Promoting assessment for learning to ensure access, equity and improvement in educational outcomes in Ghana
Keywords:
access, assessment of learning, assessment for learning, educational outcomes, equity, formative, summativeAbstract
This study looked at assessment for learning as a criteria for promoting inclusiveness and equitable access to educational opportunities in Ghana. It compared assessment for learning and assessment of learning and recommend measures to evaluate students’ performance to allow for equitable access and progression in education. The study found the deployment of assessment of learning as discriminatory, restrictive and ineffective for judging the overall worth of students after several years of learning. It is recommended that to ensure equitable access and fairness such that no child is left behind in the Ghanaian educational system, the criteria for progression of students be based on interest and academic strengths using assessment for learning approaches and not necessarily standardized tests.
Downloads
Download data is not yet available.
References
REFERENCES
Akyeampong, A. K. (1997). Continuous assessment in post‐secondary teacher education in Ghana: a
case study evaluation, University of Nottingham. Unpublished Ph.D. thesis
Act, N. C. L. B. (2002). No child left behind act of 2001. Publ. L, 107-110.
Adesuli, D. (2018, March 14). 17% pass English, Maths as WAEC releases 2017
WASSCE results. Vanguard. Retrieved from
https://www.vanguardngr.com/2018/03/17-pass-english-maths-waec-releases-2017-wassce-results/
Akufo-Addo, N. A. D. (2017). Statement by the president of the Republic, Nana Addo Dankwa
Akufo-Addo, at the commencement of the Free Senior High School Policy. Retrieved from
https://www.adomonline.com/ghana-news/full-text-presidents-speech-launch-free-shs/
Akyeampong, K., Pryor, J., & Ampiah, J. G. (2006). A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment. Comparative education, 42(02),
155-176.
Alabi, J. (2020). BECE grading system: A comprehensive guide 2020.
from https://yen.com.gh/107663-bece-grading-system-comprehensive-guide-2020.html
Andersson, C. (2015). Professional development in formative assessment: Effects on teacher classroom
practice and student achievement (Doctoral dissertation, Umeå universitet).
Bajpai, S., Semwal, M., Bajpai, R., Car, J., & Ho, A. H. Y. (2019). Health professions’ digital education: Review of learning theories in randomized controlled trials by the Digital Health Education Collaboration, Journal of medical Internet research, 21(3), 1-13.
Bates, B. (2019). Learning theories simplified: and how to apply them to teaching. Thousand Oaks, California: SAGE Publications Limited.
Berendonk, C., Stalmeijer, R. E., & Schuwirth, L. W. (2013). Expertise in performance assessment: assessors’ perspectives. Advances in Health Sciences Education, 18(4), 559-571.
Bernhardt, V. L. (2017). Data analysis for continuous school improvement. England: Routledge.
Black, P., & Wiliam, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623-637.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Bloom, B.S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Taylor (Ed.), Educational evaluation: New roles, new means: The 68th yearbook of the National Society for the Study of Evaluation, Part II (pp. 26-50). Chicago: of Chicago Press.
Briggs, D. C., Ruiz‐Primo, M. A., Furtak, E., Shepard, L., & Yin, Y. (2012). Meta‐analytic methodology and inferences about the efficacy of formative assessment. Educational Measurement: Issues and Practice, 31(4), 13-17.
Broadfoot, P. (2008). Assessment for learners: Assessment literacy and the development of learning power, in A. Havnes, & L. McDowell (Eds) Balancing Dilemmas in Assessment and Learning in Contemporary Education. 213-224. New York/London: Routledge
Brookhart, S. M. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice, 20(1), 69-90.
Carnell, B. (2016). Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education, 41(8), 1269-1283.
Chudowsky, N., Chudowsky, V., & Kober, N. (2007). Answering the Question that Matters Most: Has Student Achievement Increased since No Child Left Behind? Center on Education Policy.
Cotton, D. (2017). Teachers' Use of Formative Assessment. Delta Kappa Gamma Bulletin, 83(3).
Darling-Hammond, L., Bae, S., Cook-Harvey, C. M., Lam, L., Mercer, C., Podolsky, A., & Stosich, E. L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute.
Dee, T. S., & Jacob, B. (2011). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and Management, 30(3), 418-446.
Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research, and Evaluation, 14(1), 1-11.
