Tanzania has been fighting to improve the education sector by introducing different policies,including a declaration of Free Primary Education Policy in 2002.Apart from the free education policy,Tanzania has removed all other contributions,which used to be paid in school by students,involving tasks,construction,and academic contributions,which motivate parents to send large numbers of children to school.However,no policy paper guiding the roles,and responsibilities between teachers,and their schools,including financial education arrangement,the decision of hiring,and managing teachers.Consequently,in public primary schools,an oversized classroom is still inconvenient,especially in rural areas.Thus,schools face large number of students in one classroom that have been estimated to consist of 77-200.However,this problem has not been solved throughout the decline of funds,and unlocated resources to manage,and construct school infrastructure.The mentioned purpose of this study was to identify Assessment of Teaching in the Oversized Classrooms in Maswa District,Tanzania,especially in rural areas.This study used qualitative-case study,which involved two research tools,including guided semi-structured interviews through the use of Whats App one-on-one online interviews,and the document review.Data was collected from 12 teachers,who were purposively chosen in 2 public primary schools.Moreover,descriptive analysis was also used to describe,and analyze data.Themes were identified through thematic analysis,and coded throughout transcription process.Additionally,this study comprised five stages of an analytical framework,including familiarization,identification of a theme,indexing,summarization,and interpretation.The findings revealed that teachers use different teaching practices per classroom.Thus,teachers who teach classes 1-2 are the ones who teach all 7 subjects in the oversized classrooms using songs,and the distribution of gifts,includes sweets,biscuits,and peanuts.Besides,teachers who teach classes 3-5 use,includes lecturing,inquiries and responses,group discussion,and guest presenter.Despite all teachers who teach all classes 1-5 revealed that teaching practices,includes notes’ giving,excessive classes,involves partition of classes,remedial classes,topic revision,and punishment approaches were most used at all levels.Moreover,teachers assess teaching to students in the oversized classrooms through the use of Pre-Assessment,which includes the sub-theme prior notice review,a Formative Assessment,which comprises the sub-themes short questions,dictation,class works,weekly,and monthly tests,Post-Assessment,which involves sub-theme student’s development chats,and Summative Assessment,which includes the sub-theme annual examination.Furthermore,teachers face difficulties when assessing teaching in the oversized classroom,comprises a Large Number of Students,Insufficiency School Infrastructure,which includes the sub-themes shortage of teachers,inadequate classrooms,and shortage of desks,Insufficiency Teaching Materials,which comprises the sub-themes shortage of textbooks,and shortage of chalks,Workloads,Disruptive Behaviors,which includes sub-themes noise-making,and fighting,Short Teaching Time,and Absenteeism and Drop out.Despite this study revealed that teachers in the oversized classes use the same assessment of teaching as the way teachers in normal classes use.Thus,the only difference between teachers in the oversized and normal classes is that,teachers in the oversized classes face many difficulties when assessing teaching,including a large number of students who cannot be easy to handle during an assessment of teaching.Moreover,teachers do not have specific tools,and prepared planned schedules to be followed when assessing teaching in the oversized classes instead every teacher assesses teaching the way he/she has planned by him/herself.Despite it is only during annual examinations that all teachers follow the planned schedule from the school,which directs all teachers to give examinations to students in every midterm.