2023, nr 4 (101)
Gyamfi, A., Loganathan, S., & Acquaye, R. (2023). Improving teachers’ classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana. e-mentor, 4(101),
56–62. https://doi.org/10.15219/em101.1625
Teaching methods and programs
Improving teachers’ classroom
assessment practices: perceptions
of teachers in the Ellembelle District
of Ghana
Abraham
Gyamfi
Saranraj
Loganathan
Abstract
This study looks at how teachers can improve their in-class assessment practice in the
Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in
classroom assessments, as well as ways to improve the classroom assessments themselves.
A quantitative research method was adopted using a simple random sampling technique.
The study was conducted among 207 professional teachers using a mailed questionnaire
(primary data), which was analyses using statistical tools. The study found that teachers
face many challenges in their classroom assessments, and thus proposed performancebased assessments, rubrics, peer assessment, portfolio assessment and self-assessment as
strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer
assessment, and conduct in-service training, self-assessment, and performance evaluation
to improve effective classroom assessments.
Keywords: teachers’ challenges, students’ performance self-assessment, peer assessment,
performance assessment, rubrics
Introduction
Rosemary
Acquaye
In order to make decisions regarding the promotion, selection and directions of
students, classroom assessments guide the whole procedure of gathering knowledge,
whether through testing or observation performances. Teachers do their own evaluations
and communicate the results to students, parents, and the broader public. According to
research (Amua-Sekyi, 2016; Shogbesan & Faleye, 2016), assessments are a useful tool
for enhancing students’ learning in the classroom, offering opportunities for in-class
practice, and creating a solid foundation for self-evaluation (Walker, 2012). In particular,
teachers are required to use the assessments to help with the identification, remediation, and ongoing evaluation of learners (Areekkuzhiyil, 2021; Black & Wiliam, 2018).
Classroom evaluations are always beneficial, because they provide a quicker gauge of
students’ growth and accomplishment, guide and enhance instructions, and identify
gaps in students’ subject-matter knowledge (Topping, 2017). They offer day-to-day assistance with teaching and learning, which is the cornerstone and foundation for achieving
excellence in education and school improvement (Shogbesan & Faleye, 2016). They also
assist teachers in identifying the areas of their lessons that need improvement, thus
motivating them to do so (Topping et al., 2016).
Teachers are obliged to use effective and efficient assessment methods in the
classroom, enabling students to demonstrate that they have acquired the necessary
life-skills knowledge and abilities, which would improve the ways that schools educate
and teach. Teachers’ classroom practices and their knowledge of classroom assessments are both crucial for improving classroom assessments (Kingston & Nash, 2011;
Abraham Gyamfi, Wesley College of Education, Ghana,
https://orcid.org/0000-0002-3189-1825
Saranraj Loganathan, Mepco Schlenk Engineering College, India,
https://orcid.org/0000-0003-0918-4849
Rosemary Acquaye, Kwame Nkrumah University of Science and Technology, Ghana,
https://orcid.org/0000-0002-68768038
56
e-mentor nr 4 (101)
Improving teachers’ classroom assessment practices ...
Walker, 2012). Ultimately, it is crucial to address the
difficulties encountered by teachers and ways to
overcome those difficulties. The assessment methods
that instructors use are influenced by the philosophy
that drives them.
Research questions
The research questions are:
1. What challenges are faced by teachers in using
classroom assessments?
2. How can classroom assessments be improved?
Ogan-Bekiroglu (2009) investigated the attitudes
toward and skills used in educational assessments of
46 Turkish instructors who had completed an educational assessment course, using a parallel mixedmethodology approach. The findings showed that
despite having constructivist beliefs and a high level
of competency in educational assessments, the teachers nevertheless encountered some challenges with
their assessment procedures. Class size and parental
support were among the issues mentioned, which
were also mentioned by Saxon and Morante (2014).
These difficulties could make learning challenging in
the classroom.
