Redirecting attention towards moral evaluation to improve the assessment of Religious Studies attainments in Lesotho

Abstract

The assessment of learners’ moral development in Religious Studies is currently focused on cognitive assessment even though one of the curriculum aims of Religious Studies is to promote socially and culturally acceptable behaviour. These moral competencies are challenging to assess effectively through cognitive evaluation alone, as it fails to address observable moral character. This is a misalignment with the aims of Religious Education, which aims to promote a holistic moral development. Hence, this study intended to redirect attention towards the evaluation of learners’ observable moral development in order to improve assessment in Religious Studies. This study was underpinned by Kant’s deontological ethical theory which proposes that individuals have a moral duty to behave in a manner that conforms to a certain set of principles and regulations, irrespective of the consequences. In addition, the study adopted qualitative approach and phenomenological design. Data was generated through semi-structured interviews with ten Religious Studies teachers who were selected purposively from five church secondary schools in Maseru. The key finding of this study indicate that evaluating learners’ observable moral growth is significant in determining their behavioural transformation. The findings further show that despite the aims of the Lesotho Basic Education Curriculum Policy to introduce portfolio assessment to assess affective competencies, Religious Studies teachers have not implemented portfolio assessment in to their assessment practices when assessing learners’ moral development. This indicates that assessing the attainment in the affective aspects of moral growth is not currently prioritised. It is therefore recommended that Religious Studies teachers receive ongoing in-service training on the use of portfolio assessment and other methods of assessment aimed at assessing affective competencies. Finally, the study emphasises the need for the National Curriculum Development Centre (NCDC) to consider incorporating other qualitative methods of moral evaluation and allocating resources that will ease the implementation of methods of moral evaluation.