Formative Assessment Practices of Mathematics Tutors in Selected Colleges of Education in Ghana

Emmanuel Adobah
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Emmanuel Adobah: Department Mathematics and ICT, St. Louis College of Education, Kumasi, Ghana

International Journal of Research and Scientific Innovation, 2021, vol. 8, issue 1, 262-271

Abstract: The study focused on assessing formative assessment practices of Mathematics tutors of twelve colleges of education in Ashanti and Bono Region in Ghana. The study adopted Convergent research design to guide the study. A sample of 56 Mathematics tutors was sampled through census study. Questionnaire, interview guide and observation checklist were used to collect data from the participants. Majority used oral test to assess students at the introduction stage, mid-way (developmental stage) and at the conclusion stage of the Mathematics lessons. It was revealed that tutors scored students exercises, presentations, individual tasks and group work during Mathematics lessons. The study therefore recommended that capacity building workshops should be organized for Mathematics tutors to help them do formative assessment well. It was concluded that majority of the respondents used oral test to assess students during lessons and this might due to facts that other forms of assessment may be time consuming for the tutors.

Date: 2021
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