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

Chere-Masopha, Julia; Mothetsi-Mothiba, Lipuo

doi:10.1080/2331186x.2021.2023969

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…Various concepts in the literature have been used to refer to a portfolio used in a classroom such as a learning portfolio, a portfolio for learning, a student portfolio, a portfolio assessment, a portfolio for learning and assessment, and/or a portfolio for teaching and learning (Chere-Masopha & Mothetsi-Mothiba, 2022;Lam, 2020). the purpose of this paper is not to argue about the appropriate name for a classroom portfolio.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hence, the teaching and assessment processes should be differentiated to match individuals' learning styles and allow them to demonstrate their different profiles of learning. The constructivists believe that school graduates exposed to this type of learning environment are likely to exhibit independent and creative work practices in their communities and the workplace (Chere-Masopha & Mothetsi-Mothiba, 2022). The Lesotho education system has undergone many curriculum reforms targeting the development of a teaching culture that is learner-centred.…”

Section: Introductionmentioning

confidence: 99%

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

Chere-Masopha

2022

IJLTER

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Chere-Masopha

2022

IJLTER

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“…Research on education in Lesotho and the CAP 2009 are abound (Chabana, 2017;Chere-Masopha & Mothetsi-Mothiba, 2022;Dungey & Ansell, 2020;Makumane & Ngcobo, 2020;Raselimo & Mahao, 2015;Raselimo & Thamae, 2018;Selepe, 2016). However, we could not trace any research on the context of policy implementation in the Lesotho education sector.…”

Section: Introductionmentioning

confidence: 99%

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

Rakolobe,

Teise

2024

REPAM

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Policy implementation is the most crucial phase in the policy-making cycle. If not implemented, policy aims and objectives cannot be achieved, and the quality of education can subsequently not be improved. The Lesotho Ministry of Education (MoET) adopted the Curriculum and Assessment Policy, 2009 (CAP 2009) to localise its curriculum. With this curriculum, MoET intends to make education relevant to Basotho and improve equal and equitable access to quality education for all Basotho. However, a persistent policy gap caused by failing to implement the CAP 2009 effectively renders this curriculum ineffective. MoET now plans to replace CAP 2009 with a new curriculum called the Lesotho Basic Education Curriculum Policy (LBECP), which is intended to close the implementation gap witnessed with the CAP 2009 and counter the contextual factors that led to the failure of CAP 2009. In this article, we argue that the Lesotho education policy context obstructed the implementation of CAP 2009. We, therefore, explore certain contextual factors that negatively impacted the effective implementation of CAP 2009. We argue that the persistent policy gap regarding the implementation of CAP 2009 results from a policy process that is not sensitive to or does not reflect the unique Lesotho education context. Findings suggest that poverty, rurality, HIV/AIDS, corruption, and political instability severely hampered the effective implementation of the CAP 2009. Following this, specific recommendations are made to improve and ensure effective curriculum implementation within the Lesotho education sector.

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The reflective practice at university: how to enhance students’ competencies awareness by using ‘reflective breaks’

Denami

Adinda

2023

Reflective Practice

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

Cited by 5 publications

References 9 publications

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

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

Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector

The reflective practice at university: how to enhance students’ competencies awareness by using ‘reflective breaks’

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