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.
Description:
Proceedings of the 6th biennial International Conference on Distance Education and
Teachers’ Training in Africa (DETA) held at the Mauritius Institute of Education, Réduit, Mauritius, 20-24 July 2015.
