ASSESSMENT PRACTICES OF CHRISTIAN RELIGIOUS STUDIES TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA: A SURVEY

Abstract

The goal of the study was to look into the assessment practices of Christian Religious Studies (CRS) teachers in Ghana's Bono, Bono East, and Ahafo regions. The study was conducted using a cross-sectional descriptive survey research approach. Using the census method, 96 CRS teachers in the Senior High Schools in the Bono, Bono East, and Ahafo regions of Ghana were involved in the study. Data gathered from the use of the questionnaire was analysed using frequencies, percentages, means, and standard deviations. It was found out that, the CRS teachers were knowledgeable in assessment practices. Also, to a high extent, the CRS teachers practiced assessment for learning (AfL), assessment as learning (AaL), and assessment of Learning (AoL). The study recommended that, the Ministry of Education (MoE) and the Ghana Education Service (GES) should ensure that CRS as a subject is taught
by professional teachers with education backgrounds, and should organize in-service training for teachers concerning the practice of assessment as learning (AaL).