Chere-Masopha, Julia

2 Publications in AERD

Author Publications

Teachers' experiences of using a portfolio for teaching, learning, and assessment in Lesotho primary schools

By Chere-Masopha, Julia

This study investigated the experiences of Lesotho primary school teachers of using a portfolio as a strategy for teaching, learning, and assessment. The Curriculum and Assessment Policy Framework (CAP) of 2009 motivated this study. This policy framework has introduced some changes in teaching, learning, and assessment (TLA) practices in Lesotho classrooms. The key changes introduced are integrated curriculum (IC) and continuous assessment. The policy also recommends new strategies for teaching and assessing learners, and one of these is a portfolio. This is the first time a portfolio has been formally introduced in Lesotho schools as a preferred strategy for teaching, learning, and assessment. Thus, thestudy was interested in establishing how teachers were experiencing this strategy and its success in their classrooms. The study used semi-structured interviews to gather data from 20 primary school teachers who were purposefully selected from 20 schools in the Maseru district. This data was analysed using a thematic approach. The results indicate that teachers were not using this strategy effectively or as recommended by the policy because they had limited knowledge and skill.

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A Survey of Teachers’ Perceptions of a Learning Portfolio in Lesotho Classrooms

By Chere-Masopha, Julia

A learning portfolio entered the Lesotho classrooms between 2010 and 2012 as part of the reforms that were introduced by the 2009 Curriculum and Assessment Policy Framework. Before they were rolled out countrywide, the reforms were piloted in some schools some of which were in the districts of Maseru and Berea. About 45 primary school teachers who participated in this study were purposely sampled from these schools. A questionnaire was distributed among these teachers to collect their perceptions about a learning portfolio as a teaching strategy in Lesotho primary schools. All the questionnaires were filled out and returned. The results show that teachers’ perceptions are that a learning portfolio is not successful in Lesotho primary schools. These teachers identified their limited knowledge and experience and low confidence as factors responsible for the unsuccessful use of this strategy. Even the training they received in preparation for the reforms has not been effective because it has failed to equip them with the knowledge, skills, and confidence they need for this strategy. Knowledge, skills, and confidence appear in many studies as the key factors influencing unsuccessful reforms in Lesotho. There is a need for a study that investigates the practices that are used to prepare teachers for the reforms in Lesotho. © Authors.

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