Primary Mathematics Teachers' Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho

Autor/inn/en	Khechane, Nkoja C.; Makara, Mamocheta C.; Rambuda, Awelani M.
Titel	Primary Mathematics Teachers' Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 1, S.41-52 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khechane, Nkoja C.) ORCID (Makara, Mamocheta C.) ORCID (Rambuda, Awelani M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1735672
Schlagwörter	Foreign Countries; Elementary School Teachers; Mathematics Teachers; Student Evaluation; Evaluation Methods; Peer Evaluation; Self Evaluation (Individuals); Evaluation Criteria; Success; Feedback (Response); Barriers; Teacher Student Ratio; Faculty Workload; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Schulnote; Studentische Bewertung; Erfolg; Lehrer-Schüler-Relation
Abstract	The purpose of this research was to investigate primary mathematics teachers' assessment practices in the context of the new integrated primary curriculum. This was a case study in which data were collected through classroom observations and interviews. Findings from the study revealed that teachers were able to use some of the assessment for learning strategies in their classrooms. These were communicating learning intentions and success criteria at the beginning of the lessons, making use of peer and self-assessment by learners. The study established that the use of success criteria can promote learners' self-reflective ability, regardless of their age. Findings also revealed that teachers were not providing learners with descriptive feedback that showed their strengths and weaknesses. Furthermore, the results of the study revealed that teachers encountered challenges in the implementation of assessment for learning in their classrooms. Some of the challenges encountered were a shortage of resources, high teacher--learner ratio, increased workload and reduced teaching time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01