Erkens, C., Ferriter, W., Goodwin, M., Heflebower, T., Hierck, T., Jakicic, C., Kramer, S., Overlie, J., Rose, A., Vagle, N., Young, A. (2009). The teacher as assessment leader. Bloomington, in Solution Tree Press.
Every Student Succeeds Act of 2015, Pub. L. No. 114-95. Retrieved on February 7, 2020 from https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
Fabiano, G. A., Reddy, L. A., & Dudek, C. M. (2018). Teacher coaching supported by formative assessment for
improving classroom practices. School Psychology Quarterly, 33(2), 293– 304.
Ghana (2017). Medium Term Expenditure Framework (MTEF) for 2017-2019 2020 from https://www.mofep.gov.gh/sites/default/files/pbb-estimates/2017/2017-PBB-NDPC.pdf
Ghanaweb (2018, July 16). Over 190,000 SHS graduates to miss varsity due to failure in Mathematics. Retrieved from https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Over-190-000-SHS-graduates-to-miss-varsity-due-to-failure-in-Mathematics-669054
Ghanaweb (2015, August 10). WASSCE: 99,917 fail Science and Maths. Retrieved from https://www.ghanaweb.com/GhanaHomePage/NewsArchive/WASSCE-99-917-fail-Science-and-Maths-374157
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
Gorin, J. S., & Mislevy, R. J. (2013). Inherent measurement challenges in the next generation science standards for both formative and summative assessment. In Invitational research symposium on science assessment.
Harlen W. & Deakin, C. R. (2002). “A Systematic Review of the Impact of Summative Assessment and
Tests on Students' Motivation for Learning (EPPI-Centre Review, version 1.1). Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
Harris, P., Bhanji, F., Topps, M., Ross, S., Lieberman, S., Frank, J. R., & ICBME Collaborators. (2017). Evolving concepts of assessment in a competency-based world. Medical teacher, 39(6), 603-608.
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition). Free Spirit Publishing.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
James, M. (2006). Assessment, teaching and theories of learning. Assessment and Learning, 47,
(60), 1-15.
Kingston, N., & Nash, B. (2011). Formative assessment: A meta‐analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.
Konopasek, L., Norcini, J., & Krupat, E. (2016). Focusing on the formative: building an assessment system aimed at student growth and development. Academic Medicine, 91(11), 1492-1497.
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 1-12. Retrieved from https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444
Kutame, L. C., & Kwapong, O. F. (2019). Assessment of learning needs of street vendors in Ghana: Implications for adult education. In I. Biao (Ed.), Learning Cities, Town Planning, and the Creation of Livelihoods (pp. 137-149). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8134-5.ch008
Kwapong, O. A. T. F. (2019). Schools have failed us: A systemic roadblock to access to higher education in Ghana, West Africa, In Huber, T. and O’Meara, J. (eds). A Volume in International Education Inquiries: People, Places and Perspectives of Education 2030 – Teacher Education at the Edge: Expanding Access and Exploring Frontiers. Information Age Publishing. Pages 231 – 251.
Lefrancois, G. R. (2019). Theories of human learning. Cambridge University Press.
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2017). Advancing instructional coaching with teacher formative assessment and input. In Literacy program evaluation and development initiatives for P-12 teaching (pp. 48-74). IGI Global.
Levine, S., & Kozloff, M. A. (1978). The sick role: Assessment and overview. Annual Review of Sociology, 4(1), 317-343.
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97.
Mayer, R. E. (2019). What Do Teachers and Administrators Need to Know about Multimedia Learning Theory? Multimedia Learning Theory: Preparing for the New Generation of Students, 85.
McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127-141.
McLaughlin, T., & Yan, Z. (2017). Diverse delivery methods and strong psychological benefits: A review of online formative assessment. Journal of Computer Assisted Learning, 33(6), 562-574.
MOE (2015). Education sector performance report. Retrieved from https://sapghana.com/data/documents/Education+Sector+Performance+Report+ESPR+2015_Final.pdf
Myjoyonline (2018, July 23). Infographic: 62% of 2018 WASSCE candidates fail to achieve pass mark. Retrieved from https://www.myjoyonline.com/news/2018/July-23rd/infographic-62-of-wassce-candidates-fail-to-achieve-pass-mark.php
NCTE (2014) Annual report. National Council for Tertiary Education, Accra.
