An Analysis of the Results of Literacy Assessments Conducted in South African Primary Schools

Autor/inn/en	Govender, Radhamoney; Hugo, Anna J.
Titel	An Analysis of the Results of Literacy Assessments Conducted in South African Primary Schools
Quelle	In: South African Journal of Childhood Education, 10 (2020) 1, Artikel 745 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Govender, Radhamoney) ORCID (Hugo, Anna J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Elementary School Students; Elementary Schools; Literacy Education; Reading Achievement; Writing Achievement; Family Environment; Language Usage; Instructional Program Divisions; Student Evaluation; Testing; Standardized Tests; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Leseleistung; Familienmilieu; Sprachgebrauch; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: South African primary school learners have participated in several national and international literacy (reading and writing) studies that measure learners' achievement in different grades and at different intervals. Numerous scholars have analysed the results of these assessments. We extended their analyses by investigating the grade coverage and the aspects of literacy that were included in these assessments, as well as whether the learners' home language impacts their results. Aim: The authors aim to determine how reliable the results of these assessments are in improving and informing policies relating to literacy teaching in primary schools and to provide recommendations to improve the administration of literacy assessments. Method: Literature on various national and international literacy studies that were conducted in South African primary schools from 2000 to 2016 was identified and analysed according to grade, province, languages in which the assessments were conducted, aspects of literacy that were included in the assessments and the accuracy of the results. Results: The analysis provides evidence that suggests that most literacy assessments target learners in the Intermediate Phase (Grades 4-6) and are not available in all 11 South African official languages. Presently, there are no large-scale literacy assessments for Foundation Phase (Grades 1-3) learners. Moreover, the results of these assessments do not provide us with reliable information about literacy levels in the country because there are vast discrepancies in assessment scores. Conclusion: This article highlights the importance of obtaining reliable information in determining literacy levels in the country and in informing decisions regarding literacy-related policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01