Primary School Teachers’ Implementation of the Authentic Assessment and Application of Results within the Standards-Based Science Curriculum in Effutu Municipality, Ghana

Abstract

This study explored the implementation of authentic assessment by primary science teachers within the Standards-Based Curriculum in the Effutu Municipality, using a descriptive survey design with a sample of 180 teachers. Additionally, four teachers were purposively sampled for classroom observation. Data was collected using a Classroom Assessment Conception Scale and a Classroom Assessment Lesson Observation Protocol. Descriptive statistics was used to analyze the data. Inferential statistics, specifically the independent sample t-test and One-way ANOVA, were employed to test hypotheses. Observation guide data was subjected to summative analysis. The study’s findings revealed that teachers engaged in various authentic assessment tasks. It also came to light that authentic assessment results were underutilized. No significant difference was found in the use of authentic assessment tasks between public and private schools, nor in the utilization of assessment results across different educational circuits. The study recommended that stakeholders in the Effutu Municipality should invest in technology and provide training for primary science teachers to integrate authentic assessment tasks more effectively.