Evaluating the Impact of Visual Arts Teachers’ Assessment Strategies on Lifelong Learning in Practical Artworks in Senior High Schools in the Ashanti Region, Ghana

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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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