Oduro-Okyireh, G. & Partey, D. N. L. (2014). Effects of assessment on classroom learning in the Ashanti Mampong Municipality of the Ashanti Region of Ghana. The International Journal of Humanities and Social Studies, 2 (7), 150 – 155.
Osam, E. K. (2014). The adaptation of a situational judgement test to measure leadership knowledge in the workplace. Retrieved from
https://www.semanticscholar.org/paper/The-Adaptation-of-a-Situational-Judgement-Test-to-Osam/9eba38044d1b8f0c6812aac9468cd53ba7b67b60
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31.
Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Malau-Aduli, B. (2020). Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), 109-124.
Pryor, J. (2015) Formative assessment: a success story? In: Scott, David and Hargreaves, Eleanore (eds.) The Sage handbook of learning. Teaching methods and learning styles. Sage Publications Limited, London. ISBN 9781446287569
Qu, W., & Zhang, C. (2013). The analysis of summative assessment and formative assessment and their roles in college English assessment system. Journal of Language Teaching and Research, 4(2), 335.
Ratnam-Lim, C. T. L., & Tan, K. H. K. (2015). Large-scale implementation of formative assessment practices in an examination-oriented culture. Assessment in Education: Principles, Policy & Practice, 22(1), 61-78.
Richards-Babb, M., Curtis, R., Georgieva, Z., & Penn, J. H. (2015). Student perceptions of online homework use for formative assessment of learning in organic chemistry. Journal of Chemical Education, 92(11), 1813-1819.
Robinson, G. (2015). Every Student Succeeds Act (ESSA) of 2015: Gains and challenges - Education, K-12 Schooling. Retrieved from http://www.aei.org/publication/every-student-succeeds-act-essa-of-2015-gains-and-challenges/
Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171.
Scott, I. M. (2020). Beyond ‘driving’: The relationship between assessment, performance and learning. Medical Education, 54(1), 54-59
Scriven, M. (1967). The Methodology of Evaluation. In. Tyler, RW, Gagne, RM, Scriven, M. (Eds.). Perspectives of Curriculum Evaluation. Chicago: Rand McNally.
Shavelson, R. J. (2007). Assessing student learning responsibly: From history to an audacious proposal. Change: The Magazine of Higher Learning, 39(1), 26-33.
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183-200.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational researcher, 29(7), 4-14.
Soby, M. (2015). Finnish education system. Nordic Journal of Digital Literacy, 10(02), 64-68. https://www.idunn.no/dk/2015/02/finnish_education_system
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
UN (n.d.). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
US Embassy in Ghana (n.d) Educational system in Ghana. Retrieved from https://gh.usembassy.gov/education-culture/educationusa-center/educational-system-ghana/
U.S. Department of Education (n.d.). Every Student Succeeds Act (ESSA) - A new education law. Retrieved from https://www.ed.gov/essa
Vingsle, C. (2014). Formative assessment: Teacher knowledge and skills to make it happen (Doctoral dissertation) Umeå Universitet.
Wheatley, L., Lord, R., McInch, A., & Fleming, S. (2015). Feeding back to feed forward: Formative assessment as a platform for effective learning. Kentucky Journal of Higher Education Policy and Practice, 3(2), 1-31.
Wiliam, D. (2006). Mathematics inside the black box: Assessment for learning in the mathematics classroom. Granada Learning.
Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational assessment, 11(3-4), 283-289.
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.
Williams-Grut, O. (2016).The 11 best school systems in the world. Retrieved From https://www.independent.co.uk/news/education/11-best-school-systems-in-the-world-a7425391.html
Wilson, S. (2017). Exploring the importance of using formative assessment in informing instruction to improve student learning. Retrieved from
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1073&context=education_
Wininger, S. R. (2005). Using your tests to teach: Formative summative assessment. The teaching of Psychology, 32(3), 164-166.
Wood, J. (2018). Why Finland's higher education system is the best in the world. Retrieved from https://theculturetrip.com/europe/finland/articles/why-finlands-higher-education-system-is-the-best-in-the-world/
Akyeampong, A. K. (1997). Continuous assessment in post‐secondary teacher education in Ghana: a
case study evaluation, University of Nottingham. Unpublished Ph.D. thesis
Act, N. C. L. B. (2002). No child left behind act of 2001. Publ. L, 107-110.
