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ERIC Number: EJ1109385
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2222-1735
Assessment, Student Learning and Classroom Practice: A Review
Amua-Sekyi, Ekua Tekyiwa
Journal of Education and Practice, v7 n21 p1-6 2016
Assessment in its various forms has always been a central part of educational practice. Evidence gleaned from the empirical literature suggests that assessment, especially high stakes external assessment has effect on how teachers teach and consequently, how students learn. Through focus group discussions, this paper draws upon the experiences of 12 tutors and 18 student-teachers in 3 colleges of education in Ghana. The findings show that although teachers are expected to nurture evaluative thinking skills in their pupils/students this is not reflected in the assessment and teaching and learning practices of student-teachers. This paper argues that for teachers to be effective in promoting the desired goals of the basic school curriculum, greater recognition must be accorded to the influence of assessment on teaching and learning, the understanding of which could arguably play an important role in introducing changes that will promote the cognitive processes and thinking skills desired in our schools and classrooms.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A