https://orcid.org/0000-0002-1774-3615
Citations (9)
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Read on this site (4)
David Baidoo-Anu, Liu Lei, Dante Cisterna & Yi Song. (2024) Cultural validity: Promoting cultural responsiveness in classroom assessment. Diaspora, Indigenous, and Minority Education 18:3, pages 160-181.
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Seth Sunu & David Baidoo-Anu. (2024) Relationship between students’ academic self-concept, intrinsic motivation, and academic performance. International Journal of School & Educational Psychology 12:1, pages 41-53.
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David Baidoo-Anu, Kenneth Gyamerah, Inuusah Mahama & Ernest Ofori-Sasu. (2023) Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity (Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12). Culture and Education 35:4, pages 938-975.
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David Baidoo-Anu & Christopher DeLuca. (2023) Educational assessment in Ghana: The influence of historical colonization and political accountability. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 225-244.
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Articles from other publishers (5)
Daniel Asamoah, Masitah Shahrill & Siti Norhedayah Abdul Latif. (2024) Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts. Frontiers in Education 9.
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David Baidoo-Anu, Daniel Asamoah & Aaron Adusei. (2023) Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis. International Journal of Educational Research Open 5, pages 100275.
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David Baidoo-Anu, Daniel Asamoah, Eric Atta Quainoo, Kenneth Gyamerah, Ernest Y. Amoateng & Ernest Ofori Sasu. (2023) Emergency remote assessment practices in higher education in sub-Saharan Africa during COVID-19. Frontiers in Education 8.
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Hatim Hamdi Algraigray. (2023) Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice. International Journal of ADVANCED AND APPLIED SCIENCES 10:7, pages 99-108.
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Prosper Kissi, David Baidoo-Anu, Eric Anane & Ruth Keziah Annan-Brew. (2023) Teachers’ test construction competencies in examination-oriented educational system: Exploring teachers’ multiple-choice test construction competence. Frontiers in Education 8.
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