Adesuli, D. (2018, March 14). 17% pass English, Maths as WAEC releases 2017
WASSCE results. Vanguard. Retrieved from
https://www.vanguardngr.com/2018/03/17-pass-english-maths-waec-releases-2017-wassce-results/
Akufo-Addo, N. A. D. (2017). Statement by the president of the Republic, Nana Addo Dankwa
Akufo-Addo, at the commencement of the Free Senior High School Policy. Retrieved from
https://www.adomonline.com/ghana-news/full-text-presidents-speech-launch-free-shs/
Akyeampong, K., Pryor, J., & Ampiah, J. G. (2006). A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment. Comparative education, 42(02),
155-176.
Alabi, J. (2020). BECE grading system: A comprehensive guide 2020.
from https://yen.com.gh/107663-bece-grading-system-comprehensive-guide-2020.html
Andersson, C. (2015). Professional development in formative assessment: Effects on teacher classroom
practice and student achievement (Doctoral dissertation, Umeå universitet).
Bajpai, S., Semwal, M., Bajpai, R., Car, J., & Ho, A. H. Y. (2019). Health professions’ digital education: Review of learning theories in randomized controlled trials by the Digital Health Education Collaboration, Journal of medical Internet research, 21(3), 1-13.
Bates, B. (2019). Learning theories simplified: and how to apply them to teaching. Thousand Oaks, California: SAGE Publications Limited.
Berendonk, C., Stalmeijer, R. E., & Schuwirth, L. W. (2013). Expertise in performance assessment: assessors’ perspectives. Advances in Health Sciences Education, 18(4), 559-571.
Bernhardt, V. L. (2017). Data analysis for continuous school improvement. England: Routledge.
Black, P., & Wiliam, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623-637.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Bloom, B.S. (1969). Some theoretical issues relating to educational evaluation. In R. W. Taylor (Ed.), Educational evaluation: New roles, new means: The 68th yearbook of the National Society for the Study of Evaluation, Part II (pp. 26-50). Chicago: of Chicago Press.
Briggs, D. C., Ruiz‐Primo, M. A., Furtak, E., Shepard, L., & Yin, Y. (2012). Meta‐analytic methodology and inferences about the efficacy of formative assessment. Educational Measurement: Issues and Practice, 31(4), 13-17.
Broadfoot, P. (2008). Assessment for learners: Assessment literacy and the development of learning power, in A. Havnes, & L. McDowell (Eds) Balancing Dilemmas in Assessment and Learning in Contemporary Education. 213-224. New York/London: Routledge
Brookhart, S. M. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice, 20(1), 69-90.
Carnell, B. (2016). Aiming for autonomy: formative peer assessment in a final-year undergraduate course. Assessment & Evaluation in Higher Education, 41(8), 1269-1283.
Chudowsky, N., Chudowsky, V., & Kober, N. (2007). Answering the Question that Matters Most: Has Student Achievement Increased since No Child Left Behind? Center on Education Policy.
Cotton, D. (2017). Teachers' Use of Formative Assessment. Delta Kappa Gamma Bulletin, 83(3).
Darling-Hammond, L., Bae, S., Cook-Harvey, C. M., Lam, L., Mercer, C., Podolsky, A., & Stosich, E. L. (2016). Pathways to new accountability through the Every Student Succeeds Act. Palo Alto, CA: Learning Policy Institute.
Dee, T. S., & Jacob, B. (2011). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and Management, 30(3), 418-446.
Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessments: The limited scientific evidence of the impact of formative assessments in education. Practical Assessment, Research, and Evaluation, 14(1), 1-11.
Erkens, C., Ferriter, W., Goodwin, M., Heflebower, T., Hierck, T., Jakicic, C., Kramer, S., Overlie, J., Rose, A., Vagle, N., Young, A. (2009). The teacher as assessment leader. Bloomington, in Solution Tree Press.
Every Student Succeeds Act of 2015, Pub. L. No. 114-95. Retrieved on February 7, 2020 from https://www.congress.gov/114/plaws/publ95/PLAW-114publ95.pdf
Fabiano, G. A., Reddy, L. A., & Dudek, C. M. (2018). Teacher coaching supported by formative assessment for
improving classroom practices. School Psychology Quarterly, 33(2), 293– 304.
