A Qualitative Study of the Effects of Large Class Size on Mathematics Teachers’ Use of Assessment for Learning Practices in Ghana

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Fred Adusei Nsowah
Dr. Greg Oates
Dr. Vaughan Cruickshank
Samuel Ofori Agyeman
Richard Darko Osei

Abstract

 Classroom assessment practices play an important role in achieving inclusive education for all children since it is one of the teachers' activities for every decision made about students' learning in the classroom. Globally, different assessment practices in the classroom assess students' progress in learning, and it is affected by large class sizes for effective implementation of teachers' assessment practices in the classroom. This study, therefore, explored 15 Senior High School (SHS) mathematics teachers' views using semi-structured interviews to examine the effects of large class sizes on mathematics teachers' use of assessment for learning practices to support students' learning in Ghana. The data was analysed thematically. The findings showed that large class sizes affect teachers' implementation of assessments to support students' learning. Thus, there is a need to reduce the large class size for effective implementation of teachers' assessment practices to support students' progress.

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