Examining the Implementation and Lessons Learnt from the Annual National Assessment in a South African Education District
Bibliographic Data
| ID | 22257559 |
|---|---|
| Authors | Frank Joseph Mensah (0000-0002-4966-0638, University of Zululand), Pravina Pillay (0000-0001-8171-730X, University of Zululand), Javed Khizer Mohammad (0000-0002-1653-6219, University of Zululand) |
| Year | 2023 |
| Pages | 214-229 |
| Publication date | 2023-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | E-Journal of Humanities Arts and Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2720-7722 • E-ISSN: 2720-7722 |
| Publisher | Noyam Publishers (PUBLISHER) |
| DOI | 10.38159/ehass.202341419 |
| OpenAlex | W4391038564 |
| Language | EN |
| References cited | 31 |
In the pursuit of enhancing educational practices and systems, this study delved comprehensively into examining the implementation and lessons learned from the Annual National Assessment (ANA) within an educational district in South Africa. A stratified random sampling technique was used to pick up schools from different tiers. A sample of 108 teachers from 22 schools within the UMkhanyakude education district, situated in the KwaZulu Natal province of South Africa participated in the study. The study examined the effects of the ANA on schools and its impact on teaching and learning. Data was collected using a questionnaire and were analyzed with SPSS software version 26. The findings indicate that teachers received sufficient training on the administration procedures of the assessment and recognized its positive influence on schools in general. However, a majority of the teachers disagreed with the notion that the assessment had positive effects on teaching and learning. They expressed a lack of confidence in the assessment, both in themselves and in their students, and also raised concerns about parental involvement. Therefore, this study suggests the inclusion of a comprehensive consultative approach and the involvement of stakeholders in future assessment administration and implementation processes. Additionally, it advocates for the importance of aligning assessments with the curriculum to prevent teachers from solely teaching to the test in most situations. This study will contribute to knowledge on test construction as well as the different approaches to assessment. Keywords: Administration, Annual National Assessment, Assessment, High Stakes, Management, Parental Involvement, Standardized Testing
Curriculum · Educational assessment · Medical education · Pedagogy · Political science · Situated · Stratified sampling · Educational and Psychological Assessments · Educational Assessment and Improvement · Medicine · Psychology · Social Psychology · Student Assessment and Feedback
Test-Enhanced Learning
Assessing the Effects of School Resources on Student Performance
Improving Students’ Learning With Effective Learning Techniques
Parent Involvement and Student Academic Performance
The Dubious Legacy of Charles Parham
Aligning assessment with long‐term learning
Difficulties in teaching Grade 3 learners with reading problems in full-service schools in South Africa
Large-scale assessments of students’ learning and education policy
Indigenous Knowledge in Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |