Evaluating the Impact of Visual Arts Teachers’ Assessment Strategies on Lifelong Learning in Practical Artworks in Senior High Schools in the Ashanti Region, Ghana
Atta Kusi Ankrah 
, Victor Boateng Nimoh , Kenneth Osei Yeboah & Mohammed Ibrahim
Issue: Vol.6 No.8 Article 22 pp.1571 – 1584
DOI: https://doi.org/10.38159/ehass.20256822 | Published online 25th July, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Lifelong learning skills are critical in Visual Arts education, equipping students with the ability to adapt to the creative industry’s evolving demands. This study thus explored the impact of Visual Arts teachers’ assessment strategies on lifelong learning in Senior High Schools in the Ashanti Region, Ghana. Employing a mixed-methods research approach, including questionnaires and interviews, data was collected from 90 respondents out of a total sample of 107 from selected Senior High Schools in the Ashanti Region of Ghana, i.e. Serwaa Nyarko Girls Senior High School, Kumasi Anglican Senior High School and Kumasi Academy Senior High School. The findings revealed that a combination of assessment strategies—including portfolio assessment, observation of works in progress, finished product evaluation, and exhibition assessment—is more effective in evaluating student learning than relying on a single method. This holistic approach ensures comprehensive skill development, as students may excel in different assessment types. Additionally, transparent assessment criteria and detailed feedback play a crucial role in enhancing student motivation and engagement. Conversely, an overreliance on product-based evaluation hinders the development of lifelong learning skills, limiting students’ ability to reflect, improve, and innovate. The study emphasizes the importance of adopting diverse assessment strategies and investing in teacher professional development to improve Visual Arts education. These findings have significant implications for educators, policymakers, and researchers, guiding efforts to enhance assessment practices and foster continuous learning in Visual Arts education.
Keywords: Visual Arts Education, Assessment Strategies, Lifelong Learning, Practical Artworks, Teacher Professional Development
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Dr. Atta Kusi Ankrah is a Lecturer at Kumasi Technical University. His research focuses on how assessments of Visual art students’ practical works should be conducted. He is a curriculum Developer currently working on the curriculum for the Diploma students in his Department at the University. He is also a specialist in item writing.
Mr.Victor Nimoh Boateng serves as an Assistant Lecturer in Art Education at St. Louis College of Education, Kumasi. As a passionate interventionist, he leverages art-based strategies to support individual learners and underrepresented groups. His research explores the intersections between art, technology, and Ghanaian culture, advocating for culturally responsive pedagogy enhanced by digital tools.
Mr. Kenneth Osei Yeboah is a lecturer in Communication Design at Kumasi Technical University, Ghana, with a keen focus on design education, curriculum development, and visual communication research. He holds an MPhil in Communication Design and has led notable studies on graphic design finishing quality, therapeutic art practices, and modern photography techniques.
Mr. Mohammed Ibrahim is an academic and researcher from Tamale, born in Old Tafo, Kumasi, in the Ashanti Region of Ghana. He teaches in the Fashion Design and Textile Studies Department at Kumasi Technical University. Ibrahim is pursuing a PhD in Art and Culture at the Department of Music at the University of Education, Winneba (UEW). He holds multiple degrees, including an MPhil in Fashion Design Technology from KNUST and an MTech in Fashion Design and Textile Technology from UEW. His research focuses on textile design, fashion design, creative design, fashion history, critical thinking, and sustainability.
Ankrah, Atta Kusi, Victor Boateng Nimoh, Kenneth Osei Yeboah, and Mohammed Ibrahim . “Evaluating the Impact of Visual Arts Teachers’ Assessment Strategies on Lifelong Learning in Practical Artworks in Senior High Schools in the Ashanti Region, Ghana,” E-Journal of Humanities, Arts and Social Sciences 6, no.8 (2025): 1571 – 1584. https://doi.org/10.38159/ehass.20256822
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
