Promoting Assessment for Learning to Ensure Access, Equity, and Improvement in Educational Outcomes in Ghana

Eugene Owusu-Acheampong, Olivia A.T. Frimpong Kwapong

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

This study looked at assessment for learning as a criterion for promoting inclusiveness and equitable access to educational opportunities in Ghana. It compared assessment for learning and assessment of learning and recommended measures to evaluate students’ performance to allow for equitable access and progression in education. The study found the deployment of assessment of learning as discriminatory, restrictive, and ineffective for judging the overall worth of students after several years of learning. It is recommended that to ensure equitable access and fairness such that no child is left behind in the Ghanaian educational system, the criteria for progression of students be based on interest and academic strengths using assessment for learning approaches and not necessarily standardized tests.

Original languageEnglish
Pages (from-to)39-56
Number of pages18
JournalJournal of Interdisciplinary Studies in Education
Volume10
Issue numberS1
Publication statusPublished - 2021

Keywords

  • access
  • assessment for learning
  • assessment of learning
  • educational outcomes
  • equity
  • formative
  • summative

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