Abstract:
This study adopted a descriptive case study to explore the impact of weekly class test
alongside two other modes of assessment strategies: use of project work and class
presentation on learning outcomes in mathematics among 145 year-one high school
students in the Central Region of Ghana. Subject evaluation questionnaire and scores
obtained in weekly class test, end of term examination, class presentation and project
work were the main sources of data collected for the study. The results indicated that
scores obtained from all the modes of assessment (class test, class presentation and project
work) used in the study correlated with end of term examination; however, the best
predictor of end of term examination was class test. Thus, the study revealed that
employing class test as an approach in the classroom drives students to deepen their
understanding of concepts taught, encourage students to review their notes ahead of each
new class session and consequently enhance their learning outcomes. Furthermore, the
results demonstrated that students who were most committed in the subject, as evidenced
by participation in all class tests, fared significantly better in the end of term examination
than those who failed to participate in most of the class tests and those who participated
mid-way. Consequently, the study reiterates that increased frequency of class test has the
potential to impart student learning outcomes.
