This was a case study that examined and compared the classroom assessment practices of teachers of some selected Ghanaian and Japanese primary school mathematics lessons based on the National Council of Teachers of Mathematics (NCTM) assessment standards. The objective was to determine whether there were any differences and/or similarities in assessment practices between the two nations and how they measured up to the NCTM standards. It involved the use of a thirty-seven-item evaluation sheet, developed based on the NCTM standards to assess eleven video lessons. Three conveniently sampled Ghanaian lessons and eight Japanese lessons, four of which were conveniently sampled and the other four were already available specially recorded lessons used for inservice training in Japan. Both qualitative and quantitative data were obtained and analyzed item by item and section by section. The sectional analysis of the means and standard deviations values of the ratings of the two raters revealed that both categories of Japanese lessons showed more evidence of the tying of assessment to curriculum, integration of assessment and instruction, and effective blending and use of formal and informal assessment strategies than the Ghanaian lessons. However, the Ghanaian lessons promoted and were more sensitive to equity in assessment than the Japanese normal lessons. One-way analysis of variance and subsequently Tukey test yielded corroborative results. The means for the three categories were statistically significantly different from one another. The conclusion was drawn that, though there were a few similarities, there were also substantial differences, qualitatively and quantitatively, in the classroom assessment practices of teachers of the two nations.
雑誌名
鳴門教育大学国際教育協力研究
雑誌名(英)
NUE Journal of International Educational Cooperation
巻
3
ページ
95 - 105
発行年
2008-03-26
出版者
鳴門教育大学教員教育国際協力センター
出版者(別表記)
International Cooperation Center for the Teacher Education and Training, Naruto University of Education
Comparison of Classroom Assessment Practices : A Case of Selected Ghanaian and Japanese Mathematics Lessons
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