Understanding the diverse ways teachers approach classroom assessment in an examination-oriented educational system
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study is part of a larger dissertation that examined the assessment culture within Ghana’s education system. Specifically, this paper explores the diverse ways teachers approach assessment in an examination-oriented educational system. Using a survey design, 427 K-12 teachers in Ghana participated in the study. The teachers responded to the abridged version of the Approaches to Classroom Assessment Inventory (ACAI; version 3.0). The results of the study showed that, despite having the same educational system and policies, Ghanaian K-12 teachers have varying ways of approaching classroom assessment. Through latent profile analysis, three distinct groups of assessors were identified among teacher participants: improvement-accountability oriented assessors , teacher-centred assessors , and accountability oriented assessors . The study found that teachers’ demographics (e.g., years of teaching experience, age, assessment education, school division, class level, and school location) significantly impacted their approaches to assessment. Implications for policy and practice are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it