Authentic Assessment Practices of Technical Teachers in Selected Secondary/Technical Schools in the Ashanti Region

Abstract

This study aims to investigate the authentic assessment practices of technical teachers in Senior High and Technical Schools within the Ashanti Region. A descriptive survey was employed for the study. The population for the study was all technical teachers in the secondary/technical schools in the Ashanti Region. Purposive sampling technique and census were used to select 70 technical teachers for the study. Data is collected from 70 technical teachers across seven Senior High and Technical Schools selected within the Region. Data collection is done with the aid of a well-structured questionnaire. Data analyses were carried out using frequency and percentages. Concerning teachers’ perceptions of authentic assessment, the study revealed that teachers know authentic assessment practices. Regarding how teachers practice authentic assessment, it was found that the technical teachers practice authentic assessment. With respect to how teachers use authentic assessment results to better their teachings, the study indicated that most teachers do not use these results. Finally, teachers encounter many challenges with the use of authentic assessment practices, as 93% are in support of the statements presented to them. Even though the teachers understand this assessment and its uses, a few still lag. Based on the findings, it was recommended that coordinators for schools in the Region and the headmasters should ensure that teachers indoctrinate authentic assessment practices into their general lessons. Teachers should receive intensive in-service training to prepare them for authentic assessment procedures. Teacher professional development in designing realistic assessment activities can help students learn and perform better.