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| Autor/inn/en | Owusu-Acheampong, Eugene; Kwapong, Olivia A. T. Frimpong |
|---|---|
| Titel | Promoting Assessment for Learning to Ensure Access, Equity, and Improvement in Educational Outcomes in Ghana |
| Quelle | In: Journal of Interdisciplinary Studies in Education, 10 (2021), S.39-56 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2166-2681 |
| Schlagwörter | Foreign Countries; Equal Education; Access to Education; Educational Improvement; Inclusion; Student Evaluation; Evaluation Methods; Formative Evaluation; Summative Evaluation; Enrollment Trends; Elementary Secondary Education; Postsecondary Education; Classroom Environment; Educational Policy; Ghana |
| 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. (As Provided). |
| Anmerkungen | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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