Studies lessons in Senior High Schools (SHSs) in Ghana. The study used a descriptive case study design. A sample of twenty (20) teachers and ten (10) senior high schools were selected for the study. Semi structured interview was the main instruments used for data collection. The results indicated that authentic assessment, as a classroom assessment strategy, does have a place in SHSs in the Central Region of Ghana. The teachers in this study perceived that the form of authentic assessment used in their classrooms was limited by policies, time, resources and assessment methods employed by their schools. These policies affect their use of this assessment method because the subject is a core in the SHS. Regular in-service training and capacity building workshops on classroom assessment should be organized for these SHS teachers to improve their use of assessment as a tool to enhance teaching and learning.
Assessment, Perception of Authentic Assessment, Authentic Assessment Techniques, Authentic Assessment in Social Studies, Senior High Schools
Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement through Self-Assessment. Theory into Practice, 48(1), 12-19.
Bassey, M. (2003). Case study research. In J. Swann & J. Pratt (Eds.) Educational research in practice: Making sense of Methodology, 111-123.
Bekoe, S. O., Eshun, I., & Bordoh, A. (2013). Formative assessment techniques tutors use to assess teacher-trainees’ learning in Social Studies in Colleges of Education in Ghana. Research on Humanities and Social Sciences, 3(4), 20-30.
Bordoh, A., Bassaw, T. K., & Eshun, I. (2013) Social Studies Tutors’ Cognition in Formative Assessment in Colleges of Education in Ghana. Developing Country Studies, 3(11), 1-11.
Boud, D., & Falchikov, N. (2005). Redesigning assessment for learning beyond higher education. In A. Brew, and C. Asmar, C. (Eds.), Research and Development in Higher Education, 28, 34-41.
Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-281.
Craddock, D., & Mathias, H. (2009). Assessment options in higher education. Assessment and Evaluation in Higher Education, 34, 127-140.
Cumming, J., & Maxwell, G. (1999). Contextualising authentic assessment. Assessment in Education: Principles, Policies and Practices, 6(2), 177 – 194.
.Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
Dietel, R. J., Herman, J. L., & Knuth, R. A. (1991). What does research say about assessment? NCREL,Oak Brook. Retrieved: 17-06-2014. www.ncrel.org/sdrs/areas/stw_esys/4assess.
Elliott, S. N. (1995). Creating meaningful performance assessments. (ERIC Digest), EDRS no: ED381985.
Eshun, I., Bordoh, A., Bassaw, T. K., & Mensah, F. (2014). Evaluation of Social Studies students’ learning using formative assessment in selected Colleges of Education in Ghana. British journal of education, 2(1), 39-48.
Firestone, W. A., Mayrowetz, D., & Fairman, J. (1998). Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland. Educational Evaluation and Policy Analysis, 20(2), 95-113.
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or Assessee: How Student Learning Improves by Giving and Receiving Peer Feedback. British Journal of Educational Technology, 41(3), 525-536.
Lunn, J. (2006). A Study on Teacher Professionalism and Teacher Leadership: The Teachers’ Viewpoint. (Master’s thesis, University of Waikato, 2006), Hamilton, New Zealand. Retrieved: 20-12-2013. www.adt.waikato.ac.nz/public/adt-uow2007.
Mayer, R E. (2002). Rote versus meaningful learning. Theory into practice, 41 (4):226-232.
McDonald, B., & Boud, D. (2003). The Impact of self-assessment on achievement: the effects of self-assessment training on performance in external examinations. Assessment in Education, 10(2), 209-220.
McMillan, J. H., & Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Educational Horizons, 87(1), 40-49.
Palm, T. (2008). Performance Assessment and Authentic Assessment: A Conceptual Analysis of the Literature. Practical Assessment, Research and Evaluation, 13(4).
Pellegrino, J.W., Chudowsky, N. & Glaser, R. (2001). Knowing What Students Know: The Science and Design of Educational Assessment., Washington, DC., USA. National Academies Press.
Reeves, T. C. (2000). Alternative assessment approaches for online learning environments in higher education. Educational Computing Research, 3(1), 101-111.
Ross, J. (2006). The Reliability, Validity, and Utility of Self-Assessment. Practical Assessment, Research & Evaluation, 11, 1-13. Retrieved: www.pareonline.net/pdf/v11n10.pdf.
Shepard, L. A. (2009). Commentary: Evaluating the validity of formative and interim assessment. Educational Measurement: Issues and Practice, 28(3), 32–37.
Sadler, D. R. (2009). Grade integrity and the representation of academic achievement. Studies in Higher Education, 34, 807-826
Simonson M., Smaldino, S, Albright, M., & Zvacek, S. (2000). Assessment for distance education. Teaching and Learning at a Distance: Foundations of Distance Education. Upper Saddle River, NJ: Prentice-Hall.
Stanford, Pokey & Reeves, Stacy, (2005). Assessment that drives instruction. Teaching Exceptional Children, 37 (4) 18-22.
Sternberg, R. J. (2007). Assessing what matters. Educational Leadership, 65 (4) 20-26.
Topping, K. J. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631-645.
Van der Horst, H. & McDonald, R (2003). Outcomes based education: Theory and practice. South Africa: Tee Vee Publications.
Wangsatorntanakhun, J. A. (1997) "Designing Performance Assessments: Challenges for the Three-Story Intellect" Ruamrudee International School, Bangkok, Thailand.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, Calif.: Jossey-Bass.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.
Winking, D. (1997). Critical issue: Ensuring equity with alternative assessments. Oak Brook: IL. Retrieved: 20-07-2014. www.ncrel.org/sdrs/areas/methods/assment/as800.htm
Winking, D. (1997). Critical issue: Ensuring equity with alternative assessments [online document]. NCREL (North Central Regional Educational Laboratory), Oak Brook: IL. Available online: http://www.ncrel.org/sdrs/areas/methods/assment/as800.htm
Wren, D. G. (2009). Performance Assessment: A key component of balanced assessment system. Virginia Beach: Virginia Beach City Public Schools, Department of Research, Evaluation, and Assessment.
Yin, R. (2009). Case study research: Designs and methods. London: SAGE Ltd.
Open Science Scholarly Journals
Open Science is a peer-reviewed platform, the journals of which cover a wide range of academic disciplines and serve the world's research and scholarly communities. Upon acceptance, Open Science Journals will be immediately and permanently free for everyone to read and download.
Office Address:
228 Park Ave., S#45956, New York, NY 10003
Phone: +(001)(347)535 0661
Copyright © 2013-, Open Science Publishers - All Rights Reserved