PIRLS 2006 Encyclopedia

PIRLS 2006 EncyclopediaStandardized TestsStandardized tests are not readily available. Systemic Evaluation has been introduced asa series of national assessments every 3 years at grades 3 and 6, with plans to administeran assessment at grade 9. Systemic Evaluation provides and implements a nationalframework for the evaluation of the education system and establishes benchmarks fromwhich performance can be interpreted. The assessments focus on language, mathematics,and science, and skills, attitudes, and values are assessed in line with the assessmentpractices of Outcomes Based Education. 17Monitoring Individual Student ProgressTeachers are encouraged to report progress on learning outcomes regularly to studentsand parents. Subject record sheets, which include the learning outcomes assessed, are usedto record the performance of students. A combination of marks, codes, and comments isused for both recording and reporting purposes. The Department of Education specifiesthe following rating codes and percentages for grades R to 6: Code 4—Outstandingor Excellent (70–100%), Code 3—Satisfactory (50–69%), Code 2—Partial Achievement(35–49%), and Code 1—Not Achieved (1–34%).The overall level of performance is reflected in report cards, which form one of themain communication channels between the school and the parents. The Departmentof Education stipulates that teachers report regularly to students and parents not onlyin the form of report cards, but also at parents’ meetings, during school visitation days,and through parent-teacher conferences or phone calls. The school determines whichreporting strategies are to be used. 18Suggested ReadingsBaker, C., & Prys Jones, S. (1998). Encyclopaediaof bilingualism and bilingual education.Clevedon: Multilingual Matters Ltd.Bloch, C. (1999). Literacy in the early years:Teaching and learning in multilingual earlychildhood classrooms. International Journalof Early Years Education, 7(1), 39– 59.De Wet, C. (2002). Factors influencing thechoice of English as language of learningand teaching (LoLT)—a South Africanperspective. South African Journal ofEducation, 22(2), 119–124.Pretorius, E.J., & Machet, M.P. (2004). Thesocio-educational context of literacyaccomplishment in disadvantaged schools:Lessons for reading in the early primaryschool years. Journal of Language Teaching,38(1), 45– 62.South Africa392