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Ïðåçåíòàöèÿ íà òåìó: «Use of assessment to monitor and attain learning goals in South Africa Anil Kanjee». Àâòîð: user. Ôàéë: «Use of assessment to monitor and attain learning goals in South Africa Anil Kanjee.ppt». Ðàçìåð zip-àðõèâà: 2096 ÊÁ.
Use of assessment to monitor and attain learning goals in South Africa Anil Kanjee
ñîäåðæàíèå ïðåçåíòàöèè «Use of assessment to monitor and attain learning goals in South Africa Anil Kanjee.ppt»| ¹ | Ñëàéä | Òåêñò |
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Use of assessment to monitor and attain learning goals in South AfricaAnil Kanjee |
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Outline of presentationBackground - developing learning outcomes Policy Context Systems and structures: development and monitoring Learning Goals in South Africa Kinds of learning goals and assessments Reporting and communication of goals Key lessons for policy makers / countries Development, reporting and communication Are learning goals being attained? Tensions between local versus national versus global goals Is assessment helping or hindering attainment of goals? Way forward and Future challenges 2 |
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Background to developing learning outcomes3 |
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Brief DescriptionLong term consultation process Began in 2004 – 2009 – 3rd term of new government 12 Key outcomes Government wide policy framework For monitoring and evaluation of goals and targets Spearheaded by office of the President Dept. of Performance Monitoring & Evaluation – (2009) National Development Plan 2030 – (2012) Delivery agreements (2009 – 2014) Between Minister and President Systems for data collection and reporting Annual National Assessments 4 |
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12 Key National OutcomesBASIC EDUCATION: Quality basic education HEALTH: A long and healthy life for all South Africans SAFETY: All people in South Africa are and feel safe EMPLOYMENT: Decent employment through inclusive economic growth SKILLS: Skilled and capable workforce to support an inclusive growth path ECONOMIC INFRASTRUCTURE: An efficient, competitive and responsive economic infrastructure network RURAL DEVELOPMENT: Vibrant, equitable, sustainable rural communities contributing towards food security for all INTEGRATED HUMAN SETTLEMENTS: Sustainable human settlements and improved quality of household life LOCAL GOVERNMENT: Responsive, accountable, effective and efficient Local Government system ENVIRONMENT: Protect and enhance our environmental assets and natural resources INTERNAL AND EXTERNAL RELATIONS: Create a better South Africa, a better Africa and a better world PUBLIC SERVICE: An efficient, effective and development oriented public service and an empowered, fair and inclusive citizenship 5 |
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Key Documents6 |
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Learning Goals in South AfricaOverview of learning goals Overview of assessments How goals and indicator specified? 7 |
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Developments in Education SectorWell established and strong examination system Over 120 years experience Improvement in capacity to implement NAS Within Ministry External agencies DRAMATIC increase in National Assessment Surveys Increase in Participation in Regional and International Surveys Key Policy review and revisions 8 |
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Large Scale Assessments in SA 1994 - 2014Annual National Assessments 6 million students Grades 1, 2, 3, 4, 5, 6 9 2015 – Grades 7 & 8 2010 – 2014 |
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Overview of Learning OutcomesLink to specific goals and targets Listed in the Minister's Delivery Agreement 4 Key outputs 27 indicators 12 Indicators related to learning outcomes 10 |
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Minster’s Delivery AgreementOutput 1:Improve the quality of teaching and learning Output 2: Undertake regular assessment to track progress Sub output 1: Establish a world class system of standardised national assessments Sub output 2: Extract key lessons from ongoing participation in international assessments Output 3: Improve early childhood development Output 4 Ensure a credible, outcomes-focused planning and accountability system Sub output 1: Strengthen school management and promote functional schools Sub output 2: Strengthen the capacity of district offices 11 |
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Delivery Agreement LO IndicatorsIndicator 1.1 Percentage of Grade 3 learners performing at the required literacy level according to the Annual National Assessments. 1.2 Percentage of Grade 3 learners performing at the required numeracy level according to the Annual National Assessments. 2.1 Percentage of Grade 6 learners performing at the required language level according to the Annual National Assessments. Annual National Assessments Grade 1 to 6 & 9 2.2 Percentage of Grade 6 learners performing at the required mathematics level according to the Annual National Assessments. 3.1 Percentage of Grade 9 learners performing at the required language level according to the Annual National Assessments. 3.2 Percentage of Grade 9 learners performing at the required mathematics level according to the Annual National Assessments. 12 |
