TUT DIGITAL OPEN REPOSITORY

Recent Submissions

  • ItemOpen Access
    Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning.
    (AOSIS Publishing, 2018-07-25) Moloi, Meshack; Kanjee, Anil
    In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.
  • ItemOpen Access
    Using standard setting to promote meaningful use of mathematics assessment data within initial teacher education programmes.
    (AOSIS Publishing, 2019-12-12) Moloi, Qetelo M.; Kanjee, Anil; Roberts, Nicky
    Within initial teacher education there is increasing pressure to enhance the use of assessment data to support students to improve their knowledge and skills, and to determine what standards they meet upon graduation. For such data to be useful, both programme designers and students require meaningful and comprehensive assessment reports on students’ performance. However, current reporting formats, based on percentages, are inadequate for providing meaningful qualitative information on students’ mathematics proficiency and, therefore, are unlikely to be used for interventions to improve teaching and enhance learning. This article proposes standard setting as an approach to reporting the assessment results in formats that are meaningful for decision-making and efficacious in subsequent interventions. Mathematics tests, developed through the Primary Teacher Education (PrimTEd) project, were administered electronically on a convenient sample of first-year and fourth-year PrimTEd students (N = 1 377). The data were analysed using traditional descriptive statistical analysis and the Objective Standard Setting method. The two reporting formats – one using a percentage score and the other using standards-based performance levels – were then compared. The study identified important distinguishing features of students’ mathematical proficiency from the two reporting formats, and makes important findings on the specific knowledge and skills that students in South African initial teacher education programmes demonstrate. We conclude that reporting assessment results in standards-based formats facilitates differentiated interventions to meet students’ learning needs. Furthermore, this approach holds good prospects for benchmarking performance across universities and for monitoring national standards.
  • ItemOpen Access
    A standards-based approach for reporting assessment results in South Africa.
    (University of the Free State, 2016-01-01) Kanjee, Anil; Moloi, Qetelo
    This article proposes the use of a standards-based approach to reporting results from large-scale assessment surveys in South Africa. The use of this approach is intended to address the key shortcomings observed in the current reporting framework prescribed in the national curriculum documents. Using the Angoff method and data from the Annual National Assessments, the article highlights how standard setting procedures should be conducted to develop meaningful reports that provide users with relevant information that can be effectively used to identify and develop appropriate interventions to address learning gaps. The findings of the study produced policy definitions and performance level descriptors that are proposed for use in enhancing the reporting of results for grade six English and mathematics. Moreover, the findings also indicate that the reporting of the Annual National Assessments using the national curriculum reporting categories overestimates the percentage of learners classified at the lowest performance levels and underestimates those in the next category. This finding has serious implications for the implementation of targeted interventions aimed at improving learning for all. The paper concludes by noting areas of further research for enhancing the use of results of large-scale assessment surveys and for supporting schools and teachers in addressing specific learning needs of all learners, especially the poor and marginalised.
  • ItemOpen Access
    Exploring primary school teachers’ use of formative assessment across fee and no-fee schools.
    (AOSIS Publishing, 2020-06-23) Kanjee, Anil
    Background: Recent initiatives by the Department of Basic Education to support teachers to enhance their use of formative assessment are positive steps for improving teaching and learning. However, the nature and type of support required by teachers is unclear given the dearth of information on teachers’ current pedagogical practices, and the extent to which formative assessment approaches are applied. Aim: This article explores teachers’ pedagogical practices in relation to five key formative assessment strategies: introduction of lesson objectives and assessment criteria, questioning and learner engagement, feedback practices and peer and self-assessment. Setting: This study was conducted in two districts involving 96 foundation and intermediate phase teachers selected from 54 fee- and no-fee-paying schools. Methods: Data were obtained using lesson observations and document review schedules. The analysis comprised descriptive and chi-square statistics. Results: Some evidence of all the formative assessment strategies as well as the range of steps that characterised each strategy was observed in the pedagogical practices of teachers sampled for this study. However, only a minority of teachers were able to demonstrate effective use of any specific strategy. No significant differences were detected between teachers in fee-paying and no-fee-paying schools as well as between the foundation and intermediate phases. Conclusion: Evidence of various aspects of the formative assessment approach in teachers’ pedagogical practices provides a positive platform for enhancing their formative assessment knowledge and skills. The key challenge pertains to ensuring the effective implementation of the formative assessment approach to address the specific learning needs of all learners, in both fee and no-fee schools.
  • ItemOpen Access
    Applicability of two standard setting methods for enhancing the reporting of assessment results within the South African education context.
    (Stellenbosch University, 2021-01-01) Moloi, Qetelo; Kanjee, Anil
    The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings of the Curriculum and Assessment Policy Statement (CAPS) reporting framework. Using data from the “verification” version of the Annual National Assessments (ANAs), we explored relevant technical and conceptual factors to consider for the application of standard setting methods. Two sets of panellists were trained to generate cut scores for Grade 6 mathematics and English First Additional Language (FAL), one using the Angoff method and the other the Objective Standard Setting (OSS) method. The findings indicate that the 2 methods generated different sets of cut scores across the performance levels for both subjects. While these cut scores had significant implications for the percentage of learners classified at each performance level, they were consistent with findings from other studies. We also identified 4 key factors to address when undertaking standard setting exercises: engagement with test content, resource requirements, requisite expertise and software, and collective accountability. We conclude that standard setting approaches should be the preferred option to the CAPS reporting framework when reporting assessment results in South Africa. More importantly, the decision on the most appropriate method for the South African context depends largely on the extent to which the 4 key factors identified can be addressed.