Exploring Teachers’ Perceptions and Experiences of Classroom Assessment in an Integrated Curriculum

Abstract

This qualitative study explores basic level teachers’ perceptions and experiences of
classroom assessment within Nepal’s integrated curriculum for Grades 1 to 3. Using a
phenomenological design, the research investigates how teachers interpret, implement,
and respond to assessment practices in the context of policy expectations and classroom
realities. Data collected through semi-structured interviews and document analysis
revealed five major themes: insufficient institutional support and training, community
resistance to continuous assessment, inconsistencies between early and upper-grade
assessments, administrative workload, and varied perceptions based on teaching
context. Despite the curriculum’s constructivist foundation and alignment with
assessment for learning (AfL) principles, findings indicate that teachers often lack the
training, resources, and systemic support necessary to implement formative assessment
effectively. The study concludes that to bridge the gap between policy and practice,
greater emphasis must be placed on context-sensitive training, simplified assessment
tools, and inclusive policy reform that acknowledges the lived experiences of teachers.
These insights contribute to the growing discourse on sustainable implementation of
integrated assessment models in developing education systems.