Assessment strategies and priorities that inform the teaching of integrated science in public and private basic schools, Ghana

This study focused on the assessment strategies and objectives to be followed for integrated science learning in basic schools within Sunyani municipality. In line with the convergence of parallel mixed methods research design, the study included eleven (11) integrated science teachers from public and private basic schools in the municipality. Data were collected by means of a lesson observation schedule, an interview and a questionnaire. In the analysis of data, standard deviations, T-test and mean scores have been used. The results showed that there were no statistically significant differences in the priorities of integrated science teachers to carry out classroom assessments according to their school type, P = .735. However, it was noted that the most frequently used methods of assessment by teachers surveyed were classroom tests, homework and class exercises. Finally, the findings showed that teachers did not use self-assessment or peer comparison in their lessons. Unique contribution to assessment: It was recommended that peer and self-assessment be mandatory in assessing pupils learning to enable them to be part of their own assessment.