An Evaluation Of School-Based Assessment Implementation In Ghana: A Case Of Jasikan District

Abstract

ABSTRACT This study examined the SBA implementation policy, the roles of the teacher in the implementation of the SBA policy, challenges faced by teachers in the implementation of the SBA policy, and the strategies to ensure successful implementation of the SBA policy in the basic schools in the Jasikan District of the Oti Region of Ghana. The study used a descriptive and cross-sectional research design with a quantitative research approach where stratified random sampling technique was used to sample 273 teachers in the basic schools in the Jasikan District of the Oti Region of Ghana where the study was carried out. The questionnaire was used as a primary data collection instrument, and data collected were coded and entered into IBM SPSS and analyzed using frequency tables; relative importance index and inferential statistics. The following key findings were found from the analysis of the data: Teachers are provided with the policy document on the implementation of SBA was the highest relative important factor to measure SBA implementation policy. Also, teachers' design of effective SBA tasks to facilitate learning was the highest relative important factor to measure the role of teachers in the implementation of SBA policy. Furthermore, the inadequate supply of logistics for the implementation of SBA in Jasikan District in the Oti Region of Ghana was the highest relative important factor to measure the challenges faced by teachers in the implementation of the SBA Policy. Lastly, the constant supervision of teachers by headteachers and GES to implement the SBA policy was the highest relative important factor to measure the strategies to ensure successful implementation of the SBA policy in the basic schools in the Jasikan District of the Oti Region of Ghana. The study concludes that teachers are well informed about the introduction of SBA and they are provided with the policy document on the implementation

of SBA. Also, the study concludes that teachers play a key role in the implementation of SBA in the basic schools in the Jasikan District of Ghana. Furthermore, the study concludes that the teachers are faced with challenges such as the inadequate supply of logistics for the implementation of SBA and inadequate training on SBA was given to teachers to implement SBA when implementing the school-based assessment policy. Finally, the study concludes the provision of logistics to teachers by GES, constant supervision of teachers by headteachers and GES, and the provision of well-designed professional development training for teachers under the SBA by GES is needed for the successful implementation of the SBA policy by teachers. The study recommends that the Ghana Education Service should enforce the use of the SBA policy by all basic schools in the Jasikan District of Ghana. Also, the teachers should be motivated through incentives, promotion, praise, etc. by GES, Parent-Teachers Association, and school management committee to enable them to continue playing the key role of a facilitator in the implementation of SBA policy. Furthermore, the Ghana Education Service should provide the needed logistics such as making available the SBA record books to all the basic schools in the Jasikan District.