The Classroom Assessment Practices and Skills (CAPS) questionnaire was
administered to a sample of 691 primary and secondary school teachers in Botswana,
Southern Africa to survey their thoughts about classroom assessment and identify
classroom assessment practices teachers perceive to be skilled and those that they used
most. The study examined the discrepancies between teachers’ perceived skill and use of
classroom assessment practices. Exploratory factor analysis generated four factors from
“Thoughts about Assessment” and six factors for skill and use of classroom assessment
practices. Botswana teachers held positive beliefs about both mastery and performance
orientations to student assessment. Teachers were unsure about the adequacy of their
assessment training, but indicated that they needed further training in assessment. The
results also showed that primary teachers, particularly those with only a certificate
needed more skill training in assessment applications, statistical applications, and
criterion referenced testing. The more experienced teachers were, the more they agreed
with mastery and performance orientations, and the more they had perceived skill and use
of desirable classroom assessment practices. Factors were related to teacher
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characteristics of educational level, subject taught, teaching level, years of teaching
experience and assessment training. The results showed that including more courses in
assessment during teacher training and sending teachers for in-service or workshops in
assessment helped to improve their perceived beliefs, skills, and use of desirable
classroom assessment practices. Understanding the beliefs teachers hold, particularly
about students’ performance, can be used as a framework for identifying educational
resources meant to help both schools and students to perform. If policy makers are aware
of teachers’ beliefs regarding mastery, they can help teachers to formulate assessment
practices that promote critical thinking skills and mastery. A mentoring program to match
new and experienced teachers to share reciprocal knowledge and skills on classroom
assessment practices can be developed in schools. Teacher educators may consider
overhauling their programs to have courses that are more focused on assessment, or
increase the number of assessment courses for pre-service teachers. Teachers should be
sent for in-service training in assessment on a regular basis to ensure that they maintain
current classroom assessment skills.