THE IMPLEMENTATION OF SCHOOL-BASED ASSESSMENT IN KEEA DISTRICT IN CENTRAL REGION OF GHANA

ABSTRACT

The  study  examined  the  implementation  of  School  Based  Assessment  in KEEA district in Central Region. The quota sampling procedure was used to select  200  basic  school  teachers  in  ten  basic  schools  for  the  study.  Five research questions and three hypotheses guided the study.  Questionnaire was used for data collection for the study. The Cronbach’s coefficient alpha for the questionnaire  was  0.85.  The  results  showed  that  to  a  great  extent,  teachers agreed  that, they have  knowledge about School Based Assessment in carrying out periodic intervals for the purpose of improving the overall performance of students.  Teachers  also  reported  positive  attitude  towards  the  application  of School  Based  Assessment  guidelines  in  schools.  It  was  found  that  no significant  difference  existed  among  the  length  of  service  of  teachers  with respects to the application of SBA. It is recommended that public senior high school teachers are given timely in-service training in order to be abreast withcontemporary  issues  on  SBA  such  as  the  tasks  involved  it.  Additionally, periodical in-service training and workshops be given to teachers even though they  have  positive  attitude  towards  the  application  of  SBA  guidelines. Furthermore, Ghana Education Service  and stakeholders should allocate funds for workshops, seminars for teachers on challenges of SBA.