Senior High School (SHS) Social Studies Teachers' Formative Assessment Conceptions and Beliefs: Inferences from Ghana

Mohammed Adam, Samuel Ofori Bekoe, Samuel Poatob


The study investigated Senior High School (SHS) Social Studies Teachers' Formative Assessment Conceptions and Beliefs. A sample of sixty (60) SHS Social Studies teachers from eleven (11) Senior High Schools from the Tamale and Cape Coast Metropolis and West Mamprusi and Senya districts. Using explanatory sequential mixed methods design under the mixed methods research approach, questionnaire and semi-structured interview were adopted for data collection on the teachers’ conception and beliefs of formative assessment. Analysing the data sequentially, the quantitative data was analysed using descriptive statistics generated through the use of SPSS with correlation analysis conducted. The semi-structured interview data, was analysed through detailed narrative description. Drawing largely on data from both instruments, the results from the questionnaire phase revealed generally that SHS Social Studies teachers have adequate understanding of what formative assessment is and for that matter perceive and used it appropriately for its ideal purpose.  A correlation analysis of the variables (conceptions and beliefs of formative assessment) revealed that there is a statistically, positive correlation between the SHS Social Studies teachers’ conceptions and beliefs of formative assessment. The study among others revealed that SHS Social Studies teachers theoretically understand what formative assessment is especially in the questionnaire data. The questionnaire data was to a large extent, inconsistent with the interview findings. Based on the findings, the study recommends among others that efforts need to be taken to help improve SHS Social Studies teachers’ formative assessment knowledge and understanding of formative assessment for purposes of improving both teaching and learning.

Keywords: Success criteria, Formative feedback, Descriptive feedback, Self-assessment, Peer-assessment.

DOI: 10.7176/RHSS/9-16-01

Publication date: August 31st 2019

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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