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IndicatorDelivery Agreement LO Indicators 4 Number of Grade 12 learners who become eligible for a Bachelors programme in the public national examinations. 5 Number of Grade 12 learners passing mathematics. 6 Number of Grade 12 learners passing physical science. 7 Average score obtained in Grade 6 in language in the SACMEQ assessment. 8 Average score obtained in Grade 6 in mathematics in the SACMEQ assessment. 9 Average Grade 8 mathematics score obtained in TIMSS. Grade 12 – End of Schooling - Examinations Regional Survey - SACMEQ International Survey - TIMSS 13 |
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Key LessonsDevelopment of learning goals Obtaining evidence of learning Are learning goals being attained? Tensions between local, national & global goals Are assessment surveys helping or hindering attainment of goals? 14 |
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Development of learning goalsRequires time and strategic consultation Start with what you have - Catch 22 in beginning stages Require reliable data to set realistic targets No reliable data available No single agency responsible for data No repository / database within Ministry QUESTION – If you want data / results NOW from studies conducted a few years ago, Do you know where to get from? NO? Unsure – You / System in trouble ??? Accountability systems critical To take responsibility To ensure focus on goals Unintended consequences – teaching to the test SA Context – good thing – for NOW 15 |
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PlanningPlanning process accounts for the budgeting process, government reporting requirements, annual planning cycles, etc. - 16 |
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Strategic focus of GoalsGoals focus on key stages of the schooling system Grade 3 - end of Foundation Phase – Grade 6 – end of Intermediate Phase (Primary) Grade 9 – End of Senior Phase (Junior Secondary) Grade 12 – end of Schooling 17 |
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Clarity - Goals, targets & indicatorsGoal 1 Increase the number of learners in Grade 3 who, by the end of the year, have mastered the minimum language and numeracy competencies Indicator Percentage of Grade 3 learners performing at the required literacy levels according to the Annual National Assessments Target 2014 – 60% Minimum NOT specified 18 |
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Consensus & CommunicationGoals & targets specified in: Minister’s delivery agreement Action Plan 2014 National Development Plan Specifies “the required competency levels be defined as 50 percent and above” Ministry document - Percentage of … learners performing at the required .. Levels 19 |
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Ownership & ResponsibilityNational & Regional (SACMEQ) Assessments Ministry initiatives – managed and funded Provincially - managed & reporting Developed capacity within Ministry Used in planning, reported to Parliament, etc TIMSS & PIRLS – Prior to 2010 Managed & funded - University & Research Council No national or provincial ministry involvement Besides press outcry, limited (OFFICIAL) uptake and response from Ministry CURRENTLY Ministry funded, Included as indicators and targets CHALLENGE - Districts, schools & some provinces – See National assessments as another task to complete 20 |
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Long term targetsSpecified in Action Plan 2025 Linked to Minister’s delivery agreement 21 |
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AccountabilityMinister accountable to deliver on goals Currently –accountability mechanism for schools and teachers under discussion Action Plan 2014 – Unclear Once-off incentives to ALL teachers in school demonstrating improvement National Development Plan Hold schools and school principals accountable for performance ? Argues for testing of principals as well 22 |
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Assessment surveys helping or hinderingAssessment Surveys – only useful if CONSENSUS and OWNERSHIP regarding: Purpose How results will be used Key agency/unit for managing survey SA Experience National Assessments Regional & International Assessments 23 |
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Clear Purpose of Assessments1999 – 2010 To monitor attainment of key policy goals regarding Access, Quality, Equity, Efficiency 2010 – 2014 …. Expose teachers to better assessment practices. Provide districts with information to target schools in need of assistance. Encourage schools to celebrate outstanding performance. Empower parents by providing them information about the education of their children. 24 |
