摘要：The purpose of this research wa s to investigate the challenges affecting teachers' classroom a ssessment practices and to explore how these cha llenges influence effective teaching and le arning. The study wa s qualitative and employed an instrumental case study approach. Semi- structured interviews, observa tion and document a nalysis wer e used in the investiga tion. H a rgrea ves's the or etica l framewor k under pins this study, whic h involves a ca se study in the N or th West Depar tment of Educa tion. The da ta we re c olle cted through classr oom obse rvations a nd interviews. Document analysis was used to triangula te the information collected through observa tions and interviews. Textual data were analysed using content analysis. T he results revealed major challenges such a s policy interpretation, a ssessment planning, implementation of asse ssme nt, the use of a va riety of me thods in a ssessment and time for a ssessment. Recommendations w ere formula ted to strengthen classroom assessme nt pr actic es.
关键词：Classr oom Pra ctice. ; ; Assessment. ; ; Methods ; . ; Te chniques ; . ; Prac tices ; . ; Lea rning
