African Journal of Teacher Education (Nov 2018)
FORMATIVE ASSESSMENT PRACTICES AMONG DISTANCE EDUCATION TUTORS IN GHANA
Abstract
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.