This study aims to examine the challenges faced by novice teachers in implementing classroom assessments at the primary school level. In the current educational context, effective assessment implementation is a major issue, especially for novice teachers who are new to the profession. This study employs a Systematic Literature Review (SLR) approach based on the PRISMA protocol, identifying, screening, and evaluating 15 key articles from indexed sources such as Scopus and Web of Science (WOS). Data analysis was conducted thematically and qualitatively, resulting in three main themes: (1) challenges in novice teachers' understanding and knowledge of assessment concepts, (2) time constraints and workload in assessment implementation, and (3) professional support and collaboration among teachers to address these challenges. The findings suggest that many novice teachers struggle with selecting and implementing appropriate assessment tools and interpreting student learning data. Time constraints and workload also hinder the effective implementation of comprehensive assessments. This study recommends that the Ministry of Education and relevant agencies introduce more structured, effective training programs, provide consistent professional support, and enhance the use of technology in assessments to improve teaching and learning effectiveness. The results of this study offer important implications for education policymakers, researchers, and educators in strengthening assessment practices at the primary school level.
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