Abstract:
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Abstract
The study investigated teachers’ perceptions of using authentic assessment in Lesotho
primary classrooms. To achieve this, a phenomenological qualitative research design was
used. The data for this research was generated through focus group discussion and semi-
structured interview from the reflexive selection of nine teachers out of a population of 13
within the area of the study. What is more, this study used thematic analysis and the
following themes emerged; teachers’ interpretation of authentic assessment, teachers’
experiences of using authentic assessment, teachers’ experiences influence on their views on
the practicality of authentic assessment in Lesotho schools.The study findings indicate that teachers demonstrated some knowledge about
authentic assessment. It is established that teachers are optimistic of practising authentic
assessment and employ strategies and tasks for authentic assessment. Conversely, they
emphasise that using authentic assessment could only be practical in Lesotho classrooms if
challenges including limited resources and facilities, limited knowledge, learners’ calibre,
and overcrowded classrooms are addressed. As perceived, such challenges hinder teachers’
effort to practice authentic assessment effectively. Based on the assessment strategies
teachers claim to use, it is concluded that teachers’ practices of authentic assessment are
limited and that traditional assessment might be still dominating. Teachers also show concern
that the complex content syllabus and time consuming authentic assessment strategies
influence their perceptions and practices. Therefore, teachers strongly recommend that they
should be equipped with professional development training on authentic assessment,
necessary resources and facilities, and support from the government and educational bodies.
Further, it is recommended that the reforms and educational policies be familiarised through
workshop dissemination
