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.

中文翻译：

---

莱索托综合小学课程背景下的小学数学教师评估实践

这项研究的目的是在新的综合小学课程的背景下调查小学数学教师的评估实践。这是一个案例研究，其中通过课堂观察和访谈收集数据。该研究的发现表明，教师能够在课堂上使用一些评估来学习策略。这些都是在课程开始时传达学习意图和成功标准，并利用学习者的同伴和自我评估。该研究表明，成功标准的使用可以促进学习者的自我反思能力，而不论他们的年龄如何。调查结果还显示，教师没有向学习者提供描述性反馈，表明他们的长处和短处。此外，研究结果表明，教师在课堂学习评估中遇到了挑战。遇到的一些挑战是资源短缺，师生比例高，工作量增加和教学时间减少。