Papers by Jephtar Adu-Mensah
African Identities, Jul 5, 2021
Academic Journal of Interdisciplinary Studies, 2019
This paper explored the scoring and grading practices of teachers in basic schools. The study sou... more This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students’ responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students’ behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded marks when grading. These academic and non-academic factors considered by teachers in this study during scoring and grading are consistent with the literature. In independent samples t-test analyses, primary school teachers did not differ significantly from their counterparts in the junior high schools in terms of factors they considered during the scoring and grading of students’ responses to tasks in...
International Journal of Evaluation and Research in Education (IJERE), 2020
Test, measurement, and evaluation are concepts used in education to explain how the progress of l... more Test, measurement, and evaluation are concepts used in education to explain how the progress of learning and the final learning outcomes of students are assessed. However, the terms are often misused in the field of education, especially in Ghana. The objective of the study was to thoroughly explain the concepts to assist educationists and researchers in the field of education to better apply them in educational discourses. The study also suggests best practices in setting test items in measuring students’ learning outcomes while showing policy directions to assist educationists and researchers in the field of educational evaluation.
International Journal of Evaluation and Research in Education, 2020
Test, measurement, and evaluation are concepts used in education to explain how the progress of l... more Test, measurement, and evaluation are concepts used in education to explain how the progress of learning and the final learning outcomes of students are assessed. However, the terms are often misused in the field of education, especially in Ghana. The objective of the study was to thoroughly explain the concepts to assist educationists and researchers in the field of education to better apply them in educational discourses. The study also suggests best practices in setting test items in measuring students' learning outcomes while showing policy directions to assist educationists and researchers in the field of educational evaluation.
International Journal of Evaluation and Research in Education, 2020
Test, measurement, and evaluation are concepts used in education to explain how the progress of l... more Test, measurement, and evaluation are concepts used in education to explain how the progress of learning and the final learning outcomes of students are assessed. However, the terms are often misused in the field of education, especially in Ghana. The objective of the study was to thoroughly explain the concepts to assist educationists and researchers in the field of education to better apply them in educational discourses. The study also suggests best practices in setting test items in measuring students' learning outcomes while showing policy directions to assist educationists and researchers in the field of educational evaluation.
Academic Journal of Interdisciplinary Studies, 2019
This paper explored the scoring and grading practices of teachers in basic schools. The study sou... more This paper explored the scoring and grading practices of teachers in basic schools. The study sought to understand the various factors teachers take into account when scoring students' responses to tasks in the classroom. The stratified sampling procedure was used to select 278 primary and junior high school teachers from whom data were collected for the study. In the descriptive analysis, the results revealed that teachers considered students' behaviour such as punctuality, interest in subject and neatness of work presented, and number of questions attempted by a student, and awarded marks when grading. These academic and non-academic factors considered by teachers in this study during scoring and grading are consistent with the literature. In independent samples t-test analyses, primary school teachers did not differ significantly from their counterparts in the junior high schools in terms of factors they considered during the scoring and grading of students' responses to tasks in the classroom. This study adds a circumstantial data to the existing debate on teacher classroom assessment practices.
International Journal of Social Sciences & Educational Studies, 2018
One core responsibility of a class teacher is to assess student academic achievement and provide ... more One core responsibility of a class teacher is to assess student academic achievement and provide feedback to stakeholders in the form of grades. Grades have now become the academic currency used in determining proficiency or mastering on an educational concept of interest. Teachers are therefore expected to be proficient and reliable in their assessment practices. This study seeks to develop and validate a standardised instrument in measuring teachers’ attitude towards grading practices. The study further explores the attitude of teachers toward grading practices. The instrument development was done through a thorough review of the literature on teachers grading practices. Also, items constructed were carefully based on literature and observations made by the researcher. The developed instrument was administered to 443 teachers at the basic school level. Through an exploratory factor analysis, six dimensions were obtained which include: student’s efforts considered, student’s conduct considered, grading habit, perceived self-efficacy, approach to grading and difficulties encountered when grading. A confirmatory analysis was further conducted to explore the factor loading of each item. After the analysis, 28-items were retained, the validated scale was administered to 278 teachers to assess their attitude toward grading practices. Further analysis revealed an overall negative attitude of Basic School teachers towards grading practices. It is recommended that in-service training on grading and reporting should be organized for teachers on regular basis. Also, teachers should be monitored by their head teachers or circuit supervisors to ensure that they adhere to recommended grading practices.
Uploads
Papers by Jephtar Adu-Mensah