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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/12581

Title: Achieving Kindergarten Curriculum goals through assessment practices: Insights from Kindergarten teachers within the Central Region, Ghana
Authors: Abroampa, Winston Kwame
Keywords: Early childhood
kindergarten
Assessment
Curriculum goals
Issue Date: 1-Dec-2018
Publisher: Journal of Innovation in Education in Africa (JIEA)
Abstract: The research contributes to the conversation regarding kindergarten teachers' knowledge about effective assessment practices in achieving curriculum goals in selected kindergarten classrooms in Central Region, Ghana. The triangulation design of the mixed method approach was employed Quantitative data were gathered from 1,413 teachers using questionnaires, while qualitative data were collected from 10 participants who were interviewed and observed. The participants for the quantitative research were randomly selected from kindergartens in 10 districts in the Central Region of Ghana through simple random sampling. The data were analysed using both descriptive and inferential statistics. The qualitative data were analysed through open and axial coding. It came to light that KG teachers were achieving curriculum goals and were using assessment procedures. They were however not familiar with some of the curriculum goals and most of the assessment tools. It was also evident that there is a positive relationship between KG teachers' achievement of goals and the use of assessment procedures. It was recommended among others that through orientation and training sessions organized by the district education directorate, KG teachers should be given insights into KG curriculum goals and diverse authentic assessment procedures for earlylearners.
URI: http://hdl.handle.net/123456789/12581
Appears in Collections:College of Architecture and Planning

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