Factors Influencing The Implementation Of Classroom Assessment Practices

Lawrence K. Mwanza, Mwanapabu Neroh, Mandela Mable, Mubemba Brian, Mutale Catherine


The purpose of this study was to find out factors influencing the implementation of classroom assessment practices in the Lusaka and Chilanga districts of Lusaka province in Zambia.

The research sought to achieve the following research objectives:

  1. 1.      To identify the factors influencing the implementation of classroom assessment practices.
  2. 2.      To assess the extent to which the factors influence effective teaching and learning in the classroom environment.

The study was both qualitative and quantitative and employed questionnaires and interview guides in the investigation. Teachers from ten different schools in Lusaka and Chilanga districts in Lusaka Province were administered questionnaires and interview guides. The data collected through both tools allowed this researcher to map out the different factors encountered by teachers in their classroom assessment practices.

The teachers’ views varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major factors that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation, and communication as well as lack of resources. 



Classroom, Assess, Assessment, Factors, Implementation, Influencing, Practices and Teacher.,

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DOI: http://dx.doi.org/10.52155/ijpsat.v33.1.4373


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