Ghana (2017). Medium Term Expenditure Framework (MTEF) for 2017-2019 2020 from https://www.mofep.gov.gh/sites/default/files/pbb-estimates/2017/2017-PBB-NDPC.pdf
Ghanaweb (2018, July 16). Over 190,000 SHS graduates to miss varsity due to failure in Mathematics. Retrieved from https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Over-190-000-SHS-graduates-to-miss-varsity-due-to-failure-in-Mathematics-669054
Ghanaweb (2015, August 10). WASSCE: 99,917 fail Science and Maths. Retrieved from https://www.ghanaweb.com/GhanaHomePage/NewsArchive/WASSCE-99-917-fail-Science-and-Maths-374157
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31.
Gorin, J. S., & Mislevy, R. J. (2013). Inherent measurement challenges in the next generation science standards for both formative and summative assessment. In Invitational research symposium on science assessment.
Harlen W. & Deakin, C. R. (2002). “A Systematic Review of the Impact of Summative Assessment and
Tests on Students' Motivation for Learning (EPPI-Centre Review, version 1.1). Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
Harris, P., Bhanji, F., Topps, M., Ross, S., Lieberman, S., Frank, J. R., & ICBME Collaborators. (2017). Evolving concepts of assessment in a competency-based world. Medical teacher, 39(6), 603-608.
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition). Free Spirit Publishing.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
James, M. (2006). Assessment, teaching and theories of learning. Assessment and Learning, 47,
(60), 1-15.
Kingston, N., & Nash, B. (2011). Formative assessment: A meta‐analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.
Konopasek, L., Norcini, J., & Krupat, E. (2016). Focusing on the formative: building an assessment system aimed at student growth and development. Academic Medicine, 91(11), 1492-1497.
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 1-12. Retrieved from https://www.tandfonline.com/doi/full/10.1080/00958964.2019.1710444
Kutame, L. C., & Kwapong, O. F. (2019). Assessment of learning needs of street vendors in Ghana: Implications for adult education. In I. Biao (Ed.), Learning Cities, Town Planning, and the Creation of Livelihoods (pp. 137-149). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8134-5.ch008
Kwapong, O. A. T. F. (2019). Schools have failed us: A systemic roadblock to access to higher education in Ghana, West Africa, In Huber, T. and O’Meara, J. (eds). A Volume in International Education Inquiries: People, Places and Perspectives of Education 2030 – Teacher Education at the Edge: Expanding Access and Exploring Frontiers. Information Age Publishing. Pages 231 – 251.
Lefrancois, G. R. (2019). Theories of human learning. Cambridge University Press.
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2017). Advancing instructional coaching with teacher formative assessment and input. In Literacy program evaluation and development initiatives for P-12 teaching (pp. 48-74). IGI Global.
Levine, S., & Kozloff, M. A. (1978). The sick role: Assessment and overview. Annual Review of Sociology, 4(1), 317-343.
López-Pastor, V., & Sicilia-Camacho, A. (2017). Formative and shared assessment in higher education. Lessons learned and challenges for the future. Assessment & Evaluation in Higher Education, 42(1), 77-97.
Mayer, R. E. (2019). What Do Teachers and Administrators Need to Know about Multimedia Learning Theory? Multimedia Learning Theory: Preparing for the New Generation of Students, 85.
McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127-141.
McLaughlin, T., & Yan, Z. (2017). Diverse delivery methods and strong psychological benefits: A review of online formative assessment. Journal of Computer Assisted Learning, 33(6), 562-574.
MOE (2015). Education sector performance report. Retrieved from https://sapghana.com/data/documents/Education+Sector+Performance+Report+ESPR+2015_Final.pdf
Myjoyonline (2018, July 23). Infographic: 62% of 2018 WASSCE candidates fail to achieve pass mark. Retrieved from https://www.myjoyonline.com/news/2018/July-23rd/infographic-62-of-wassce-candidates-fail-to-achieve-pass-mark.php
NCTE (2014) Annual report. National Council for Tertiary Education, Accra.
Oduro-Okyireh, G. & Partey, D. N. L. (2014). Effects of assessment on classroom learning in the Ashanti Mampong Municipality of the Ashanti Region of Ghana. The International Journal of Humanities and Social Studies, 2 (7), 150 – 155.
