Papers by ERIC ANANE, PhD
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.
This unique study, which was carried out in an area that seemed under researched, explored the re... more This unique study, which was carried out in an area that seemed under researched, explored the relationship between the sources and manifestations of anxiety and the general test anxiety among preservice teachers. Data was collected from 100 female preservice teachers in a college of education in Ghana by using an adapted version of the Test Anxiety Inventory (TAI) developed by Spielberger and Vagg. A key finding is that external factors such how others (e.g. parents and tutors) perceive preservice teachers when they perform poorly tend to be the major source of trainees' test anxiety. This brings to bare the sources of general test anxiety among preservice teachers in the study, which is an illumination on what literature seems to suggest that students who experience test anxiety tend to be the type of people who put a lot of pressure on themselves to perform well. The findings suggest that the status of the test and how high the stakes are for a test the more likely that preservice teachers will experience increased test anxiety.
This paper focuses on a very critical area, assessment in preschools in Ghana. It discusses the i... more This paper focuses on a very critical area, assessment in preschools in Ghana. It discusses the issues and challenges in Ghana's early childhood education system. Educational Reforms since 1987 have advocated the inclusion of nursery and kindergarten education in the basic school system. In all of these reforms, especially that of 1987 and 2007, efforts were not made to critically look at establishing standards for the smooth running of such early childhood programmes. Also, assessment procedures to help in achieving the major purposes of the programme as introduced in some selected schools in 1987 and as a beginning point of Ghana's education as stipulated in 2007 reforms were not clearly stated. It is on this note that the authors discuss the issues and the numerous challenges that have evolved in assessing young children between the ages of 3 and 8 years in Ghana's education system. This paper, as a caveat from a discussant paper presented during a national conference in early childhood education in Ghana, addresses the issues of assessing young children by reviewing major purposes of assessment, action options to improve the system, challenges in assessing young children and recommendations for good practice.
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Papers by ERIC ANANE, PhD