Achieving Kindergarten Curriculum Goals through Assessment Practices: Insights from Kindergarten Teachers within the Central Region, Ghana

Abstract

The research contributes to the conversation regarding kindergarten teachers' knowledge about effective assessment practices in achieving curriculum goals in selected kindergarten classrooms in Central Region, Ghana. The triangulation design of the mixed method approach was employed Quantitative data were gathered from 1,413 teachers using questionnaires, while qualitative data were collected from 10 participants who were interviewed and observed. The participants for the quantitative research were randomly selected from kindergartens in 10 districts in the Central Region of Ghana through simple random sampling. The data were analysed using both descriptive and inferential statistics. The qualitative data were analysed through open and axial coding. It came to light that KG teachers were achieving curriculum goals and were using assessment procedures.