Basic school teacher’ classroom testing practices in the greater accra region

Abstract

The purpose of this study was to investigate basic school teachers‟ testing practice within the Greater Accra Region of Ghana. Mixed methods approach using the descriptive survey design was adopted for the study. A sample of 382 teachers was used for the study selected via stratified random sampling from a population of junior high school teachers in the Greater Accra Region of Ghana. Data were collected using questionnaire and interview guide. Quantitative data were analysed using both descriptive and inferential statistics. Qualitative data on the other hand were analysed using thematic analysis. The study revealed that in the construction of achievement test, the teachers determined the purpose of a test before constructing test items, related the instructional objectives of the subject matter to the test and selected the test format suitable for testing stated objectives. The study also found that in test administration, the teachers often made them aware of when the test will be given, the rules and regulations governing the conduct of the test and the format of the test and ensured that sitting arrangement allowed enough space to prevent malpractices. Regarding the scoring of essay tests, the study revealed that majority of the teachers used the analytic method in scoring essay tests, constantly followed the marking scheme and scored essay tests only when they were physically sound and mentally alert. Based on the findings, it was recommended that teacher training institutions make testing and measurement courses compulsory while at the same time regional education offices organise intermittent testing workshops for teachers to improve their testing practices.