Abstract:
Assessment for Learning (AfL) plays a crucial role in the effective
teaching and learning of Geography, offering educators a means to
enhance student achievement. Through ongoing evaluations
involving verbal and written exercises, AfL not only readies
students for summative Assessment of Learning (AoL) but also
supports them in grasping complex Geography concepts, features,
and processes, as evidenced by examination performance. Over the
last five years, as indicated by the Examinations Council of Lesotho,
persistent challenges have emerged in this regard, potentially
stemming from inadequacies in assessment strategies. This study
delves into the perceptions of Geography teachers concerning
Assessment for Learning. Employing a qualitative approach, the
research utilizes non-participatory observations and in-depth
interviews to collect data. The study is grounded in Gregory's
Theory of Perception and Keeping Learning on Track Theory of
Action, offering theoretical frameworks for analysis. The findings
reveal that teachers face obstacles when implementing Assessment
for Learning, including time constraints and issues related to
classroom overcrowding. Notably, a significant insight is the lack of
both Assessment knowledge and Pedagogical Content Knowledge
among teachers. As a resolution, it is recommended that
comprehensive assessment training be provided for both pre-
service and in-service teachers, addressing these identified gaps
