Title:
CHALLENGES OF ASSESSING PRESCHOOLERS IN SIERRA LEONE: AN EMERGING EDUCATIONAL CONCERN

Authors:
Ibrahim Sesay

Abstract:
The study examined the challenges of assessing preschoolers in Sierra Leone. Although the government of Sierra Leone has expanded access to pre-primary education little attention has been devoted to understanding the challenges that teachers face in assessing children’s learning and development. In many preschools setting in Freetown assessment may not adequately capture learners developmental progress, potentially affecting learning outcomes. This study employed a descriptive research design involving 223 participants including teachers, head teachers, parents and Ministry of Basic and Senior Secondary Education officers. Teachers and parents were selected through simple random sampling, head teachers and education officers were selected through purposive sampling. Data were collected through questionnaires and interviews. The study observed that preschool assessment faces systemic and practical barriers including large class sizes, limited time, limited teacher training, inadequate assessment materials, and poor record-keeping that undermines its effectiveness. It is suggested that teachers should engage in continuous training on child-centered, play-based assessment methods to move beyond rote learning. Also, advocate for smaller class sizes, strengthening monitoring mechanisms to ensure assessment polices are followed, provision of standardized culturally relevant assessment tools and ensure equitable distribution across regions.

Keywords:
Preschool Assessment, Early Childhood Education, Sierra Leone, Child-Centered Assessment, Educational Challenges

DOI:
https://doi.org/10.37500/IJESSR.2026.9510

Date of Publication: 25-09-2026