2011 Annual National Assessment Basic Education Portfolio Committee 16 August 2011

5.  Introduction Baseline and targets are calculated as �percentage of learners achieving a specific level of performance� in each case. The baselines are percentages of learners who scored at least 35% (�Partially Achieved�) or more in the relevant test. For example, from the slide 48% of Grade 3 learners scored at least 35% or more in the literacy test in 2009. DBE conducted a pilot study to test the suitability of Grade 9 tests in 2011. The full ANA study in this grade will be conducted in 2012. The baselines are percentages of learners who scored at least 35% (�Partially Achieved�) or more in the relevant test. For example, from the slide 48% of Grade 3 learners scored at least 35% or more in the literacy test in 2009. DBE conducted a pilot study to test the suitability of Grade 9 tests in 2011. The full ANA study in this grade will be conducted in 2012.

6. Brazil is one particular case where equivalents of South African ANA have been conducted with impressive success. Other examples will be Uruguay in Latin America, Liberia and Zambia in Africa and India in Asia. These countries focus on detalled and universal measurement and then support/feedback based on the measurement, is key Brazil is one particular case where equivalents of South African ANA have been conducted with impressive success. Other examples will be Uruguay in Latin America, Liberia and Zambia in Africa and India in Asia. These countries focus on detalled and universal measurement and then support/feedback based on the measurement, is key

8. DBE is engaging in an intensive process of strengthening the processes and improving the instruments of ANA to ensure high quality results.DBE is engaging in an intensive process of strengthening the processes and improving the instruments of ANA to ensure high quality results.

9. Only 40% of the Universal ANA data was collected and the validity of this data cannot be confirmed. The DBE is developing an IT system to capture the data and setting up rigorous processes to ensure that PEDs take full responsibility for the collection and cleaning of the data, for 2012. Only 40% of the Universal ANA data was collected and the validity of this data cannot be confirmed. The DBE is developing an IT system to capture the data and setting up rigorous processes to ensure that PEDs take full responsibility for the collection and cleaning of the data, for 2012.

10. The balance between tests that are too short to provide meaningful information and too long tests that learners cannot complete in reasonable time is critical to manage.The balance between tests that are too short to provide meaningful information and too long tests that learners cannot complete in reasonable time is critical to manage.

11. Percentage of learners functioning at levels of performance Learners have been placed in specific levels of performance according to the percentage scores they obtained out of the total for each test. Level Description Score range Level 1: Not achieved: Score Less than 35% Level 2: Partially achieved: At least 35% but less than 50% Level 3: Achieved: At least 50% but less than 70% Level 4: Outstanding: At least 70% The four level descriptor is being changed to a seven level descriptor system with the introduction of the CAPs.The four level descriptor is being changed to a seven level descriptor system with the introduction of the CAPs.

13. Gender comparisons in performance (% learners) 13 It is of great concern that, generally, more than half of our learners in each of grades 3 and 6 and in both literacy and numeracy tend to perform at the �Not Achieved� level (i.e. scores of 34% and less in the tests). The twin challenge that we must face and confront is to push the relatively few who are at the top end to move higher (much more possible with this group) while we assist the majority at the bottom (much more difficult) to move each one of them at least one level higher. All levels of the system, from the classroom level and higher, need to adopt this approach in order to achieve our set targets.It is of great concern that, generally, more than half of our learners in each of grades 3 and 6 and in both literacy and numeracy tend to perform at the �Not Achieved� level (i.e. scores of 34% and less in the tests). The twin challenge that we must face and confront is to push the relatively few who are at the top end to move higher (much more possible with this group) while we assist the majority at the bottom (much more difficult) to move each one of them at least one level higher. All levels of the system, from the classroom level and higher, need to adopt this approach in order to achieve our set targets.

14. Gender comparisons in performance (% learners) 14

15. Marking Except for literacy in grade 3, there were no significant differences at national level between scores allocated by teachers and those allocated independently after remarking of scripts (VA). There were however, individual schools where teachers tended to either over- or under-mark learners� work. This has important implications for strengthening teachers capacity in assessment.

