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National Senior Certificate - 2013 Portfolio Committee on Basic Education

National Senior Certificate - 2013 Portfolio Committee on Basic Education. 18 February 2014. Presentation Outline. Introduction 2. Purpose and design of ANA 3. Verification process - ANA 4. Results of ANA 2013 5. Plans for 2014 and beyond - ANA 6. Overall systemic improvements - NSC

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National Senior Certificate - 2013 Portfolio Committee on Basic Education

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  1. National Senior Certificate - 2013Portfolio Committee on Basic Education 18 February 2014

  2. Presentation Outline • Introduction • 2. Purpose and design of ANA • 3. Verification process - ANA • 4. Results of ANA 2013 • 5. Plans for 2014 and beyond - ANA • 6. Overall systemic improvements - NSC • 7. Quality improvements - NSC • Diagnostic subject analysis – NSC • Progress - Sector • 10. Lessons learnt • 11. Priorities for 2014 and Focus areas • 12. Retention Rate • 13. District Support • 14. Value of Matric Certificate • 15. Conclusion Key Aea of concern

  3. ANA 2013

  4. INTRODUCTION • Improving the quality of basic education is the core mandate of the Department of Basic Education. • ANA 2013 presents opportunities to reflect on what has been achieved, lessons to be learnt and challenges that still need to be tackled towards achieving the goals specified in the Action Plan to 2014: Towards the Realisation of Schooling 2025

  5. INTRODUCTION • ANA is uniquely a South African initiative designed to address the historical and socio-economic realities of the country 4. Currently ANA serves a two-fold purpose, viz. • a diagnostic tool to identify strengths and weaknesses down to learner level. • a systemic tool to monitor performance of the system and track trends over time.

  6. ANA VERIFICATION • For a sample of approximately 125 schools per province an independent agent:- • Monitored testing administration. • Marked the test independently. • Captured and processed the marks • Reported the results • Verified results per province agreed closely with marks received directly from schools

  7. CREDIBILITY MEASURES - ANA 2013 • Tests were developed by panels of subject and assessment experts selected across the country. • The tests were to various quality assurance mechanisms: internal moderation, editing, a pilot run, external review. • A common test administration manual was utilised to ensure uniformity across all schools. • Administration of tests in schools was monitored by districts, provinces, independent monitors appointed by DBE, DBE officials and IQMS moderators.

  8. LIMITATIONS OF ANA 2013 • ANA is an evolving system and therefore there is much to be done in improving its reliability and validity. • ANA attempts to address two significantly different purposes and, therefore, this may limit the extent and comprehensiveness to which each purpose is fully served. • Test items were exposed and therefore different test items were designed in each of these three years. • ANA was administered in the third quarter and therefore it was based on selected coverage of the curriculum.

  9. ANA RESULTS 2013

  10. MATHEMATICS – NATIONAL RESULTS

  11. FIRST ADDITIONAL LANGUAGE – NATIONAL RESULTS

  12. PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

  13. PERCENTAGE OF GRADE 3 LEARNERS IN ACHIEVEMENT LEVELS IN HOME LANGUAGE

  14. PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

  15. PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN HOME LANGUAGE

  16. PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS IN FIRST ADDITIONAL LANGUAGE

  17. PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT LEVELS IN MATHEMATICS

  18. PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT LEVELS IN FIRST ADDITIONAL LANGUAGE

  19. AVERAGE PERCENTAGE MARK FOR GRADE 3 IN SPECIAL SCHOOLS

  20. AVERAGE PERCENTAGE MARK FOR GRADE 6 IN SPECIAL SCHOOLS

  21. AVERAGE PERCENTAGE MARKS FOR INDEPENDENT SCHOOLS

  22. DISTRICT ACHIEVEMENT – GRADE 3

  23. DISTRICT ACHIEVEMENT – GRADE 6

  24. DISTRICT ACHIEVEMENT – GRADE 9

  25. WAY FORWARD • The national report is a first step of feedback on the assessment. • A diagnostic report on identified strengths and challenges for teaching and learning has been given to schools in January 2014. • DBE and PEDs are embarking on a focused intervention strategy to improve literacy and numeracy learning.

  26. WAY FORWARD • Greater & wider focus will be directed to Senior Phase to include Grades 7 & 8 in the assessment. • DBE and PEDs are mounting a concerted strategy to improve the effectiveness of teaching and learning of mathematics throughout the school system.

  27. NSC 2013

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