Teachers' perceptions of learner transition assessment portfolio in selected schools in two Lesotho Districts

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