Performance-based accountability: exploring Ghanaian teachers perception of the influence of large-scale testing on teaching and learning
| Autor: | David Baidoo-Anu, Isaac Ennu Baidoo |
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| Jazyk: | angličtina |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Education Inquiry, Vol 15, Iss 3, Pp 333-350 (2024) |
| Druh dokumentu: | article |
| ISSN: | 20004508 2000-4508 |
| DOI: | 10.1080/20004508.2022.2110673 |
| Popis: | Undergirded by “economic theory of the principal–agent problem”, the study investigated secondary school teachers’ perception of the influence of large-scale testing accountability on teaching and learning. Cross-sectional survey design was used. Simple random sampling was also employed to select 200 teachers for this study. The exploratory factor analysis results showed that although large-scale testing accountability serves as a motivational factor for teachers to be more productive, it puts pressure on teachers and students. Teachers reported teaching to the test (i.e. washback) and spending a lot of instructional time preparing students for the test. Teachers suggested that large-scale testing results should not be seen as the sole basis for teacher effectiveness. Rather, they indicated that large-scale testing results should be used to foster equitable distribution of educational resources and support teachers’ professional development to enhance teaching and learning. Implications for policy and practice are discussed. |
| Databáze: | Directory of Open Access Journals |
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