Sethusha (2012) looked into the issues impacting teachers’ methods for assessing students in
the classroom, and how these issues affected efficient teaching and learning. The study employed
qualitative, instrumental case study methodology,
using semi-structured interviews, observations, and
document analyses. Interviews and observations
were conducted with teachers from four different
schools in Northwest Province, United Kingdom. The
difficulties encountered by instructors in carrying out
classroom assessments were determined using the
information gathered through observations and interviews, as well as from documents used by teachers to
carry out assessments. Document analysis was then
used to confirm the information acquired through
interviews and observation, and textual material
was analysed using content analysis. The instructors’
stories differed in accordance with their backgrounds
and teaching experiences within the various contexts of their specific school environments. Major
issues identified by this study were the interpretation of policies, overcrowding, support, parental
involvement, moderation mechanisms (internal and
external), evaluation planning, implementation, and
communication, as well as a shortage in resources. To
address these challenges, teachers primarily turned
to their own personal experiences, cluster meetings,
and their colleagues.
How classroom assessments could be improved
According to Hoogeveen and van Gelderen (2013),
self-assessments are among the key factors in classroom assessments, promoting student accountability
and involvement. By doing their own assessments,
students feel more accountable for their learning and
are more engaged in the entire teaching and learning
process in the classroom.
Self-evaluation enables students to consider their
part in and contribute to the group process (Etsey
& Gyamfi, 2017), while metacognition – the process
through which pupils examine their cognitive processes is a crucial component of self-assessments.
Students consider what they want to accomplish
with the lessons, and therefore challenge concepts.
The focus on the improvement of students’ judgment
skills in self-assessments is another benefit of using
them in classroom assessments (Ateh, 2015; Li et al.,
2016). According to Li et al. (2016) and agreed by
Etsey and Gyamfi (2017), students should be taught
and trained in judgmental abilities in order to do
successful self-assessments, meaning that with selfassessments students develop skills of making fair
judgements.
The portfolio’s advantages as a tool for assessments include its simplicity of integration into
classroom instructions. Work that is assigned and
finished over the year is stored in the portfolio (Price
et al., 2011; Erzoah, Gyamfi, Yeboah & Langee, 2022).
Additional exams or writing tasks are not required,
because they can be taught and assessed, and the student portfolio, according to Ponnamperuma (2014),
is an assessment that is consistent with instructions.
Every high-quality portfolio includes students in
some capacity, and students who are asked to gather,
select, and reflect on what they wish to include in
their portfolio may find the selection process to be
quite informative and meaningful (Ponnamperuma,
2014).
Since students are frequently requested to analyse
previous assignments and projects, as well as evaluate
the merits and limitations of both their procedures
and their final outputs, portfolios encourage selfreflection and awareness among students (Ponnamperuma, 2014). In their study, Hussain et al. (2019)
stressed the value of portfolios in fostering students’
growth as autonomous learners. When properly
incorporated, portfolios can encourage collaboration between students and their teacher, as well as
between students and their peers (Topping, 2018).
Performance-based assessments, which have been
around for a while now and have several benefits over
traditional multiple-choice tests, are widely employed
across the globe. In reality, according to Wiggins and
McTighe (2005), authentic assessments are intended
to do more than just test. They should demonstrate to
students (and teachers) what it looks like to practice
a subject and what sort of performance difficulties
are truly valued most highly in a certain industry or
career. In contrast to standardised examinations,
which only provide the ‘what’ of a student’s performance, PBAs can reveal ‘how’ and ‘why’ a student may
be struggling.
Performance-based assessments (PBAs) are therefore able to assist teachers in determining how their
pupils learn most effectively (Falk et al., 2007). PBAs,
e-mentor nr 4 (101)
57
Teaching methods and programs
when used as formative evaluations, offer quicker
feedback than extensive standardised assessments.
Standardised examinations can yield results after several months, but PBAs enables teachers to make significant changes while still instructing their existing
students (Yulia, 2018). PBAs also permit assessment
differentiation so that all students, especially those
in special education and ELL classes, have a chance
to show their understanding (Yulia, 2018).
Research indicates that performance-based assessment procedures can affect other teaching strategies
in the classroom in addition to having an impact on
student results. Performance-based assessments can
alter particular classroom behaviours and procedures,
even though changing basic teaching paradigms
can be difficult. Peer assessment may be utilised
for a range of outputs, including written work, oral
presentations, projects, or other expert behaviours
(Li et al., 2016).
