@Article{wjcea557,
AUTHOR = {Ochour, Benjamin Kwabena and Opoku-Afriyie, Prince and Eshun, Isaac},
TITLE = {Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana},
JOURNAL = {World Journal of Civil Engineering and Architecture},
VOLUME = {2},
YEAR = {2022},
NUMBER = {4},
PAGES = {273-290},
URL = {https://www.scipublications.com/journal/index.php/UJSSH/article/view/557},
ISSN = {2836-0044},
DOI = {10.31586/ujssh.2022.557},
ABSTRACT = {The study investigated formative assessment conceptions and practices among the teachers of social studies in the Techiman Municipality of the Bono East Region of Ghana. The research was undertaken with the view of finding answers and making suggestions that could help improve the formative assessment practices specifically in social studies. A census was conducted in the eighty-four (84) public Junior High Schools in the Techiman Municipality in the Bono East Region. All the ninety-five (95) Social Studies teachers in the public Junior High Schools in the Municipality were selected for the study. A 50-item questionnaire including 2 open-ended questions was developed for the teachers. The data collected were analysed by using frequencies, percentages, mean and standard deviation. The study revealed that, the teachers had correct conception of formative assessment and saw its relevance in the classroom, however, their assessment practices were not formative enough. The teachers’ assessment practices were influenced by external factors. It is recommended that pressures such as demand for continuous assessment marks to grade students ought to be reduced to allow the teachers practice assessment as professionals.},
}

%0 Journal Article
%A Ochour, Benjamin Kwabena
%A Opoku-Afriyie, Prince
%A Eshun, Isaac
%D 2022
%J World Journal of Civil Engineering and Architecture

%@ 2836-0044
%V 2
%N 4
%P 273-290

%T Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana
%M doi:10.31586/ujssh.2022.557
%U https://www.scipublications.com/journal/index.php/UJSSH/article/view/557

TY  - JOUR
AU  - Ochour, Benjamin Kwabena
AU  - Opoku-Afriyie, Prince
AU  - Eshun, Isaac
TI  - Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana
T2  - World Journal of Civil Engineering and Architecture
PY  - 2022
VL  - 2
IS  - 4
SN  - 2836-0044
SP  - 273
EP  - 290
UR  - https://www.scipublications.com/journal/index.php/UJSSH/article/view/557
AB  - The study investigated formative assessment conceptions and practices among the teachers of social studies in the Techiman Municipality of the Bono East Region of Ghana. The research was undertaken with the view of finding answers and making suggestions that could help improve the formative assessment practices specifically in social studies. A census was conducted in the eighty-four (84) public Junior High Schools in the Techiman Municipality in the Bono East Region. All the ninety-five (95) Social Studies teachers in the public Junior High Schools in the Municipality were selected for the study. A 50-item questionnaire including 2 open-ended questions was developed for the teachers. The data collected were analysed by using frequencies, percentages, mean and standard deviation. The study revealed that, the teachers had correct conception of formative assessment and saw its relevance in the classroom, however, their assessment practices were not formative enough. The teachers’ assessment practices were influenced by external factors. It is recommended that pressures such as demand for continuous assessment marks to grade students ought to be reduced to allow the teachers practice assessment as professionals.
DO  - Formative Assessment Conceptions and Practices of Junior High School Social Studies Teachers in the Techiman Municipality of Ghana
TI  - 10.31586/ujssh.2022.557
ER  -