21. Percent �Struggling� and �Promising� schools by quintile Identifying schools that require little input to move a long way (Promising Schools) is one way we can accelerate delivery on our goals, but it can also be used to motivate schools that make necessary efforts to improve. Identifying these schools across all the levels of poverty (quintiles) will send a message that schools must not allow themselves to be trapped into the dysfunctionality web just because they lack resources. Whilst resources are key to learner performance, we cannot consign learners in disadvantaged schools to perpetual failure just because we do not get the basics right. Each school should make strides to find out how those in similar circumstances manage to outperform their socio-economic circumstances.Identifying schools that require little input to move a long way (Promising Schools) is one way we can accelerate delivery on our goals, but it can also be used to motivate schools that make necessary efforts to improve. Identifying these schools across all the levels of poverty (quintiles) will send a message that schools must not allow themselves to be trapped into the dysfunctionality web just because they lack resources. Whilst resources are key to learner performance, we cannot consign learners in disadvantaged schools to perpetual failure just because we do not get the basics right. Each school should make strides to find out how those in similar circumstances manage to outperform their socio-economic circumstances.

24. It is important to note that even with universal ANA which was managed at school level, the tendency for most learners to function at the �Not achieved� level is still clearly noticeable. Not only is this a confirmation of what was observed in verification ANA, but it also points to the scale of the problem of underperformance in the system. The challenge is huge and we need everyone�s contribution at all levels. It is important to note that even with universal ANA which was managed at school level, the tendency for most learners to function at the �Not achieved� level is still clearly noticeable. Not only is this a confirmation of what was observed in verification ANA, but it also points to the scale of the problem of underperformance in the system. The challenge is huge and we need everyone�s contribution at all levels.

25. Trends in ANA results Universal ANA (2011) Preliminary findings show that learners in Grade 1 to Grade 5 performed progressively less well in both Literacy and Numeracy from the foundation phase to the intermediate phase. Results for Grade 6 are marginally better than for Grade 5. Notably, results for Grades 1 and 2 in both Literacy and Numeracy are very promising. Factors contributing to relatively good results in Grades 1 and 2: Expansion of Grade R, introduction of standardised learning material for Grade R, introduction of Foundations for Learning, interventions to improve Literacy and Numeracy in the Foundation Phase, among others.

26. Trends in ANA results (cont�d) Universal ANA (2011) The lower performance in Grade 3 compared to Grade 2 may be attributed to the fact that the above interventions were not present to scale in time to have an impact on this Grade. The lower performance in Grade 4 compared to Grade 3 may be attributed largely to the challenge in the transition from mother-tongue instruction to the Language of Learning and Teaching that is introduced from Grade 4. This issue has been clearly identified and addressed in the Curriculum Revision process.

27. Trends in ANA results Verification ANA Overall mean learner performance in Literacy in Grade 6 is lower than in Grade 3. Grade 3 Numeracy:- - Learners� mean performance in numeracy was lower compared to performance in Literacy. - More learners perform at Level 1 (not achieved) compared to performance in Literacy. Grade 3 Literacy:- - 53% of Grade 3 learners perform at Level 1 (not achieved) whilst 11% perform at Level 4.

28. Trends in ANA results Grade 6 Language: - 70% of Grade 6 learners perform at Level 1 (not achieved) - 3 percent of grade 6 learners perform at �outstanding� level. Grade 6 Mathematics: - Learners� performance in Mathematics is similar to that of the Language. Generally, girls tended to perform better than boys in all grades. 28

29. Qualitative analysis Lack of generic skills:- Hand writing: Too many learners across the system have not yet developed the basic skill of writing properly and legibly. Difficult to establish if they know anything in the tested skills and knowledge and doubtful if they can make sense of what they have written Inability to read and follow written instructions: - Many learners provided responses that suggested that they could not read questions with understanding. Acute lack of basic word-treasure (vocabulary) to express oneself in writing, especially from grade 4 upwards.

30. Qualitative analysis The rate at which learning occurs is low. Learners in the higher grades (grades 4, 5 and 6) display learning deficiencies in basic literacy and numeracy skills.

31. Numeracy Inability to handle basic numeracy operations - subtraction, multiplication and division that involve whole numbers. Conceptions of fractions, e.g. comparing fractions according to size and arranging them from the smallest to the highest or vice versa. Misconceptions become more pronounced when learners have to operate mixed numbers, i.e. where there are whole numbers and fractions in the same operation, such as in subtracting �three-and-one- quarter� from �five-and-one-eighth�

32. Numeracy Inability to translate problems that are given in words and to write them in ways that enable them to solve the problem using mathematical techniques. For example, inability to calculate the amount of change a shopper receives from a specified amount tendered after paying for a number of items whose individual prices are given.

