Social studies teachers’ conceptualisation of formative assessment in selected senior high schools in the Western North region of Ghana

Teachers are required to utilise a range of pedagogical strategies to improve instructional quality and enhance student understanding. This study sought to investigate the perceptions of senior high school Social Studies teachers regarding formative assessment in the Sefwi Wiawso municipality of the Western North region of Ghana and to conceptualise formative assessment (FA) using Social Constructivism as its theoretical lens. Conducted within an interpretivist paradigm, the research employed an exploratory design to gain an in-depth understanding of teachers’ perceptions and practices. Data were collected through semi-structured interviews and non-participant observations with a purposively selected sample of ten (10) Social Studies teachers. Purposive and convenience sampling methods were employed to pick the social studies teachers and the two senior high schools. The primary instruments used to direct the investigation were interview protocols and observation protocols. The data were processed into themes and sub-themes, yielding a comprehensive understanding of the research purpose. The study demonstrated that Social Studies teachers have sufficient knowledge and comprehension of formative assessment as a vital and successful pedagogical method that meets contemporary educational objectives. Teachers are advised to consistently investigate and utilise diverse alternative formative assessment strategies to evaluate pupils, thereby enhancing learner engagement and fostering a deeper understanding of Social Studies.