Abstract:
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.
