TEACHER KNOWLEDGE ABOUT ASSESSMENT PRACTICES FOR DIAGNOSING KINDERGARTENERS’ COGNITIVE NEEDS WITHIN EJISU MUNICIPALITY

Abstract

The study examined teacher knowledge about assessment practices for diagnosing kindergarteners’ cognitive needs within Ejisu Municipality in Ghana. The study employed an explanatory sequential mixed method design. A total of 132 kindergarten teachers were selected for the quantitative phase of the study using the Krejcie and Morgan sampling formula. Whiles 10 teachers were sampled using the opportunity sampling technique for the interview session. The quantitative data was collected using a questionnaire and a semi-structured interview guide was used for the collection of the qualitative data. Frequencies, percentage, mean and standard deviation were used in analysing the quantitative data whilst the qualitative data was analysed thematically. The study found that the majority of the kindergarten teachers in the Ejisu Municipality have an appreciable knowledge of assessment practices in diagnosing the cognitive needs of kindergarteners. However, they only adopt the observational checklist and rating scale for diagnostic practices. Ejisu Education Municipal Directorate and Ghana Education Service (GES) should put in effort to motivate kindergarten teachers to use alternative assessment practices for diagnosing cognitive needs of kindergarteners. Again, a call is made on GES and head teachers to organise in-service training to update kindergarten teachers’ knowledge about the use of varied assessment tools for diagnosing cognitive needs of kindergarteners.