Teachers perceptions on the use of portfolio as an assessment tool in Lesotho Primary Schools

Abstract

The study investigated teachers’ perceptions on the use of a portfolio as an assessment tool in Lesotho primary schools. The research approach used in this study is mixed method. A questionnaire was used to collect data from 20 schools which were purposively selected from the Examinations Council of Lesotho’s (ECoL) database. Out of the twenty schools, interviews were conducted in six of these schools and 3 learners’ portfolios from each of these six schools were also studied. Information that was collected for this study included: (1) teachers’ interpretations of a portfolio as an assessment strategy; (2) how teachers implemented portfolio and 3) teachers’ views on the use a portfolio as an assessment strategy in the classrooms in Lesotho. The findings of this study have established that although teachers were exposed to the use of portfolio as a learning and assessment tool, they had limited knowledge and skills which are necessary for implementing this mode of assessment effectively. The findings also indicated that they had different interpretations of portfolio as an assessment tool. As a result, their use of portfolio was mostly influenced by their individual interpretations. Consequently, there was no consistency in how teachers used a portfolio as a learning and assessment strategy. These findings suggest that there is need for the Ministry of Education and Training in Lesotho to provide training to teachers if the desired results are to be achieved