A Framework for Enhancing Formative Classroom Assessment Practices at a Higher Education Institution in Lesotho

Abstract

Classroom Assessment forms the basis for sustainable assessment. In the event that assessment reforms are not fully translated into day to day teaching and learning, it becomes almost impossible to create sustainable assessment for life-long learning. The study therefore, is intended to contribute to development of classroom assessment frame work which can enhance life-long learning. The study considers the students experiences of assessment and the context within which assessment is practiced.

The aim of this study was to evaluate the assessment practices at The Institute of Extra-Mural Studies (IEMS) in Lesotho, with the intention of contributing to the enhancement of such practices. The objectives of the study were:

•               To reassess the contemporary views on effective classroom assessment practices in higher education;

•               To investigate the students’ experiences, perceptions and expectations of classroom assessment at IEMS;

•               To assess institutional practices on classroom assessment at IEMS.

Both diversity and transparency of assessment at IEMS seems to be major challenges. The guidelines on grading and standards of assessment at IEMS requires improvement to close the gaps inherent within the document. A guide for developing a frame work for classroom assessment has been provided.

Keywords: Classroom assessment, diversity, transparency, grading, standards