2013 Annual National Assessment (ANA) results
Basic Education Minister Angie Motshekga has released the Annual National Assessment (ANA) results, which show that while there is still room for improvement, some progress is being made in improving learner aptitude in literacy and numeracy in the lower grades.
Motshekga released the results at Mahlahle Primary School in Pretoria, which itself achieved an average percentage mark of 69% for mathematics in grade 3 and 67% for English (Home Language) in grade 6.
“I am confident that performance in the education system is on an upward trend and all our interventions and programmes are beginning to produce the desired outcomes.
“Learner achievement in both language and mathematics in the Foundation Phase is largely of adequate quality and level,” said Motshekga.
The 2013 assessments were conducted in Grades 1 to 6 and Grade 9. The test administration of ANA took place from 10-13 September in all public and state-funded independent schools. Over seven million learners sat for the tests.
Cabinet today welcomed the release of the ANA results, which it said was “an excellent diagnostic tool that helps the Department of Basic Education to track progress of learning outcomes and improve the quality of education”.
In Grade 1, the national average performance in literacy is 60%. It was 58% in 2012. In numeracy, the national average performance is 60%, from 68% in 2012.
In Grade 2, the national average performance in literacy is 57%, compared to 55% in 2012. In numeracy, it is 59%, from 57% in 2012.
In Grade 3, the national average performance in literacy stands at 51%, compared to 52% in 2012, registering a decrease of 1%. In numeracy, learners are performing at an average of 53%, compared to 41% in 2012 — an improvement of 12% from 2012.
In Grade 4, the national average performance in language is 49% for Home Language and 39% for First Additional Language, compared to 43% in Home Language and 34% in First Additional Language in 2012.
In Grade 4, the average for numeracy is 37%, unchanged from 2012.
In Grade 5, the national average performance in language is 46% for Home Language and 37% for First Additional Language, compared to 40% in Home Language and 30% in First Additional Language in 2012. In numeracy, the national average performance is 33%, up from 30% in 2012.
In Grade 6, the national average performance in language is 59% in Home Language, compared to 43% in 2012 and 46% in First Additional Language, compared to 36% in 2012.
This is an improvement of 16% in Home Language and 10% in First Additional Language. For mathematics, the average performance is 39%, up from 27% in 2012.
In Grade 9, the national average performance in language stands at 43% (Home Language), unchanged from 2012, and 33% (First Additional Language), a drop from 2012’s 35%.
In mathematics in Grade 9, the national average is 14%, an improvement of 1% from 2012.
Above the 50% mark
In terms of the different levels of performance for numeracy/mathematics, the following results were achieved:
- In Grade 1, 71% of learners achieved above 50%, compared to 77% in 2012.
- In Grade 2, 70% of learners achieved above 50%, compared to 68% in 2012.
- In Grade 3, 59% of learners achieved above 50%, compared to 36% in 2012.
- In Grade 4, 27% of learners achieved above 50%, compared to 26% in 2012.
- In Grade 5, 21% of learners achieved above 50%, compared to 16% in 2012.
- In Grade 6, 27% of learners achieved above 50%, compared to 11% in 2012.
- In Grade 9, 3% of learners achieved above 50%, compared to 2% in 2012.
Room for improvement
Motshekga said learner achievement at the intermediate phase (Grades 4 – 6) in general and in Grade 9 mathematics in particular, showed wide-ranging deficiencies in basic knowledge and competencies.
“For instance, at national level, significantly more than half of the Grade 3 learner population achieved adequate to outstanding levels of performance in language and mathematics, a proportion fairly close to the 60% target set for 2014,” she said.
At the Grade 6 level, approximately two out of every five learners showed adequate to outstanding achievements in language, provided teaching and learning occurred in their “home language”. Where the language of learning and teaching was different from the “home language”, only one out of every five Grade 6 learners reached the same level of performance.
Achievement of Grade 6 learners in mathematics was much lower, with only one out of every 10 learners achieving adequate and higher levels of performance.
The minister said in both language and mathematics, Grade 9 learners demonstrated a fairly limited repertoire of necessary basic skills and knowledge.
“This is a signal warranting particular attention, given that this is a critical transition grade into the Further Education and Training Band of the school system,” she said.
Commitment to doing better
Given low performance in Grade 9 mathematics and concerns raised about the nature, structure and content of the 2013 ANA Grade 9 test instrument, Motshekga had on 19 November convened a special meeting of the Maths, Science and Technology (MST) Task team to investigate whether the test instrument was fair, valid and reliable.
The task team is led by Professor John Bradley. It gave its report to the minister on 2 December.
“The task team said the results are a genuine and credible reflection of the learning achievements in Grade 9 maths. The report further indicated that the Curriculum and Assessment Policy Statement (CAPS) provides comprehensive guidelines on curriculum content and assessment, and should be considered a primary vehicle for addressing low performance in Grade 9 maths,” said Motshekga.
Furthermore, the National Education Evaluation and Development Unit (NEEDU) has presented its first report on the state of reading in the Foundation Phase. The next report on the Intermediate Phase will be presented in the first quarter of the 2014 school calendar year.
The Ministerial Task Team on the audit of reading programmes has also presented a report on the implementation of reading programmes in each of the provinces.
“The MST Ministerial task Team report also tabulates strengths and weaknesses in the sector. The Planning, Delivery and Oversight Unit and the rapid response teams constituted by DBE and provincial education officials have started to action these reports. The impact of these interventions will start to show much more from next year,” said Motshekga.
via – SAnews.gov.za