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Perceptual Differences in Classroom Assessment Practices among Lecturers and Pre-Service Teachers in Ghanaian Colleges of Education

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  • Abu, Adam*

    (Department of Mathematics and ICT Education, Faculty of Education, University for Development Studies, Tamale)

Abstract

The discrepancies between Lecturers’ perceptual representations and trainees’ perceptions will undermine constructivist assessment in teacher education systems, but multidimensional gaps have not been examined in a resource-constrained setting. This study conducted a large-scale MANOVA to explore differences in perception across five assessment dimensions (student consultation, transparency, task authenticity, student capabilities, and procedural justice) by comparing 354 Lecturers and 3,520 pre-service teachers from Ghanaian Colleges of Education. Highly significant multivariate effects (Pillai’s Trace = .988, F (5, 3514) = 57,428.64, p

Suggested Citation

  • Abu, Adam*, 2026. "Perceptual Differences in Classroom Assessment Practices among Lecturers and Pre-Service Teachers in Ghanaian Colleges of Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(6), pages 1890-1895, June.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:6:p:1890-1895
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