Rethinking Classroom Assessment: Rural Nepalese Teachers’ Experiences with Formative Practices

Formative assessment remains an evolving practice, and the Continuous Assessment System is widely recognized as one of the most effective pedagogical approaches globally, envisioned to enhance the learning process for students. However, its practical implementation remains limited in many developing nations, particularly in relation to their instructional methodologies. The gap between policy formulation and classroom practice is frequently overlooked, especially when considering the insights of a secondary-level teacher from Baghchaur Municipality, Nepal, whose reflections informed the understanding of CAS's effectiveness and the challenges impeding its application. This convergent mixed methods study employed a census-based sampling strategy, incorporating all 40 teachers from 20 secondary schools within municipalities offering subjects such as Health, Population, and Social Studies. The study utilized a combination of randomized open-ended and Likert-scale questions, with the instrument's reliability confirmed by a Cronbach’s alpha of 0.87. Quantitative data were analyzed using descriptive statistics (frequency distributions) and inferential statistical techniques, including independent samples t-tests and one-way ANOVA, both grounded in chi-square analysis. Thematic analysis was also applied to data from non-observation periods, which provided critical qualitative insights. One of the central findings indicated that teachers generally held positive perceptions of CAS, acknowledging its potential to enrich instructional opportunities. Furthermore, many educators believed that CAS could reduce purposeless absenteeism (M = 4.45, SD = 0.81), support consistent graduation rates (M = 4.40, SD = 0.78), and enhance both academic achievement and teaching licensure outcomes (M = 4.30, SD = 0.83). Statistical analysis revealed no significant differences based on gender or teaching experience (p > .05), indicating that challenges related to CAS implementation are commonly experienced across demographics. Thematic analysis identified three major barriers: acute shortages of resources and disproportionate student-teacher ratios; insufficient and ineffective professional development initiatives; and external systemic influences that are both unsupportive and underdeveloped. The study revealed that while experienced educators recognize the pedagogical value of CAS, its effective implementation is hindered by a persistent gap between policy and practice. CAS should be viewed as a flexible, evolving process requiring ongoing improvement. Achieving meaningful reform demands strategic resource allocation, sustained teacher development, and the integration of formative assessment into school culture.