Formative assessment practices of mathematics tutors in selected colleges of education in Ghana

Abstract

The study primarily focused on formative assessment practices of Mathematics tutors in selected Colleges of Education in Ghana. The study adopted Convergent Parallel research design to guide the study. A sample of 56 Mathematics tutors from the selected Colleges of Education were sampled for the study through census sampling method. Twelve Colleges of Education in Ashanti and Bono Regions were used. Data for this study were qualitative and quantitative in nature. Questionnaires were used to collect quantitative data from the participants on socio-demographic characteristic and knowledge on formative assessment practices. Again, observation checklist and interview guide were used to collect data (qualitative) to confirm the responses from the questionnaire. The study revealed that tutors use oral test to evaluate students during mathematics lessons. It was also revealed that tutors used conventional method of teaching, group work and independent study as teaching approaches during mathematics lessons. Based on the findings, it was concluded that, majority of the respondents used oral test to assess students during lessons. It was therefore recommended that tutors from various Colleges of Education that were involved in the study should used other forms of assessment regularly. It was also recommended that tutors from the colleges that were involved in the study must assign mumerical scores to students work during lessons.