Exploring Lesotho primary school teachers’ views about their competence in using Authentic Assessment in their teaching

Abstract

This descriptive qualitative study aims to explore primary school teachers’ application of authentic assessment in relation to their competence in teaching at selected primary schools in Maseru, Lesotho. Data collection methods included interviews, observation, and documentation, followed by thematic analysis. The subjects of the study were teachers of fifth to seventh grades in thelearning areas of mathematics, English, and creativity and entrepreneurship. The study revealed that teachers utilized authentic assessment to some extent by engaging learners in activities based on real-world situations addressing societal needs. However, the teachers were unaware of the term "authentic assessment," leading to their incompetence in applying this approach effectively. The study identified several obstacles, including a scarcity of resources, particularly technical ones, a lack of preparedness for implementing innovations, and professional underdevelopment. These factors resulted in restricted learner skill acquisition, undermining the effectiveness of authentic assessment. In extreme cases, some concepts, such as essay writing, were not attempted because they were not recognized in the final assessment bridging learners into grade 8, despite being outlined in the curriculum. Consequently, the study recommends that curriculum developers collaborate closely with the examination council to address these issues. Additionally, it proposes that the government invest more in elementary education to meet the identified requirements, thereby fostering the country’s economic growth from the foundational level.