Original Research

South African teachers’ use of national assessment data

Anil Kanjee, Qetelo Moloi
South African Journal of Childhood Education | Vol 4, No 2 | a206 | DOI: https://doi.org/10.4102/sajce.v4i2.206 | © 2014 Anil Kanjee, Qetelo Moloi | This work is licensed under CC Attribution 4.0
Submitted: 28 December 2014 | Published: 24 December 2014

About the author(s)

Anil Kanjee, Tshwane University of Technology, South Africa
Qetelo Moloi,

Full Text:

PDF (269KB)

Abstract

This paper reports on the perceptions and experiences of primary school teachers of the challenges they faced and the prospects of using data from the Annual National Assessments (ANAs). While the majority stated that information from the ANAs can assist teachers to improve learning, responses on the use of the ANAs in the classroom were mixed, with most reporting that teachers did not know how to use ANA results to improve learning, and that no plans were in place at their schools for the use of ANA data. A significant proportion also indicated that they received little or no support from the school district on how to use ANA results. These findings were consistent across the school quintiles as well as the foundation and intermediate phases. Given the potential value of the ANAs, the paper highlights two initiatives aimed at enhancing the meaningful use of ANA results to improve learning and teaching in schools.

Keywords

Annual National Assessments, teacher understanding of assessment, use of assessment information, large-scale testing

Metrics

Total abstract views: 4327
Total article views: 2355

 

Crossref Citations

1. Examining the Implementation and Lessons Learnt from the Annual National Assessment in a South African Education District
Frank Joseph Mensah, Pravina Pillay, Javed Khizer Mohammad
E-Journal of Humanities, Arts and Social Sciences  first page: 214  year: 2023  
doi: 10.38159/ehass.202341419

2. Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items
Zwelithini Bongani Dhlamini
South African Journal of Education  vol: 41  issue: 3  first page: 1  year: 2021  
doi: 10.15700/saje.v41n3a1765

3. Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021
Jihyun Lee, Dennis Alonzo, Kim Beswick, Jan Michael Vincent Abril, Adrian W. Chew, Cherry Zin Oo
Educational Assessment, Evaluation and Accountability  vol: 36  issue: 2  first page: 145  year: 2024  
doi: 10.1007/s11092-024-09435-8

4. Investigating the Use of Data to Inform Instructional Leadership and Build Data-Use Capacity: Case Studies in Kuwaiti Context
Amal Abdulwahab Alsaleh
Leadership and Policy in Schools  vol: 22  issue: 3  first page: 746  year: 2023  
doi: 10.1080/15700763.2021.2019791

5. Foundation phase teachers’ points of view on the viability of Response to Intervention in their school context
Suzanne Bester, Michè Conway
South African Journal of Education  vol: 41  issue: 1  first page: 1  year: 2021  
doi: 10.15700/saje.v41n1a2058

6. Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning
Meshack Moloi, Anil Kanjee
Pythagoras  vol: 39  issue: 1  year: 2018  
doi: 10.4102/pythagoras.v39i1.393

7. The Impact of Assessment for Learning on Learner Performance in Life Science
Oluwatoyin Mary Oyinloye, Sitwala Namwinji Imenda
EURASIA Journal of Mathematics, Science and Technology Education  vol: 15  issue: 11  year: 2019  
doi: 10.29333/ejmste/108689

8. Evaluating the Impact of Formative Assessment Intervention and Experiences of the Standard 4 Teachers in Teaching Higher-Order-Thinking Skills in Mathematics
Sello Editor Moyo, Celeste Combrinck, Surette Van Staden
Frontiers in Education  vol: 7  year: 2022  
doi: 10.3389/feduc.2022.771437

9. A Finnish model of teacher education informs a South African one: A teaching school as a pedagogical laboratory
Anni Loukomies, Nadine Petersen, Jari Lavonen
South African Journal of Childhood Education  vol: 8  issue: 1  year: 2018  
doi: 10.4102/sajce.v8i1.593

10. Rasch Analysis of South Africa’s Grade 6 Annual National Assessment
Charlotte Modzuka, Caroline Long, France Machaba
African Journal of Research in Mathematics, Science and Technology Education  vol: 23  issue: 1  first page: 86  year: 2019  
doi: 10.1080/18117295.2019.1600893

11. Visibility and differentiation: systemic testing in a developing country context
Ursula Hoadley, Johan Muller
The Curriculum Journal  vol: 27  issue: 2  first page: 272  year: 2016  
doi: 10.1080/09585176.2015.1129982

12. The artistic significance of vowel elision and ellipsis in Mqapheli Mngadi’s cartoons
Sizwe Zwelakhe Dlamini
International Journal of Research in Business and Social Science (2147- 4478)  vol: 12  issue: 5  first page: 402  year: 2023  
doi: 10.20525/ijrbs.v12i5.2609

13. Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg
Jari Lavonen, Sarita Ramsaroop, Ani Loukomies, Nadine Petersen, Elizabeth Henning
Asia-Pacific Journal of Teacher Education  vol: 51  issue: 3  first page: 297  year: 2023  
doi: 10.1080/1359866X.2023.2197189

14. A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg
Jari Lavonen, Elizabeth Henning, Nadine Petersen, Anni Loukomies, Ari Myllyviita
European Journal of Teacher Education  vol: 42  issue: 1  first page: 4  year: 2019  
doi: 10.1080/02619768.2018.1541083

15. A blueprint for data-based English reading literacy instructional decision-making
Carisma Nel
South African Journal of Childhood Education  vol: 8  issue: 1  year: 2018  
doi: 10.4102/sajce.v8i1.528

16. Enabling and Constraining Conditions of Professional Teacher Agency
Caroline Long, Mellony Graven, Yusuf Sayed, Erna Lampen
Contemporary Education Dialogue  vol: 14  issue: 1  first page: 5  year: 2017  
doi: 10.1177/0973184916678681