33. Literacy General lack in basic literacy skills including basic grammar, correct spelling of frequently used words, proper use of language forms (e.g. correct use of prepositions, plural forms, tense, words that mean opposites of given words, etc.). Lack of vocabulary, arising out of inadequate or infrequent practice in the important skill of �reading�? Poor comprehension skills, thus only simple questions that require them to extract information directly from given text or give short one-word answers are attempted. Unable to respond to questions that demand complex skills of inferential reading (�reading between the lines�),

34. Literacy Can�t respond to questions that ask: �Why?� (Reasoning); �What do you think?� (Inferential reading); �State in your own words.� etc. Inability to write own text from given prompts (e.g. given picture and asked to write what one thinks about what�s in the picture) or transform a given text into another form that requires basic comprehension.

35. Next Steps Learner performance is influenced, inter alia, by the following factors:- Availability of appropriate learning and teaching support materials Teacher competencies in relevant content areas Time on task by both learners and teachers Language of learning and teaching. General school functionality 35

36. Next Steps Foundations for Learning Campaign provides directives, support and materials to improve learner performance in reading, writing and numeracy in all schools. This year DBE distributed 15 000 Foundations for Learning packs for use by teachers from Grade R to 3. The Curriculum and Assessment Policy Statements (CAPS) builds on the Foundations for Learning and provide more time for languages and mathematics (or literacy and numeracy). This will be supported with guided teacher development and appropriate readers and workbooks. 36

37. Next Steps Development of �banks� of good quality exemplars of assessment in each of literacy and numeracy. Reduction in the number of subjects in the Intermediate Phase (implementation will begin in Grades 4-6 in 2013.) This will address the big leap between the Foundation Phase (Grades 1-3) and the Intermediate Phase (Grades 4-6). Learners jump from three subjects to eight From 2012, the language chosen by the learner as a Language of Learning and Teaching from Grade 4 shall be taught as a subject, from Grade 1, and not from Grade 3. This will address the switch in many schools from home language to English from Grade 4. 37

38. Next Steps DBE is working towards universal access to Grade R, by 2014. Between 2007 and 2010 there was an increase in the number of schools offering Grade R, from 12 480 schools to 16 020 and an increase in the number of learners in Grade R, from 487 222 to 707 203 Provision learner-friendly literacy and numeracy workbooks for every learner in grades 1-6. This year government has printed workbooks for 6 million learners. In 2012, workbooks will also be distributed to learners in Grades 7-9. Workbooks are available in the appropriate language of learning and teaching for every learner. 38

39. Next Steps Strengthening teacher development programmes. The focus is on more targeted, subject-specific teacher education and development that will improve teacher content knowledge. Strengthening the campaign to attract young people to the teaching profession by providing incentives to attract top students into the teaching profession (e.g. the Fundza-Lushaka Bursary Scheme). 39

40. Next Steps Improving accountability in the system which is anchored around the following four pillars:- � Strengthening the culture of performance management. � Simplifying and aligning the evaluation instruments that measure performance standards for educators;  � Strengthening monitoring and support for educators;  � Strengthening reporting at all levels. The National Education Evaluation and Development Unit (NEEDU) has been established. This Unit will help in evaluating the education system and identifying critical factors that inhibit or advance school improvement and make focused recommendations for redressing the problem areas that undermine school improvement.  40

41. Next Steps Principals and deputy principals will enter into performance contracts with clear performance targets. Performance will be measured in terms of the academic performance of the school and against the quality of management of the school. Support for schools, will be strengthened through the development of job descriptions for circuit managers and subject advisors and the development of performance agreements to be signed by these officials with clear targets and deliverables. DBE plans through the Accelerated Schools Infrastructure Development Initiative, to make all schools, rural and urban, to function optimally by 2014.   41

42. Next Steps Promoting education as a societal enterprise rather than an exclusive responsibility of DBE. The Quality of Learning and Teaching Campaign (QLTC) which provides a forum for all role-players, e.g. parents, teacher formations, learner formations, DBE, and others, is one initiative in this collective responsibility strategy. Ensuring that school management is led by competent staff who are continually supported by equally competent officials at district level so that schools are functional and provide a conducive environment for learning and teaching. 42

43. Conclusion The 2011 ANA will serve as the baseline which the DBE will use to measure future progress. All South Africans, parents, educators, the private sector, the children themselves are called to action, to work together in support of basic education and the future of South Africa�s children. 43 In a nutshell, DBE interventions focus on measurement to ensure we are addressing the real problems and not secondary issues (credible evidence), providing necessary support and resources and increasing levels of accountability.In a nutshell, DBE interventions focus on measurement to ensure we are addressing the real problems and not secondary issues (credible evidence), providing necessary support and resources and increasing levels of accountability.