Systemic Evaluation Report 2011-12 - Ecexams.co.za

CONCLUSIONS AND RECOMMENDATIONS
According to the objectives laid out by the Department, the Baseline studies have
identified particular schools that are experiencing either difficulties in Literacy or
Numeracy or both. The information provided in these reports proves to be highly
efficient and informative. As we can see from the analysis above, districts, schools
and learners are able to identify strengths and weaknesses. Furthermore, schools
that are performing poorly can be identified effortlessly and additional support can
then be given to these schools.
The fact that both learners and schools who participate in these studies each receive
a report in terms of their respective performance on the Literacy and Numeracy tasks
allows them to recognize and acknowledge the problem areas and improve upon
them. Benchmarks can help the schools to see how they should be performing and
give them goals for the future. Learners can compare their scores with their school’s
performance scores as well as to the district which helps them to see how they are
performing in comparison to their peers. This allows for a sense of responsibility and
accountability in learners, educators and school management.
In keeping with the diagnostic element of testing, the baseline studies attempted to
describe performance in relation to the skill that has been tested. The test used in
these baseline studies was the 2001, Systemic Evaluation Literacy and Numeracy
tests. It should be noted that these tests were not developed to be diagnostic and
therefore some skills that needed to be tested had only one item. This is not ideal
however, the revised Systemic Evaluation tests, which form the basis for the parallel
tests which will be used in subsequent studies will be more informative.
At the district level, officials are encouraged to read this report and assist their
respective schools in formulating a school improvement plan which can
adequately deal with the problems identified.
It is evident that both genders require vigorous support to achieve
competence in Literacy. Further research should be undertaken into the
differences in gender attainments and steps should be taken to offer boys
relevant support.
Over-aged learners, who may have started school late or who may have
repeated a year, require particular support to achieve the required standard.
Schools need to raise their expectations of the amount of work as well as
the quality of work to be done by learners and teachers.
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