What’s at Stake in High-Stakes Testing in Ghana: Implication for Curriculum Implementation in Basic Schools
DOI:
https://doi.org/10.23918/ijsses.v5i3p72Keywords:
Curriculum Implementation, High-Stakes Testing, InstructionAbstract
The study sought to investigate perceived effect of BECE, as a high-stakes test on curriculum implementation in Ghana. Twenty (20) Junior High Schools were selected from the total of fifty (50) Junior High Schools within Kwahu South District, Eastern Region of Ghana, for the study. A descriptive cross-sectional survey design was used. Proportionate stratified sampling procedure was used to select one hundred and twenty (120) teachers. However, the response rate was 91% representing 109 teachers. Data were collected using an adapted Teacher’s High-Stakes Testing Survey (THTS) questionnaire. Statistical procedures used in data analysis were mainly means and standard deviations. The study discovered that BECE as a high-stakes test that drives curriculum implementation in Ghana, places our “national curriculum” and “teaching practices” at stake. It is recommended that GES as a matter of policy provides appropriate in-service training to JHS teachers on the unintended effect of BECE and the need for teachers to engage in broad curriculum implementation to minimise the effect that accompanies it.
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