Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators
Taylor & Francis
School of Education
Assessment is a crucial and essential component of successful instruction and learning. As a result, teachers must examine their actions in the classroom through a process of reflective practices (self-observation and self-evaluation) and think about why they do it and if it works. This essay examines the reflective practices of Ghanaian teacher educators regarding the evaluation of social studies and history curricula. It made use of the sequential explanatory mixed method as a methodology drawn from questionnaires, interviews and document reviews. The findings disclosed that teacher educators in Ghana’s colleges of education have low efficacy and poor reflective practices when it comes to affective domain assessment. The study suggests that the Ministry of Education (MOE) and the National Council for Tertiary Education (NCTE) should ramp up the instruction of the methods for evaluating the affective domain in coordination with Ghanaian universities. For Social Studies teacher educators, consistent professional development programs on the methods for assessing the affective domain should be organised. The universities in Ghana should train Social Studies History teacher educators in the field in the area of measurement and evaluation with particular emphasis on the construction of appropriate test items for determining expected outcomes.
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Oteng, B., Mensah, R. O., Adiza Babah, P., & Swanzy-Impraim, E. (2023). Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators. Cogent Education, 10(1), Article 2175515. https://doi.org/10.1080/2331186X.2023.2175515