Assessment Practice of Integrated Curriculum: A Case of Private Schools in Nepal

Abstract

This research on the assessment practice of the Integrated Curriculum (IC) (Grade 1-3) in private schools in Nepal is contextual and is a new approach. This study aims to explore the implementation practices of assessment of the integrated curriculum in private schools in Morang. It has mainly focused on how school leaders and teachers interpret and apply the principles of assessment for the holistic development of children. The real practices of assessment emphasized ongoing observation, portfolio management, rubric use and authentic tasks that connect learning with real-life contexts. In order to address the research questions, I have used the qualitative Case Study within the interpretive paradigm to unveil the classroom practices, selecting the principals and teachers as key participants, employing interviews, classroom observations, and students’ workbook analysis as the major tools for data collection. The assumptions of an integrated curriculum to make students understand the realities in a holistic way are less reflected in the practical level. The teachers are still largely guided by traditional thinking and methods of teaching and learning activities. They find it hard to be transformed into newer ideas and practices as envisaged by the integrated curriculum. The teachers are less empowered in the concepts and practices of IC. There are fewer meaningful practices of alternative assessment of students’ learning/performance based on what the IC has envisaged. My research revealed a significant gap between the ideals and classroom practices of authentic assessment within the integrated curriculum. Although the concept is understood at the leadership level, its practical application remains inconsistent, with exam-oriented approaches and limited parental involvement prevailing. The findings highlight that authentic assessment has yet to be fully institutionalized, and effective instructional leadership is essential to translate assessment theory into consistent classroom practices.