Osam, E. K. (2014). The adaptation of a situational judgement test to measure leadership knowledge in the workplace. Retrieved from
https://www.semanticscholar.org/paper/The-Adaptation-of-a-Situational-Judgement-Test-to-Osam/9eba38044d1b8f0c6812aac9468cd53ba7b67b60
Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31.
Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Malau-Aduli, B. (2020). Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education, 45(1), 109-124.
Pryor, J. (2015) Formative assessment: a success story? In: Scott, David and Hargreaves, Eleanore (eds.) The Sage handbook of learning. Teaching methods and learning styles. Sage Publications Limited, London. ISBN 9781446287569
Qu, W., & Zhang, C. (2013). The analysis of summative assessment and formative assessment and their roles in college English assessment system. Journal of Language Teaching and Research, 4(2), 335.
Ratnam-Lim, C. T. L., & Tan, K. H. K. (2015). Large-scale implementation of formative assessment practices in an examination-oriented culture. Assessment in Education: Principles, Policy & Practice, 22(1), 61-78.
Richards-Babb, M., Curtis, R., Georgieva, Z., & Penn, J. H. (2015). Student perceptions of online homework use for formative assessment of learning in organic chemistry. Journal of Chemical Education, 92(11), 1813-1819.
Robinson, G. (2015). Every Student Succeeds Act (ESSA) of 2015: Gains and challenges - Education, K-12 Schooling. Retrieved from http://www.aei.org/publication/every-student-succeeds-act-essa-of-2015-gains-and-challenges/
Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171.
Scott, I. M. (2020). Beyond ‘driving’: The relationship between assessment, performance and learning. Medical Education, 54(1), 54-59
Scriven, M. (1967). The Methodology of Evaluation. In. Tyler, RW, Gagne, RM, Scriven, M. (Eds.). Perspectives of Curriculum Evaluation. Chicago: Rand McNally.
Shavelson, R. J. (2007). Assessing student learning responsibly: From history to an audacious proposal. Change: The Magazine of Higher Learning, 39(1), 26-33.
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183-200.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational researcher, 29(7), 4-14.
Soby, M. (2015). Finnish education system. Nordic Journal of Digital Literacy, 10(02), 64-68. https://www.idunn.no/dk/2015/02/finnish_education_system
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
UN (n.d.). Transforming our world: the 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld
US Embassy in Ghana (n.d) Educational system in Ghana. Retrieved from https://gh.usembassy.gov/education-culture/educationusa-center/educational-system-ghana/
U.S. Department of Education (n.d.). Every Student Succeeds Act (ESSA) - A new education law. Retrieved from https://www.ed.gov/essa
Vingsle, C. (2014). Formative assessment: Teacher knowledge and skills to make it happen (Doctoral dissertation) Umeå Universitet.
Wheatley, L., Lord, R., McInch, A., & Fleming, S. (2015). Feeding back to feed forward: Formative assessment as a platform for effective learning. Kentucky Journal of Higher Education Policy and Practice, 3(2), 1-31.
Wiliam, D. (2006). Mathematics inside the black box: Assessment for learning in the mathematics classroom. Granada Learning.
Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational assessment, 11(3-4), 283-289.
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.
Williams-Grut, O. (2016).The 11 best school systems in the world. Retrieved From https://www.independent.co.uk/news/education/11-best-school-systems-in-the-world-a7425391.html
Wilson, S. (2017). Exploring the importance of using formative assessment in informing instruction to improve student learning. Retrieved from
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1073&context=education_
Wininger, S. R. (2005). Using your tests to teach: Formative summative assessment. The teaching of Psychology, 32(3), 164-166.
Wood, J. (2018). Why Finland's higher education system is the best in the world. Retrieved from https://theculturetrip.com/europe/finland/articles/why-finlands-higher-education-system-is-the-best-in-the-world/
Additional Files
Published
2021-05-21
Issue
Section
Schooling and Education (Published)
License
Copyright (c) 2021 Journal of Interdisciplinary Studies in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
Promoting assessment for learning to ensure access, equity and improvement in educational outcomes in Ghana. (2021). Journal of Interdisciplinary Studies in Education, 10(SI), 39-56. https://ojed.org/jise/article/view/2910
