Alternative assessment as an ingredient of continuous assessment in Junior Secondary Schools

Modes of testing in schools at all levels of the educational system have come under scrutiny in recent times. Testing in science has its peculiarities. Science teachers, therefore, have to be well informed about operations of any new examination systems adopted for national education curriculum. This study was a field research conducted in the Junior Secondary Schools in the Winneba Educational District. The main objectives were to: find out the types of assessment used by teachers; assess the problems faced by science teachers in organising the continuous assessment; evaluate the effectiveness of the implementation process. In order to gather data, a conceptual framework known as the "Effectiveness of Implementation" was developed based on: Logistic arrangement, Implementation, Philosophy of continuous assessment, Outcomes of assessment and Pupils' participation. A set of closed and structured questionnaire was developed for science teachers. An interview schedule was also developed for the science teachers. The results, were analysed by assigning weightings on a three-point Likert scale to the items in the questionnaires. It was found out that whilst science teachers appeared to have understood the philosophy of the continuous assessment, they hardly transferred their knowledge into practice. Pupils' participation was, therefore, adversely affected. One recommendation made is that educational policy makers need to set up structures to monitor the performance of the continuous assessment in science. There is the threat that the basic schools may cede the assessment of their pupils to an external examining body for a one-shot examination. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 2 No. 1 (2000) pp. 1-1