Looking for a needle in a haystack: establishing ‘standards’ at the end of the GET phase (Grade 9)

1. Looking for a needle in a haystack: establishing ‘standards’ at the end of the GET phase (Grade 9) Anne Oberholzer

2. The Grade 9 CTA Review Project at the IEB (2005) • to get a sense of the perceptions of teachers and school managers about the Grade 9 IEB CTAs and the surrounding educational and policy issues. Questionnaires were distributed to all schools registered for the GET at the IEB i.e. 146 schools, dealing with: • generic questions about the CTAs as a concept • questions about the GET Curriculum and its introduction in schools. • questions specific to the IEB CTAs in the different learning areas. • A total of 762 questionnaires were returned to the IEB and analysed.

3. Background In the 1990’s: • HRD and skills development was an issue in SA • The NQF shaped thinking in the education and training world • Compulsory schooling would after 10 years • The key schooling qualification would be the GETC to mark the end of compulsory schooling • The majority of learners would enter a vibrant FET sector - revitalized FET colleges and learnerships • Pressure of HE on schooling would be reduced

4. What has actually happened? • FET sector was not revitalized as quickly as was hoped – colleges and learnerships • Slow success rate with learnerships • Bureaucracy stifle initiative or leave system directionless • Lack of direction • Debates about the fundamentals remain unresolved • HE retains domination of progression debates • HE remains the primary goal for learners and hence SC remains the key school qualification • Compulsory schooling doesn’t end at Grade 9 and learners continue to Gr 10; dropouts still leave the system with no recognition

5. What has happened at Grade 9 in schools? • No qualification registered by the DoE despite large drop-outs from Gr 10 onwards • Reliability of CASS remains questionable • CTA introduced as assessment tool: the primary purpose of the CTA is to have an externally set common task that is conducted in all schools so that all learners are assessed against the same criteria i.e. it provides a benchmark for comparison, as the marking rubric is also provided. In theory, by comparing the results achieved by learners in the CTA against their results in the school-based assessment, a school will be able to determine whether learners are being assessed at an appropriate level and authorities by making the same comparison, can see which schools are assessing reliably.

6. What has happened at Grade 9 in schools? (cont.) • Assessment introduced but purpose remains unclear – no data is collected and no reaction from authorities • Debates continue about assessment instrument: examinations, CASS, CTAs • Assessment process has not been stable • change in the original conceptualisation of the CTA • basis for changes unclear – no clear policy direction, no reliable data • Credibility of CTAs as an assessment instrument damaged through poor implementation

7. Can we find a needle in a haystack? • Key question: what do we mean by ‘standards’ at the Grade 9 level. • Comment in questionnaire responses: the CTAs are really unnecessary as an instrument to establish a common standard because teachers know the standard required at Grade 9. Is this the case?

8. The CTA was set at the correct standard to be expected from Grade 9 learners

9. This year’s CTA was more difficult than previous CTAs

10. Is it possible to establish a generally expected standard at Grade 9? It takes time. Purpose of the qualification The primary purpose of the GETC is to equip learners with the values, knowledge and skills that will enable or enhance meaningful participation in society, contribute towards developing sustainable communities, provide a basis for learning in further education and training, and establish a firm foundation for the assumption of a productive and responsible role in the workplace. (SAQA, pg 16)

11. Purpose of the GETC (Schools) • Official documents: Overview document for the Revised National Curriculum Statement Grades R-9 (Schools), in which it says (DoE, pg 3) that the “General Education and Training Certificate, aligned to the Revised National Curriculum Statement, is due to come into force in 2008 and this certification is set to mark the end of compulsory schooling”. the assessment and certification of this accumulative learning take place at the end of Grade 9 when learners who meet the specified requirements will be awarded a General Education and Training Certificate.” (DoE, pg 19) • 1998 KZN survey • 2005 IEB survey Purpose of the GETC (Schools) is vague

12. Is it possible to establish a generally expected standard at Grade 9? (cont.) Purpose of Assessment • Main purpose of the CTAs • Appropriateness for purpose? • Teacher perceptions Purpose of assessment is not clear Are we surprised?

13. Is it possible to establish a generally expected standard at Grade 9? (cont.) What should be assessed? The new GET curriculum i.e. the RNCS • Key Problem: the under-specification of content • Umalusi has consistently emphasised the importance of more detailed specification of the content and skills required (syllabus) • Assessment: way and level of questioning rating learner performance Caution! • Edward Holmes, 1911

14. Is it possible to establish a generally expected standard at Grade 9? (cont.) Communities of practice and Communities of trust What are these • Professional acceptance (KZN survey) • Different but inter-dependent • Based on understanding and established practice How • Time • Tools: exemplars, question banks, training, • Direct engagement – clusters, marking

15. Communities of trust and practice Reflect on CTAs and clusters: • 69% believe CTAs assist in judging internal standards • 56% indicated that the CTA provides a valuable benchmark for schools • 82% indicated that Gr 9 cluster meetings are important to establish a common standard across schools • 66% indicated the meetings have been valuable for them as teachers • 83% indicated that the meetings have the potential to improve performance of teachers and learners • 72% indicate that the clustering process provides an on-going check on what teachers are doing.

16. Issues in clustering Issues • History • Demographics • Logistics • Leadership

17. Establish a credible benchmarking standard at Grade 9 In conclusion, if we want to establish a ‘standard’ at Grade 9 we need to: • Be clear about the purpose of any qualification or assessment process at Grade 9 • determine exactly what should be assessed • determine the best assessment process to address the purpose • work on establishing communities of practice among teachers, who through their consensual understanding of the requirements establish standards that are trusted by all

18. Thank you! 4th SADC Conference