Classroom conditions, such as class size, space and instructional resources have immeasurable influence on learning and assessment. It was observed during this study that the teaching conditions, coupled with the classroom environment were unfavourable for effective assessment of pupils’ work:
“Monitoring pupils’ work is very difficult. My class has 62 pupils. Assessing their individual challenges becomes very difficult” [Sam].
For Sam, the difficulty in monitoring pupils was because of the large class size. Within the policy framework, the standard physical size prescribed by the GES, for pupil to teacher ratio (PTR) is 35:1 for primary school and 22:1 for junior high school (JHS). However, I observed that the pupil population in the case study classrooms exceeded these ratios: the average class size at Obatan JHS was 56, whilst that of Calvary was 55. In relation to these average class sizes, the physical standard size classroom appeared to be overcrowded (see figure 7.2). It is not surprising that teachers unanimously complained of restrictions to effective assessment, ineffective pupil engagement, and impaired classroom management, all of which corroborate the class size challenges as outlined by Reynolds et al. (2001). One of the teachers commented on her restricted classroom space as follows:
“My classroom is so full that there is little space left for me in front of the chalkboard. My movement in the classroom is limited to the front rows. This makes teaching, testing and marking more difficult [Awo].
Awo’s comment highlights the need to ensure favourable classroom conditions to enhance teaching as well as assessment. Limited movement in the classroom has consequences for assessment approaches. The continuous stay of teachers’ at the front row could create isolation for those pupils whose voices are not heard as a result of non- engagement in class discussions.
Figure 7.2: A Classroom at ‘Obatan’ Primary School
Source: Author’s photograph, 2012.
Classroom conditions are favourable for learning and assessment when the needed resources required to enhance learning are available. It was observed in this study that schools were inadequately resourced. Text books used for class exercises were shared among pupils in the ratio of 1:3 and sometimes 1:4. Teachers had to write a lot of texts onto the blackboard for their pupils to copy into their exercise books. As Sam, remarked:
“The only challenge teachers encounter in this school has to do with lack of teaching materials. I have to distribute sheets of paper anytime I give Test.”
While the policy did not ensure the supply of adequate textbooks and exercise books, the burden was on teachers to provide writing materials during class tests and other routine exercises. Such a classroom environment did not seem to be conducive for effective teaching and learning, and consequently this could affect teachers’ assessment of pupils’ performance. All four teachers in this study reported that they did not allow pupils to take school books home. When pupils were supposed to write in workbooks, Ebow and Awo reported that they copied tasks onto the chalkboard to be done in exercise books.
Such practices undoubtedly limit opportunities for pupils to study on their own or to be creative in written tasks. Ebow explained the situation in his class:
“We are surcharged when textbooks get torn or stolen. Because of that, the only time the pupils use textbook is when they have to do class exercises. Most of the time, I copy the exercises on the chalk board.” [Ebow]
The situation described above constrains teachers in assessing how effectively pupils are learning. In a situation in which there was inadequate supply of teaching and learning materials, achieving high performance regarding teaching and assessment of pupils in mathematics could be extremely challenging. John also disclosed:
“Pupils who sit in threes are always at a disadvantage as they struggle for writing space, during class tests, I mean. In my class it is difficult to access individual children. They are sitting in threes and fours and you cannot separate them for independent work” [John].
Both teachers and pupils alike expressed their frustration because of these challenges encountered during class tests and examinations. If independent work appeared impossible, then the true academic profile of the pupil would be difficult to ascertain. In summary, the findings indicate that lack of adequate resources especially space, textbooks and writing materials appear to constrain teachers in assessing pupils.
7.5 Summary
This chapter has highlighted three sets of factors that influence assessment practices in the case-study schools. These factors are in relation to existing policies, lack of
professional support and development for teachers in assessment as well as classroom conditions. The educational reform of 2007 in Ghana ever since has aimed at transforming the traditional education which was examination-oriented, into a modified quality- oriented education. It is noted however, that high-stakes external examinations, participation in a range of national, district and international level assessments, the shift system, lack of professional support and development for teachers, large classes, and poor classroom resourcing all militate against the multiple educational reforms which have been pro-learner centred, and the emphasis on the new assessments paradigm. As illustrated by the case studies, the efforts made to reform the assessment system has had no significant impact on teachers’ classroom assessment practices and has also had its fair share of challenges.
Lack of training in assessment at the initial training colleges have also been identified as a key factor limiting teachers’ assessment practices. External examinations continue to be the driver of teaching and learning and are central to selection into the few privileged high schools. Correspondingly, the anxiety and high expectations of parents and stakeholders alike to get their wards into these privileged schools mount undue pressure on teachers. It is within this background that the teachers adopt strategies to complete their syllabuses with speed and accuracy. However, due to time constraints, this study could not ascertain how quickly, comprehensively or accurately the teachers completed their syllabuses.
In terms of professional development, all teachers had not received any training in assessment as part of their teacher education. Support for teachers in terms of professional support and supervision by the head teachers was seen to be limited to checking of output
of work. Although relations between teachers were collegial and teachers who lacked a strong knowledge base in mathematics were offered support by colleagues with a stronger background in mathematics, such collaboration between teachers was not observed in the area of assessment. The mandate by the policy for the ASU to expose teachers to new assessment practices is reported to be not happening. Consequently, teachers are left to perform their duties in relative isolation. Lack of professional training of the four teachers is seen as a limiting factor affecting effective implementation of the required assessment. This invariably affected their know-how in posing relevant assessment tasks.
The shift system was another key factor depriving teachers of adequate time to conduct variety of assessments. Coupled with the large class sizes, the reduced contact hours from seven and a half to four hours in favour of either the morning or afternoon shift all did not favour most of the assessment activities such as individual monitoring, marking and assigning projects.
Conditions in the classroom compounded the challenges faced by teachers in assessing their pupils. Large class size was also observed in this study, which has implications for both teaching and assessment. There was lack of adequate space which affected the teachers’ class supervision and monitoring of pupils’ work. Likewise, in terms of physical resources, classrooms were found to lack teaching and learning aids. Inadequate furniture and lack of writing materials for some pupils delayed the assessment processes.
The study has identified various challenges facing the classroom teacher in assessing pupils. In the face of these challenges, teachers and pupils alike are under pressure for high performance, leading to quality education being compromised. It appears that efforts
to meet the global and national standards where assessment determines the performance of a school have produced undue pressure in which the required qualitative changes in education are cramped in the local context of testing and high educational competition among schools and districts.