Challenges in assessment: Why pre-primary teachers struggle to assess the developmental needs of preschoolers in Addis Ababa, Ethiopia?

Abstract

This study explored the challenges school teachers faced in assessing children’s learning and developmental needs. The study employed a multiple case study design and used purposive sampling to select 18 preschool teachers in Addis Ababa. Data were collected using semi-structured interviews, classroom observations, and document analysis. Thematic analysis was employed to analyze the qualitative data. The findings revealed that preschool teachers' implementation of developmentally appropriate assessment was constrained by interconnected barriers at multi-levels. At the individual level, teachers demonstrated limited pedagogical knowledge, inadequate preschool qualifications, and a narrow understanding of holistic development. School level challenges included insufficient resources, limited professional development opportunities, limited classroom environments, overcrowded classrooms, and heavy workloads. Family- and community-related barriers involved unrealistic parental expectations and minimal engagement in assessment practices. System-level constraints included weak leadership support, inadequate technical assistance, and the absence of effective coaching and supervision. Collectively, these challenges undermined teachers' ability to monitor and support children's developmental progress. The study recommends continuous professional development, mentoring, and coaching in developmentally appropriate assessment alongside improving institutional support and family engagement to enhance assessment practices and promote young children’s holistic learning and development.