Classroom-based assessment practices and perceptions of primary school teachers in Rural Gambia

Abstract

This study explored how primary school teachers in rural Gambia perceive and implement classroom-based assessment (CBA). With growing emphasis on formative assessment in global and national education policies, understanding how teachers apply CBA in low-resource contexts is essential. Using a qualitative case study design, the study engaged teachers from Cluster One in the Central River Region Five South through semi-structured interviews. The findings revealed that teachers view CBA as a practical tool for understanding and monitoring learners' progress. This helps to inform teachers on key decisions related to their teaching styles and promoting students to the next level. The study indicates that challenges such as inadequate teacher training, limited resources, and contextual language barriers undermine the consistent and equitable implementation of CBA. Despite all these challenges, teachers demonstrated a strong commitment to effectively using CBA. The implications from this study highlight the need for systemic professional development and contextually appropriate resources to ensure the equitable implementation of CBA in rural Gambian schools.