Investigating Teachers’ Perceptions Concerning the use of Authentic Assessment in Lesotho Schools
| dc.contributor.author | Tsoana, Mahlape Asnathe | |
| dc.date.accessioned | 2025-05-27T09:27:18Z | |
| dc.date.available | 2025-05-27T09:27:18Z | |
| dc.date.issued | 2024-09 | |
| dc.description.abstract | xiv 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 | en |
| dc.description.sponsorship | National Manpower Development Secretariat | en |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/2196 | |
| dc.language.iso | en | en |
| dc.publisher | National University of Lesotho | en |
| dc.subject | Curriculum, curriculum reforms, teaching & learning, teachers'perception, Authentic Assessment (AA) | en |
| dc.title | Investigating Teachers’ Perceptions Concerning the use of Authentic Assessment in Lesotho Schools | en |
| dc.title.alternative | A Case of One School in Mohales’ Hoek District | en |
| dc.type | Master's Thesis | en |
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