TEACHERS’ ASSESSMENT PRACTICES ON EARLY CHILDHOOD LEARNING IN SEFWI-WIAWSO MUNICIPALITY OF THE WESTERN REGION OF GHANA

ABSTRACT 

The purpose of the study was to explore teachers‘ assessment practices on Early Childhood learners in Sefwi - Wiawso Municipality of the Western Region of Ghana. Descriptive survey research design was used for the study. The sample size for this study was 110 people made up of 80 teachers, 29 Head teachers and 1 of Basic school coordinator. The instruments used for the study were close ended questionnaire and semi- structured interview guide. Purposive sampling techniques was used to select the sample. The data was analysed using themes approach and percentages and frequencies. Results from the areas or domains Early Childhood Education teachers assessed Kindergarten children during assessment process included social skills, cognitive skills, and language skills. Besides, the Kindergarten teachers used strategies such as structured text and hands-on activities to assess their pupils.  Also, teachers adopted matching and colouring of objects in assessing as learners. The study revealed that inadequate teaching and learning materials and children‘s inability to respond to assessment items due to their inability to communicate in English language impeded assessment processes. Lastly, problem of unqualified personnel hindered the conduction and implementation of assessment processes. The following recommendations were made in the light of the findings of the study: Kindergarten teachers should widen their assessment to all learning areas such as, Emotional and affective domains. This will enhance holistic development of the child. Besides, there should be frequent in-service and refresher programmes by Municipal Education Directorate to equip the KG teachers and those who are directly involve on identification and the use assessment of strategies. Lastly, Teachers should be encouraged to improvise the needed teaching and learning materials at the various ECE centres to enable them augment the problem of inadequate teaching and learning materials to enhance the assessment process.