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National Assessments: DUAL PurposesDual Purpose System Monitoring & Evaluation Purposes Focus on National and Province Local Intervention Purposes Focus: Districts, Schools, Teachers, Learners & Parents PROBLEM Single Assessment No specification for monitoring and evaluation of system 25 |
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Use of ResultsClear Relevant Doable Purpose Reporting Province & District Identify schools in need of support and effect relevant interventions National Level – Monitor & evaluate performance of system (Implicitly stated) Trends in performance – by province & districts Identify key factor affecting performance Trends in performance by district and school Identify areas of intervention School, Teacher & Parent Provide information on learner strengths & weaknesses Provide support to learners in need Inform parent on performance of their children Performance by each teachers Report to each learner Identify needs of each learner Report by performance levels 26 |
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Use of ResultsPurpose Challenges Trend data must be comparable SA – all test items released and thus new tests not comparable Province & District Identify schools in need of support and effect relevant interventions Unclear why scores improving or declining? Annual administration – limited time for interventions Annual data – good as data for new students Results based on arbitrary cut-points which provide limited information for intervention National Level – Monitor & evaluate performance of system (Implicitly stated) School, Teacher & Parent Identify learner strengths & weaknesses Provide support to learners in need Inform parent -performance of their children 27 |
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Example – Comparing TrendsHow to explain these results? Improvement / Decrease in performance? Change in test difficulty? Implications for interventions? Percentage students obtaining 50% 28 |
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EXAMPLE ANA reporting - Challenge0-34% 36-49% 51-69% 71-100% Scores reported by four levels of achievement to provide more information to teacher on which learners need support No empirical basis of selecting these cut-scores why 35% and not 30% or 25% Why 50% and not 60%? Not Achieved Partially Achieved Achieved Outstanding ANA Report, 2011, p. 30 |
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DBE Reporting vs SS - Maths30 |
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DBE Reporting vs SS - Languages31 |
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Similar inaccuracies by province & districtGrade 6 Language Grade 6 Mathematics |
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District Performance – Grade 3Incorrect identification of learner performance levels - Significant implications for interventions – cost, time, planning, etc, A 38 B 52 C 18 A 20 B 41 C 3 % of learners in each achievement category % of learners in each achievement category % of learners in each achievement category % of learners in each achievement category 42 20 31 7 25 23 28 24 57 25 12 6 50 30 10 10 31 28 26 15 64 33 2 1 Grade 3 Subject Grade 3 Subject District No. District No. NA PA Ach Out Literacy Literacy Literacy Numeracy Numeracy Numeracy Sum: Ach + Out Sum: Ach + Out |
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SummaryANA scores inaccurately reported DBE levels over-estimate % learners at NA level (lowest level) DBE reporting under-estimate % learners at PA level No clear trend (or problems) noted at the highest levels. IMPLICATIONS – Negative impact on interventions incorrectly identifying schools and learners for intervention Greater costs ito funds and HR |
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TENSIONS - local, national & global resultsInternational survey results mainly impact on policy makers – rarely teachers and public besides the period when results are published Creates confusion in relation to National Ass Different scales, Different time frames Different instruments Different results Grade 9 TIMSS results vs ANA results 35 |
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EXAMPLE Grade 9 TIMSS vs ANA resultsTIMSS 2011 Grade 9 Maths results Overall – 63 point improvement 36 |
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Grade 9 2012 ANA resultsNational Average – 13% Provincial averages 9 to 17% 37 |
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Grade 9 TIMSS vs ANA resultsKey point – we need to able explain these different sets of results to our policy makers And be clear on how we will use the results Question – how is it that we show improvement in international surveys but find EXTREMELY low performance in our National Survey ? What do these two sets of results tell us? What does this mean for interventions? Which set of results do policy makers use? 38 |
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Obtaining evidence of learning – Key issuesRequire long term, integrated strategy National, regional and international data Realistic time frames to collect data Annually or Regular Cycles? Census or Sample ? Capacity to use assessment evidence District officials? Teachers School leadership – Principal & Deputy, HoD Assessments to measure change No interventions – No use to measure again 39 |
