Author(s)

Joseph Issah Awinyam¹, Christopher Saaha Bornaa², Kwesi Amanyi Churcher², Lloyd Asiedu Owuba², Stephen Atepor², Francis Xavier Adams², Grace Monto Bawa², Isaac Assan-Donkor¹, Eric Erzuah¹, Dennis Offei Kwakye^2*

¹Department of Mathematics and ICT, Enchi College of Education, Western-North Region, Enchi, Ghana.
²Department of Mathematics and ICT Education, C. K. Tedam University of Technology and Applied Sciences, Navrongo, Ghana.

The process of teaching and learning must include assessment. Teachers’ assessment approaches are influenced by how they view mathematics evaluation. This study set out to discover how Ghanaian elementary school teachers felt about mathematics assessment. A descriptive survey research approach was used because the study wanted to learn more about the perceptions, attitudes, beliefs, and other characteristics of the sample as a whole. Sixty-three (63) elementary school teachers were selected as a sample. According to the study, teachers generally had positive perceptions about what should be assessed, how it should be assessed, and the feedback to give to students, despite the fact that their perceptions about mathematics assessment generally do not align with the current thinking on assessment (socio-constructivist view). However, teachers had favorable opinions about what should be examined, how it should be assessed, and how to provide feedback to pupils. Future researchers are advised to use observation to learn more about the real assessment methods used by mathematics teachers. This will make it easier to offer the teachers specialized support to enhance their classroom activities, including assessment.

Assessment, Assessment in Mathematics, Classroom Assessment, Elementary, Methods of Assessment, Perception, Teachers’ Perception

Awinyam, J. I., Bornaa, C. S., Churcher, K. A., Owuba, L. A., Atepor, S., Adams, F. X., Bawa, G. M., Assan-Donkor, I., Erzuah, E., & Kwakye, D. O. (2022) Elementary School Teachers’ Opinions on Mathematics Assessment: Ghanaian Perspective. Creative Education, 13, 3111-3127. doi: 10.4236/ce.2022.1310196.