Feedback from teachers to their students boosts their motivation to improve on their learning strategies.
In addition, when students get good feedback that they are making progress, they tend to do more, while feedback that indicates that students are not performing serves as a guide to help them strategise and adjust how they learn.
These were the highlights of a study on formative assessment at the senior high school (SHS) level conducted by Senior Lecturer, Strategic Communication at the University of Education, Winneba, Dr Akwasi Bosompem Boateng.
It was on the topic, “Improving formative assessment practice in senior high schools: perspectives of selected teachers and students”.
Formative assessment is a mode of assessment that examines students during the process of teaching and learning.
They include informal tests, classwork and homework, collaborative and group assessment, and peer assessment.
The study was presented at the latest West African Examination Council (WAEC) seminar series in Accra last Friday.
The WAEC Seminar Series is an initiative of the Research Department of WAEC, which brings in scholars to present their research findings in pertinent areas within the scope of the examination council’s mandate and for further deliberations among stakeholders.
Following the declining performance of SHS students in the WASSCE in some subjects, particularly Mathematics, Dr Boateng said concerns had been raised about formative assessment of students and their ultimate performance.
The study, which made use of interviews and focus group discussions from samples from the Winneba SHS and Swedru SHS, explored innovations and improvements in assessment activities in high schools.
Challenges encountered in formative assessment practices in SHS that were unearthed by the study were that it was time-consuming, with some of the teachers indicating that due to the limited time apportioned for some courses, it was almost important to assess students holistically.
Inadequate instructional resources also featured in the study as a challenge to formation assessment.
Dr Boateng recommended that continuous professional development training in formative assessment should be provided by schools and educational authorities for teachers to upgrade their knowledge and skills to implement the strategies.
The Acting Head, Accra Section of the Research Department of WAEC, Headquarters, Kwaku Dankwa, explained that WAEC’s mandate was not limited to organising examinations but providing a platform for stakeholders to share inputs on how to improve learning outcomes.
Source:
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