Yıl 2021, Cilt 3 , Sayı 1, Sayfalar 57 - 68 2021-06-27


Erıc ASARE [1]

This study explored the influence of gender, grade level, and teaching experience on the formative assessment practices of basic school teachers in the Cape Coast Metropolis of Ghana. A total of 300 basic teachers from the six (6) circuits in the Cape Coast Metropolis were sampled using the multistage sampling procedure. A three-way analysis of variance was used to test the hypothesis. The study results revealed no statistically significant interaction effect for grade level, gender, and teaching experience on the teachers’ formative assessment practices, F (2, 288) = 2.087, p= 0.126. A statistically significant main effect for gender was found with small effect size, F (1, 288) = 4.605, p= 0.033. On the contrary, grade level and teachers’ experience did not influence basic school teachers’ formative assessment practices in the classroom.
Formative assessment, School based assessment, Teachers, Practices, Demographic variables
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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri

Orcid: 0000-0002-3537-0162
Yazar: Erıc ASARE (Sorumlu Yazar)
Ülke: Ghana


Yayımlanma Tarihi : 27 Haziran 2021

APA Asare, E . (2021). BASIC SCHOOL TEACHERS’ FORMATIVE ASSESSMENT PRACTICES: INFLUENCE OF DEMOGRAPHIC VARIABLES . International Journal of Current Approaches in Language, Education and Social Sciences , 3 (1) , 57-68 . DOI: 10.35452/caless.2021.3