Classroom Assessment of Learners: Assessment Practices of Junior High School Social Studies Teachers

The purpose concerning this study was to analyze Junior High School Social Studies teachers’ estimate practices in two districts in Ghana. The study was conducted in the Asuogyaman and Krachi East regions in the Eastern and Oti Regions respectively. The members of the study were one hundred (100) Junior High School Social Studies supervisors drawn intentionally from the two picked districts. Data were collected through the presidency of questionnaires, semi-organized interviews and observation. The study working the mixed-design approach. Results of the study revealed that the Junior High School scholars preferred and actually secondhand traditional evaluation techniques in their education activities. Their amount conceptions and practices are implanted in the traditional knowledge paradigm. It is recommended that Teacher Education Institutions (TEIs) bear reconsider their educational program and emphasise more on the education of alternative or contemporary approaches to instructional assessments. It was still recommended that refresher courses concede possibility be organised for in-service educators to up-grade their information and skills in alternative instructional assessment practices.

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