Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana

Abraham Gyamfi, Saranraj Loganathan, Rosemary Acquaye


This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found that teachers face many challenges in their classroom assessments, and thus proposed performance-based assessments, rubrics, peer assessment, portfolio assessment and self-assessment as strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer assessment, and conduct in-service training, self-assessment, and performance evaluation to improve effective classroom assessments.

Keywords: teachers' challenges, students' performance self-assessment, peer assessment, performance assessment, rubrics


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Abraham Gyamfi

The author is currently a lecturer at the Department of Educational Studies, Wesley College of Education, Kumasi, Ghana. He has 18 and 7 years of teaching and researching experience, respectively, and has published 30 articles, both in national and international journals. His area of specialisation is measurement and evaluation, and his research interest is in classroom assessments and pedagogy.

Saranraj Loganathan

The author is currently working as Assistant Professor of English, Department of English, Mepco Schlenk Engineering College (Autonomous), Sivakasi, Tamil Nadu, India. He has around 9 years teaching experience and around 2 years research experience. He has published 14 research papers, three books and a patent, and is an eminent scholar with much research potential in the field of English Language teaching and applied sociolinguistics with empirical statistics.

Rosemary Acquaye

The author is Master of Philosophy (Field Epidemiology and Applied Statistics) student of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. She is a practicing nurse, with 12 years' experience. She is currently working at the Agona Nkwanta Polyclinic, Ghana, as a Nursing Officer. Her area of specialisation is nursing practice and data analysis. She has published 5 articles in international journals.

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The article is in the printed version on pages 56-62.

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Gyamfi, A., Loganathan, S., & Acquaye, R. (2023). Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana. e-mentor, 4(101), 56-62.