MATHEMATICS TEACHERS’ PERCEPTION ON CLASSROOM ASSESSMENT AND PRACTICES AT THE JUNIOR HIGH SCHOOLS IN GHANA. A CASE STUDY AT AWUTU-SENYA DISTRICT

ABSTRACT Academic performance of students in mathematics is challenged by several factors. The study aimed at finding out mathematics teachers’ perceptions on classroom assessment and practice at the Junior High Schools in Ghana. Descriptive survey design using questionnaire for teachers, students’ questionnaire, inspection of documents and interview of teachers were used to collect data. The respondents were 30 teachers and 20 students selected randomly from schools in Awutu-Senya district (Awutu and Kasoa circuits). The data collected were analyzed using percentages.  The study revealed that 70% of the mathematics teachers who participated perceived classroom assessment as a tool that the teacher uses to inform him/her on how the students have learnt. It also revealed that 100% of the participated teachers indicated that assessment is useful to both teachers and students, teachers use correct teaching and learning methods and had knowledge about classroom assessment practices but teachers did not provide students written comments on their marked exercises and assignments. Based on the findings, the study recommended that teachers should be properly supervised in order to check unmarked exercises for students and written comments as feedback. Students should be made to copy questions for exercises and class test before answering them in their exercise books. Mathematics teachers at the JHS level of education also need to use different assessment strategies to monitor student progress in mathematics.