Peer assessments are viewed as more than just
a grading technique, because participating in the
process advances the skills and knowledge of both
the assessor and the pupils (Li et al., 2010; Topping,
2018). PBAs also enable assessment differentiation so
that all students, especially those in special education
and ELL pupils, have a chance to show their understanding (Yulia, 2018).
Research indicates that performance-based assessment procedures can affect other teaching strategies
in the classroom in addition to having an impact on
student results. Performance-based evaluation can
alter particular classroom behaviours and procedures,
even though changing broad teaching paradigms can
be difficult (Li et al., 2016). Peer evaluations may be
utilised for a range of outputs, including written work,
oral presentations, projects, or other expert behaviours. Since participating in the process advances the
skills and knowledge of both the assessor and the
students, peer evaluation is seen as more than just
a grading technique (Li et al., 2016; Li et al., 2010;
Topping, 2018).
The main objective of peer assessments is to give
students feedback (Hovardas et al., 2014; Hsia et al.,
2016). Since students will always have more time
available than instructors, this method may be especially useful in schools with a high student-to-teacher
ratio. The research indicates that peer assessments
can enhance learning, even when a single student’s
response might not be as detailed or in-depth as
a teacher’s feedback (Harrison et al., 2015; Topping,
2017).
Methodology
A quantitative research method was adopted, with
a simple random sampling technique deployed in this
study. The study was carried out among 207 professional teachers in the Ellembelle District, Ghana, who
have worked for at least two years (102 males and
105 females). A questionnaire was used to collect
primary data using 4-point Likert scale. The data was
58
e-mentor nr 4 (101)
collected through a mailed questionnaire and was
analysed using statistical tools such as Mean, Standard
Deviation and Cronbach’s Alpha. The internal consistency (Cronbach’s alpha) of the questionnaire was 0.79,
which was acceptable.
Results
The major objective of this study was to learn
more about the difficulties teachers encounter when
implementing classroom assessments, and how to
make improvements. Teachers were asked to rate
their agreement or disagreement with statements regarding the difficulties encountered using classroom
assessments, and ways to improve their practices
using a 4-point Likert scale (1 = strongly disagree,
2 = disagree, 3 = agree, and 4 = strongly agree).
The mean and standard deviation were analysed, and
the scale had a total value of 10 (4 + 3 + 2 + 1). As
a result, each of the four responses, out of a possible
four, had a mean score of 2.5, the result being the
sum of 10 divided by the four answers. The centre
point on the four-point scale was likewise 2.5, and
the minimum difference between 1 and 2.5, which
equals 1.5, was divided by 2 to yield 0.75. As a result,
the median cut-off values for the variables on the
questionnaire were 3.25 – 4.00 for strong agreement, 3.24 – 2.50 for agreement, 2.49 – 1.75 for
disagreement, and 1.74 – 1 for strong disagreement.
A mean of 2.50 or higher suggests agreement among
respondents, whereas a mean of 2.49 or lower shows
disagreement. By adding up all of the responses to
each item from each respondent and dividing by
the total number of respondents who responded to
that particular question, the mean of the items was
estimated.
Research question 1
What are the challenges faced by teachers using classroom assessments?
The results of the challenges faced by teachers using classroom assessments are shown in Table 1.
Table 1 shows the challenges faced by teachers
using classroom assessments, and the results revealed that the teachers disagreed to face the stated
challenges in their use of classroom assessments
(M = 2.40; SD = 0.812). The mean was found to
be less than the cut-off mean of 2.5. However, the
teachers agreed that they faced 6 out of the 22 stated
challenges (their means were greater than the cut-off
mean of 2.5). The results of the challenges teachers
faced in classroom assessments are presented in
Table 2. The means of these statements were greater
than the cut-off mean.
Table 2 shows that the challenges faced by teachers
in classroom assessments are inadequate resources
and materials, large class size, inability to write items
for higher cognitive levels, an extensive curriculum,
and difficulty in grading essay questions and developing rubrics.
Improving teachers’ classroom assessment practices ...
