Utilising large-scale assessment results to improve additional language teaching and learning: challenges and opportunities

Abstract

The introduction of annual assessments in South African schools from 2011 represents yet another attempt to remedy the low learner performance in literacy and numeracy. The education authorities have embarked on the annual practice of testing learners in Grade 1 to Grade 6 and Grade 9 for the twin purpose of measuring the performance of the education system and providing diagnostic information to teachers to guide and inform their teaching. The results have shown that there are no significant improvements in literacy in English language. In this paper, I present a review of the Annual National Assessment (ANA) reports and other relevant literature with a view to establishing the extent to which the intent of providing diagnostic information to guide teachers and provide steps to improve literacy figures has actually been met. I further discuss both the challenges and opportunities of utilising annual assessments as a vehicle for improving English language teaching and learning in the classroom. I conclude by providing suggestions on how English language learning and teaching can be enhanced through this national testing regime.