Abstract:
Lesotho's 2009 curriculum and assessment reforms prioritised continuous assessment using
portfolios. Some studies were conducted in Lesotho about learner portfolios used in Lesotho
primary schools. Those studies lack information on teachers' perceptions of portfolios as
assessment strategies for learners' transition. Thus, this study examined teachers' perceptions
of portfolios for learners' transition within the Lesotho education system. The study used a
phenomenological design with multiple case studies to explore teachers' experiences of using
a transition assessment portfolio in Lesotho. Ten teachers (five Grade 7 and five Grade 8)
were purposively selected from primary and secondary schools in the Berea and Maseru
districts. Semi-structured interviews were used to generate data that were later analysed
through a thematic approach. This study established that Grade 8 teachers did not know about
this portfolio. It was also found that Grade 7 teachers were aware of and used transition
assessment portfolios (TAP) in a limited way. They (Grade 7 teachers) had different
interpretations of TAP, influencing their varying implementation. Even though Grade 7
teachers in this study valued TAP for its potential benefits, they believed that the successful
use of TAP in Lesotho schools was undesirable because of the existing conditions. This study
also established that teachers believe addressing these challenges requires a seamless
multifaceted approach that includes training teachers and other stakeholders, making
available adequate resources, reducing the learner-teacher ratio, and reducing teachers’workloads