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Are learning goals being attainedDifficult to tell at the moment No valid data to monitor trends (i.e. data not comparable) Indicator unclear – “required level” ?? Results NOT reported using valid sound standard setting measures NB - mechanism to monitor & evaluate Assessment System 40 |
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Summary Key Lessons – reviseGovernment wide framework and support Integrated national framework Clear goals and targets Long and Short term Different levels of the system Specific accountability systems Key persons held accountability Regular, valid & reliable evidence Effective systems for reporting, dissemination and use of evidence 41 |
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Way forward and Future Challenges42 |
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Way forward – Improve systemInternational Advisory Committee established Review assessment system to establish an integrated & effective assessment system Improving capacity at province and district levels to enhance use of assessment data National Reporting Framework Standard setting process Implement effective accountability system 43 |
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Way forward – TeachersTrainees Teachers – Comprehensive 3 year programme on testing AND classroom assessment; FOCUS use of assessment evidence & provision of feedback to improve learning and teaching In-service – Similar programmes but Large scale (District wide) 44 |
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Future challengesImproving administration, data management and reporting of ANA Training district and provincial officials Scaling up in-service programme Extending pre-service programme to all teacher training institutes Implementing effective accountability mechanisms at lower levels of system 45 |
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ConclusionSignificant progress made over the last 15 years in improving the assessment system in South African education sector. However, we still have a long way to go before we have an integrated, and effective assessment system for use in improving learning and teaching practices in all schools. 46 |
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Questions Comments kanjeeA@tutac.za 47 |
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Consultative Process – by Office of President48 |
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Education Policy & Assessment: 1994-20141995 - South African Qualifications Authority bill 1997 - National Curriculum Statement 1998 - Assessment Policy 2000 – Report Min Review Comm Curri 2005 2002 - Revised National Curriculum Statements 2005 – National protocol for Ass in schools 2007 – National policy on Ass for schools 2008 – Foundations of Learning Campaign 2009 - Education split– Basic & Higher 2009 – Min Task Team Report Review of NCS 2010 – Action plan to 2014 – draft 2011 –Curriculum and Policy Statements 2012 – National protocol for Ass : Grades R - 12 2012 –Action plan to 2014 – Final 1994 – 1999 1999 - 2004 2004 – 2009 2009 - 2014 2014 - 2019 Revised Assessment Policy – Long term National Assessment Plan Reporting Framework Period Minister Transformation focus Key assessment related policies Policy implementation; Development of systems for delivery Improving of quality Understanding impact ?? Enhance Accountability S. Bengu Development of policy and regulatory framework K. Asmal N. G. Pandor A. Motshekga (Minister of Basic Education) Improvement of quality, introduction of accountability systems 49 |
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Large Scale Assessment Surveys: 1994-2014Term Policy Focus National Assessment Surveys 1994 - 1999 2000 - 2004 Provincial Assessment Surveys 2005 – 2009 2010 - 2014 frameworks & documents 1995 TIMSS - MLA 1999 - TIMSS implementation, systems development & delivery 2001 – Grade 3 NA 2001 SACMEQ 2002 TIMSS 2002 – Grade 9 NA – HSRC 2002 – 2005 - CTA Grade 9 2004 Grade 6 NA Improving quality and understanding impact 2006 – PIRLS 2007 SACMEQ 2008 - FLC Improving quality -accountability systems 2010 – ANA 2010 TIMSS, PIRLS 2011 – ANA 2011 - SACMEQ 2012 – ANA 2013 - ANA |
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ConclusionSouth Africa needs to develop and strengthen collaboration with other education systems in the English-speaking world and the BRIC countries (Brazil, Russia, India and China) to ensure that students from the South African education system are equipped to be admitted into those systems. International collaboration in education will help South Africa to successfully tackle its education challenges. Stronger educational links with these countries will also help students to become increasingly broadminded in terms of how they look at both South Africa and the wider world. 51 |
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Use of assessment to monitor and attain learning goals in South Africa Anil Kanjee
