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

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

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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.


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


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Crossref Citations

1. 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