加纳实施学校评估的质量:来自商学院教师的证据

Leticia Bosu, E. K. Agormedah, D. K. Anhwere, B. F. Darkwa, Andzie Tahir Ahmed
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摘要

实施课程改革创新的活力和质量取决于教师对改革创新的接受和关注。本研究考察了加纳中部地区高中商科教师对校本评估(SBA)实施质量的关注。采用描述性横断面调查设计,普查方法涉及所有商科教师。数据采用改编的关注阶段问卷(SoCQ)收集,通过SPSS 25.0版进行处理,并采用均值、标准差、相对强度百分位数(RIP)和多因素方差分析(MANOVA)进行分析。研究发现,商科教师对课程中SBA实施的自我关注(意识、信息和个人)最强烈,对影响关注(例如后果)最不强烈。此外,本研究还发现,个人、后果、协作和重新聚焦关注显著地依赖于教师的工作量和SBA培训。同时,性别、年龄和教学经验对教师对SBA实施的关注没有显著影响。商科教师对SBA的实施并不是很感兴趣。他们不是使用者,并且抵制在课程中实施SBA。该研究建议教育部/政府教育学院和全国教师协会应与学校行政人员和教育谘询局合作,经常举办持续的培训、工作坊、研讨会、会议和专业发展课程,让教师在课程中使用和实施校本课程。MoE/GES应提供SBA实施所需的后勤(工具,设备)和材料。
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Quality in the Implementation of School-Based Assessment in Ghana: Evidence from Business Studies Teachers
The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.
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