Effects of Assessment on Classroom Learning in Senior High Schools in the Ashanti Mampong Municipality of the Ashanti Region of Ghana

Abstract

The research aimed at finding out the extent to which assessment promotes effective teaching in the classroom and also influences classroom learning. A total of 40 teachers and 70 students randomly selected from two out of the five Senior High Schools in the Mampong Municipality of the Ashanti Region, Ghana, were involved in the study. The descriptive research design was used. The instrument for data collection was a questionnaire which was in two forms with one for teachers and the other for students. The questionnaire for the teachers mainly centred on their assessment practices and what they make of the feedback they receive from students' assessments while that for the students mainly centred on the effects that the assessment practices of their teachers have on their learning. Two research questions guided the study. Data analysis was mainly by proportions. The study revealed that the assessment practices of teachers promoted their classroom teaching to a very great extent. Out of the 10 elements of good assessment practices that have the propensity to contribute to improvement in teaching that were listed on the questionnaire, most of the respondents (more than 65% in each case) indicated that they practiced nine of them, either to a large extent or to a very large extent. Again, it was revealed that teachers' classroom assessments improve learning. It was found out that out of the 10 ways by which teachers' assessment practices influence students' learning that were listed on the questionnaire, most of the students (more than 70% in each case) agreed that nine of them actually influenced their learning positively. It was recommended based on the findings that teachers in their bid to prepare their students for assessment tasks should always apply both intrinsic and extrinsic motivational techniques to ensure maximum learning in students in order for them to excel on assessment tasks. Also, teachers should be selective in the kind of feedback they give to the high and low achievers in their classrooms by way of the comments they write on students' scripts. This will help psych the low achievers up to have a sense of "being able to perform”.