Table 1
Challenges faced by teachers in classroom assessments
Statements
N
Mean
Std. Deviation
Inadequate attention and resources in developing the classroom assessment
process
207
3.10
0.852
Large class size makes is a challenge for me
207
2.88
0.846
It is difficult for me to write items for a higher cognitive level
207
2.75
0.780
It is difficult for me to calculate the central tendency
207
2.43
0.746
It is difficult for me to assess individual class participation
207
2.11
0.799
It is difficult for me to assess problem-solving skills
207
2.22
0.804
Extensive curriculum requirements pose problems in my classroom assessment
207
2.86
0.761
It is difficult for me to use assessment results for decisions
207
2.11
0.858
It is difficult for me to determine why students make mistakes
207
2.25
0.809
It is difficult for me to use assessment results to plan my teaching
207
2.04
0.844
It is difficult for me to communicate classroom assessment results
207
2.14
0.773
It is difficult for me to assess specific course objectives
207
2.16
0.750
It is difficult for me to develop systematic grading procedures
207
2.24
0.817
It is difficult for me to ensure tests cover the material taught
206
2.12
0.859
N
Mean
Std. Deviation
Inadequate attention and resources in developing the classroom assessment
process
207
3.10
0.852
Large class size makes is a challenge for me
207
2.88
0.846
It is difficult for me to write items for a higher cognitive level
207
2.75
0.780
Extensive curriculum requirements pose problems in my classroom assessment
207
2.86
0.761
Source: authors’ own work.
Table 2
Teachers’ predominant challenges faced in classroom assessments.
Statements
It is difficult for me to consistently grade essay questions
207
2.99
0.731
It is difficult for me to develop rubrics (marking keys)
207
2.97
0.862
Source: authors’ own work.
Research question 2
How can classroom assessments be improved?
Table 3 shows that teachers (M = 3.11; SD = 0.556)
strongly agreed that using performance-based assessments would help reduce some challenges that they
face in classroom assessments, and thus improve assessments in the classroom. It was observed from the
teachers’ point of view that using rubrics or marking
schemes (M = 2.80; SD = 0.664) can help alleviate
some of the challenges teachers face in classroom
assessments. It was found that teachers believe that
using peer assessments (M = 2.80; SD = 0.709)
would be effective in dealing with challenges faced
in classroom assessments. Also, teachers (M = 2.85;
SD = 0.725) agreed that using portfolio assessments
Table 3
Perceived solution for teachers in classroom assessments
Statements
N
Mean
Std. Deviation
Using performance-based assessments
207
3.11
0.556
Using rubrics
207
2.80
0.664
Using peer assessments
207
2.80
0.709
Using portfolio assessments
207
2.85
0.725
Using self-assessments
207
3.12
0.658
Source: authors’ own work.
e-mentor nr 4 (101)
59
Teaching methods and programs
is another way to overcome challenges in classroom
assessments. Moreover, teachers perceived the use
of self-assessments (M = 3.12; SD = 0.658) as a way
of dealing with challenges in classroom assessments.
The predominant solution expressed by the teachers
(with the highest mean of 3.12) was the use of selfassessments that could be enhanced through training
or further studies.
Discussions
The study question aimed to learn more about the
difficulties teachers in the Ellembelle District encountered when implementing classroom assessments.
The findings indicated that teachers in Ellembelle
had difficulties with classroom evaluation. Large class
sizes, limited resources, and certain restrictions on
knowledge and skill assessments are difficulties they
experienced. These results are consistent with the
findings of several scholars, including Alkharusi et al.,
(2011), Ogan-Bekiroglu (2009), Sethusha (2012), and
Susuwele-Banda (2005), who found that demographics, teacher beliefs, teacher training, class size, and
teacher experience in actual classroom teaching may
all have an impact on how teachers assess students.
The largest challenges to classroom assessments, according to Metin (2013) and Hussain et al. (2019), are
large class sizes, demanding curricula, and a lack of
resources for establishing the classroom assessment
process. The results provide more support for Ramsuran’s research, which was cited by Chand (2017).
Ramsuran revealed that teachers’ high workloads
for satisfying policy criteria are a major barrier to
their ability to effectively apply assessment policies.
According to the report, marking took up a reasonable amount of time, ranging from 18% to 36% of the
total teaching time available, while portfolio creation and mark entry took up a significant amount
of time.
Additionally, the findings, which indicate that
teachers experienced some challenges concerning
their evaluation techniques, are not all that dissimilar from those of Ogan-Bekiroglu (2009). Class size,
parental support, teacher expertise and attitudes
regarding educational assessment were among the
challenges mentioned. Metin (2013) discovered that
teachers required adequate knowledge, skills, and
abilities regarding rubrics.
