Social studies teachers’ implementation of formative assessment practices in the senior high schools of Ghana

IntroductionThis research employs a descriptive approach to thoroughly examine teachers’ assessment strategies and their impacts on student learning outcomes.MethodsThis study used a qualitative approach. This study utilises a case study design, focusing on eight purposively selected Senior High Schools (SHSs), with participants comprising Social Studies teachers with more than 10 years of teaching experience in the Asante Akim South Municipality. Purposive and convenience sampling techniques we