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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: 51   Since Aug. 28, 2015 Views: 1841   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
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