10.1 Meaning of Classroom Assessment

Classroom assessment refers to the systematic process of collecting information about learners’ knowledge, skills, attitudes, and understanding during teaching and learning.

It is not just giving tests, but includes observing, questioning, assignments, and practical activities. The purpose is to:

• Check what learners have learned.

• Determine learning gaps.

• Guide teaching strategies to improve learning.

Key point for Licensure Exam:
Assessment is instructional, not only for grading but to enhance teaching effectiveness.

Example:
A JHS Science teacher gives a practical activity on “types of rocks” and observes how students classify them. The teacher then identifies which students understand the concepts and who needs more help.

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10.2 Rationale for Assessment

Assessment is important because it helps teachers:

1. Measure learning outcomes

   • Check if learners achieve lesson objectives.

   • Example: If learners were taught “simple and compound sentences,” a test will show who can correctly identify each.

2. Diagnose learning difficulties

   • Identify learners struggling with specific concepts.

   • Example: In Mathematics, if many students fail a fraction test, the teacher knows to revise that topic.

3. Improve instruction

   • Adjust teaching methods to address gaps.

   • Example: Using visual aids for learners struggling with abstract Science concepts.

4. Grade learners

   • Assign scores or levels of achievement for promotion.

   • Example: Assigning marks for end-of-term exams.

5. Provide feedback

   • Inform learners about strengths and weaknesses.

   • Example: “You correctly identified 8 out of 10 parts of a plant; revise the remaining two.”

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10.3 Forms of Assessment

1. Diagnostic Assessment

• Conducted before teaching a topic to find learners’ prior knowledge and misconceptions.

• Helps plan instruction.

Example: Asking JHS 1 students to explain “sources of energy” before starting a Science unit.

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2. Formative Assessment

• Conducted during the learning process to monitor progress.

• Helps improve learning continuously.

Example: A teacher quizzes students after a lesson on Ghana’s Independence to check understanding.

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3. Summative Assessment

• Conducted at the end of a unit, term, or year to evaluate overall learning.

• Used for grading or promotion.

Example: JHS end-of-term exam on Integrated Science covering all topics in the term.

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4. Continuous Assessment (CA)

• Assessment spread over time, combining tests, assignments, class participation, practical’s, projects.

• Encourages ongoing learning, not just memorization for a final test.

Example: CA in SHS Mathematics includes quizzes, assignments, and a practical investigation.

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10.4 Writing Effective Test Items

Creating good test items is critical for reliable assessment. Here are the main types:

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1. Multiple-choice Questions (MCQs)

• Composed of a stem (question), correct answer, and distractors (wrong options).

• Advantages: Objective, easy to mark, covers many topics.

• Tips:

  • Make distractors plausible.

  • Avoid clues (e.g., using “always” or “never”).

  • Only one correct answer.

Example (English JHS):
Which of the following is a verb?
a) Table
b) Run ✅
c) Chair
d) Book

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2. True/False Questions

• Learners decide if a statement is correct or incorrect.

• Tips: Avoid negatives or double negatives.

• Use sparingly; can encourage guessing.

Example (Science JHS):
Water boils at 100°C at sea level. ✅ True

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3. Short Answer Questions

• Require a brief written response (word or phrase).

• Tests specific knowledge or recall.

Example (History JHS):
Who was the first President of Ghana?
Answer: Kwame Nkrumah

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4. Essay Questions

• Requires detailed, structured answers.

• Tests critical thinking, application, and analysis.

Example (Social Studies JHS):
Explain the impact of Ghana’s Independence on the economy and education.

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10.5 Scoring Methods

1. Marking Schemes

• Predetermined points for each correct answer.

• Ensures consistent and fair grading.

Example: MCQ = 1 mark each, Essay question = 10 marks based on content, structure, language.

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2. Rubrics

• Table showing criteria and performance levels.

• Often used for essays, projects, presentations.

Example:

Criteria	Excellent (5)	Good (4)	Fair (3)	Poor (2)	Very Poor (1)
Content	Accurate and complete	Mostly accurate	Some errors	Many errors	Incorrect

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3. Analytic Scoring

• Breaks down test into components, scores each separately.

• Common in writing and practical tasks.

Example: Essay scored on content (5), organization (3), grammar (2) = 10 marks

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4. Holistic Scoring

• Assigns one overall score based on overall performance.

• Simpler but less detailed feedback.

Example: A teacher reads an essay and gives it 8/10 based on overall quality.

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10.6 Use of Test Scores

Once scored, results are used to:

1. Identify strengths and weaknesses

   • Adjust teaching to focus on weak areas.

   • Example: Many students fail a Physics section → revise topic.

2. Improve teaching strategies

   • Change methods to suit learners’ needs.

   • Example: Use more practical demonstrations.

3. Guide remediation

   • Provide extra support for struggling learners.

   • Example: After Maths test, offer small-group tutorials.

4. Make promotion decisions

   • Use scores for end-of-term grading and class promotion.

Tip for Licensure Exam:
Always link assessment to learning objectives. Marks should reflect achievement of lesson goals, not just attendance or behavior.