FORMATIVE ASSESSMENT PRACTICES AMONG DISTANCE EDUCATION TUTORS IN GHANA
This study examines formative assessment procedures commonly used by Distance Education tutors' during facilitation of the course model content. A descriptive survey research design was employed for the study. Census method was used in selecting the study respondents (tutors') who were hun...
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| Format: | Book |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD),
2018-11-01T00:00:00Z.
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| Summary: | This study examines formative assessment procedures commonly used by Distance Education tutors' during facilitation of the course model content. A descriptive survey research design was employed for the study. Census method was used in selecting the study respondents (tutors') who were hundred and fifty (150) in number. Self-developed questionnaire was used for the data collection after it has been pilot tested for its refinement. The study revealed that 'observation', 'oral questioning', 'peer-assessment', 'student self-assessment' and 'tutor made test' are the current formative assessment practices of course tutors of on-site Distance Education in Ghana. It was recommended that tutors must use a wide range of formative assessment practices and not to cling on a single one. Unique student characteristics warrant the use of multiple formative assessment technique. |
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| Item Description: | 1916-7822 10.21083/ajote.v7i3.4325 |