Ways to improve classroom assessment
practices
The goal of the research question was to collect
input from participants on possible solutions for
overcoming the difficulties associated with using
classroom assessments. The results back up Wiggins
and McTighe (2005), who claimed that authentic
assessments are actually intended to do more than
just test. They should demonstrate to students
(and teachers) what practicing a subject looks like
and the sorts of performance difficulties that are
60
e-mentor nr 4 (101)
valued most highly in a certain industry or career.
The findings of Falk et al. (2007) discovered that
performance-based assessments (PBAs), when used
in conjunction with a well-designed measurement
tool like a scoring rubric, can reveal ‘how’ and ‘why’
a student may be having difficulty. Performancebased assessments (PBAs) can therefore genuinely
assist teachers in determining how their students
learn most effectively.
Falk et al. (2007) pointed out that PBAs, when used
as a formative evaluation, also offer more immediate
feedback than extensive standardised assessments.
Standardised examinations can yield results after
several months, but PBAs enable teachers to make significant changes while continuously instructing their
existing students. This study also supports Ogan-Bekiroglu’s (2009) assertion that in order to address the
difficulties with classroom assessments, educational
system reforms should take into account instructors’ knowledge of and attitudes toward educational
evaluation. In research to address comparable issues,
Sethusha (2012) discovered that teachers depended
on cluster meetings, their peers, and primarily their
own experiences to resolve these issues. It could be
seen that all the suggested solutions were about inservice training and teacher development, which were
to cause an increase in knowledge and skills related to
classroom assessments. This is probably due to the
fact that the researchers believe that the increase in
knowledge and skills in assessments has the potential
of helping teachers to overcome other challenges,
such as resources and class size.
Conclusion
Despite the knowledge and use of classroom assessments, teachers still battle with challenges such
as large class size, extensive curriculum requirements
and difficulty in writing items to measure higher order
cognitive levels, which limit how far teachers can go
with classroom assessments. The use of self and peer
assessments, as well as portfolio and performancebased assessments, could help reduce the challenge
for both male and female teachers. It is recommended
that teachers in the Ellembelle District involve peer
assessments, self-assessments and performance assessments in their practices to improve classroom
assessments.
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e-mentor nr 4 (101)
61
Teaching methods and programs
Abraham Gyamfi is currently a lecturer at the Department of Educational Studies, Wesley College of Education,
Kumasi, Ghana. He has 18 and 7 years of teaching and researching experience, respectively, and has published
30 articles, both in national and international journals. His area of specialisation is measurement and evaluation,
and his research interest is in classroom assessments and pedagogy.
Dr. L. Saranraj is currently working as Assistant Professor of English, Department of English, Mepco Schlenk
Engineering College (Autonomous), Sivakasi, Tamil Nadu, India. He has around 9 years teaching experience and
around 2 years research experience. He has published 14 research papers, three books and a patent, and is an
eminent scholar with much research potential in the field of English Language teaching and applied sociolinguistics
with empirical statistics.
Rosemary Acquaye is Master of Philosophy (Field Epidemiology and Applied Statistics) student of the Kwame
Nkrumah University of Science and Technology, Kumasi, Ghana. She is a practicing nurse, with 12 years experience.
She is currently working at the Agona Nkwanta Polyclinic, Ghana, as a Nursing Officer. Her area of specialisation
is nursing practice and data analysis. She has published 5 articles in international journals.
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Organised into five key parts, it is arranged in a way that reflects the journey that practitioners take into and through
Learning Development, from their initiation into the field, through professional development, to becoming an established expert. It covers key topics such as:
• the basic principles of working in Learning Development
• the theoretical and practical foundations of the field
• how to engage more critically with the role
• how to become an active contributor to the field through research and publication
• the as-yet unrealised possibilities of Learning Development
Capturing a diverse array of voices, experiences, and perspectives, this book is an essential guide for both new and
established practitioners concerned with student Learning and Development.
Date of publication: November, 2023
Publisher: Routledge
Source of the description: https://www.routledge.com/How-to-Be-a-Learning-Developer-in-Higher-Education-CriticalPerspectives/Syska-Buckley/p/book/9781032560076
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