Pre-Service Teachers’ Knowledge of Continuous Assessment Techniques in Ghana

Abstract

The study determined pre-service teachers’ status of training and their levels of knowledge in continuous assessment procedures. Eight hundred and sixty-six second year pre-service teachers, made up of 329 females and 537 males, from 24 teacher training colleges participated in the study. The study was a cross-sectional survey and data was collected using a questionnaire. An alpha level of 0.05 was used for all statistical tests. The results showed that the majority (60%) of the respondents had no training in continuous assessment. The majority (63%) of those who had had the training responded that it was adequate and that they had been well prepared. It was found that the techniques that were least taught were the personal observations and class projects. The study shows that pre-service teachers’ level of knowledge in continuous assessment is low. It is recommended that the teacher education curriculum planners make courses in assessment a priority in the first two years during their pre-service training..