This paper reports part of a study that investigated teacher profiles, assessment and grading practices in statistics classrooms and challenges faced by teachers of statistics in primary and secondary schools in Uganda. The study suggests possible directions for future research. The study employed a survey research design using both quantitative and qualitative approaches. Eighty primary and 120 secondary school teachers participated in the study. Interviews were for probing teachers' assessment practices and challenges they face, and a questionnaire was for capturing their demographic information and attitudes towards teaching statistics. The findings of this study indicate that non-statisticians teach statistics. Teachers face numerous challenges in the teaching statistics. Teachers rely on paper-and-pencil assessment but do not provide feedback to students. These findings have implications for statistics curriculum developers, policy makers, teacher educators, examiners, and teachers, and for further research.
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