Chebet Gilbert2026-05-162026-05-162023Chebet, G. (2023). Challenges Faced By Mathematics Teachers In Assessing And  Evaluating The New Lower Secondary Curriculum. A Case Study  In Tororo District. [Research Report]. Busitema University.https://bdears.busitema.ac.ug/handle/123456789/2813This report presents the results of study of challenges faced by teachers of mathematics in assessing and evaluating the new lower secondary curriculum in Tororo District. In February 2020, The New Lower Secondary School Curriculum (NLSC) commenced with Senior One and was implemented in stages. Regarding data gathering and analysis, this study adopts a quantitative methodology. Data was collected using a self-mode questionnaire. This research was carried out were 30 participants were sampled. The findings show that: Majority 16 (53.5%) out of 30 respondents reported that they had challenges when assessing and evaluating the new lower secondary curriculum. In terms of school challenges, results show that: 53% had inadequate training meaning that they have not yet attended seminars, workshops and mathematics conferences, 80% didn’t have effective collaboration between themselves for example sharing of work regarding the new curriculum, 87% reported that the schools lack infrastructure to accommodate all the learners, 85% don’t use technology and 70% reported about the inadequate resources while assessing and evaluating the new curriculum. The study found that teachers had a big challenge in the new curriculum, also the study suggested that the school administrators and the Government should provide training to the teachers, provide more infrastructure and resources and to provide teachers with the use of technology in assessing and evaluating the new lower secondary curriculum.en-USThesis