Assessing moral development in religious studies: Teachers’ perceptions and the feasibility of portfolio assessment in Lesotho

This study addresses a critical gap in the assessment of moral development within Religious Studies in Lesotho, where, despite policy frameworks emphasising holistic competencies (cognitive, affective, and behavioural), classroom assessment practices remain predominantly focused on cognitive knowledge. This misalignment results in the neglect of learners’ moral attitudes and behaviours. Using a qualitative interpretive field study design, semi-structured interviews with ten Religious Studies teachers were conducted to explore their perceptions and practices related to moral assessment, with a particular focus on the use and feasibility of portfolio assessment. Findings reveal limited familiarity and use of portfolios, with teachers relying mainly on informal observation and practical tasks to evaluate moral growth. This disconnect highlights challenges in translating policy into practice and points to a critical need for targeted professional development, clear assessment guidelines, and institutional support to foster authentic, multidimensional evaluation strategies. The study contributes to the literature by contextualising moral assessment practices in Lesotho’s resource-constrained settings and underscores portfolio assessment as a promising approach to capture learners’ moral development holistically, thus supporting the transformative aims of Religious Studies in nurturing ethically responsible citizens.