EDSA 700_Annual National Assessments

(ANA)

Dr Shivani Maharajh
The Annual National Assessments (ANA)

• ANA targeted Grades 1 to 6 and Grade 9 learners

• The tests were composed of a literacy (language) assessment and a
numeracy (mathematics) assessment
• Foundation Phase: In all 11 official languages
• Intermediate and Senior Phase: in 2 languages of teaching and learning
The purpose of ANA testing

• Assist teachers to focus on the critical foundational skills of literacy and

numeracy – which is fundamental to learning
• Improve the quality of teaching and learning: the plan was to see at least
60% of learners improving by 2015 and 90% by 2024
• Track the progress of learners
• Provide means of benchmarking learners and schools
• Assist the Department of Basic Education (DBE) in making future decisions
• Indicate areas of strength and difficulty as experienced by learners
• Assist teachers with the design of relevant learning programmes
Preparation for ANA testing

• Teachers must follow the CAPS paced curriculum

• They should use the workbooks provided
• Exemplars which are linked to the workbooks have been issued and
teachers should use them with the learners as a means of preparation for
ANA (refer to exemplars, past tests and their memoranda on the DBE
website)
• Teachers should also build core skills for reading , grammar, counting, basic
mathematical operations, number patterns in order to further prepare
learners
• Learners need to practise the necessary skills: in class and for homework
Using the exemplars

• The teacher should select exemplar questions that are relevant to the
planned lesson at any given time
• The teacher should start with a baseline test
• On the basis of these results, the teacher should develop lessons to
address any weaknesses and develop strengths
• The teacher could then do a number of formative tests to develop
competency
• A summative test could be given to assess if the learners have gained the
necessary understanding
Challenges with Regards to Implementing ANA

• ANA was useful for teachers to assess learner improvement and progress,
however,
• there was not enough time for teachers so they spend a lot of time preparing for
ANA
• which affected the time available for teaching according to CAPS document
• Learners tended to ‘overlearn’
• Teachers were always marking and there was not enough time to prepare for
teaching
• There was pressure on schools by the parent body and the principal to set a good
benchmark
• Teachers felt that the results from ANA were used to name and shame schools
• ANA did not allow schools time to remediate learners
• There was a lack of clarity
What is on the way?

• As a result of the challenges discussed and the strong opposition from

teacher unions regarding the way ANA was being implemented, ANA is in
the process of being phased out
• In 2017, the Basic Education Minister Angie Motshekga announced that the
controversial Annual National Assessments (ANA) are on their way out and
will be replaced by the National Integrated Assessment Framework (NIAF).
References

Department of Basic Education. DBE denies walking away from ANA mediation process.
Media Release. 25 November 2015

NAPTOSA. NAPTOSA POSITION ON THE 2015 ANA. Newsflash. 4 September 2015

SADTU, NAPTOSA, SAOU, PEU, NATU. 2015. The Annual National Assessment (ANA)
adds no value to the South African learner. Joint Media Statement. 21 September 2015