Reports

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Browsing Reports by Subject "Assessments"

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    2023 LTSM Learning Brief
    (Kelello, Johannesburg, 2024-08) Moloi, Q.; Sibeko T.; Koenig N.; Sommerdyk S..; Roberts N.
    A one-page summary of 10 LTSM key to the South African primary maths education landscape.
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    Assessment Practices to Support the Development of Learner Competencies for a Changing World
    (National Education Collaboration Trust, South Africa, 2021) Eadie, Shirley; Webb, Karen; Opelo, Matome; Troy, Conor
    This policy brief recognizes the challenge faced by the Department of Basic Education (DBE) in preparing South African learners with the 21st century skills and competencies required for the future of work, and the consequent need for adjustments to the delivery of education to develop such skills. The document focuses on the need for updated assessment practices to support the General Education Certificate (GEC) being piloted in 2021. Five key recommendations are proposed to the DBE regarding the assessment of 21st century competencies ...
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    Primary Mathematics LTSM and Assessments Review : Summative Report
    (Kelello, Johannesburg, 2023-08) Roberts, N.; Tshuma, L.; Moloi, Q.; Sommerdyk, S.
    This is a summative rather than an exhaustive report which offers a high level overview of the research conducted relating to Learning and teaching Support Materials (LTSM) and Assessment for primary school (Grades R to 7) mathematics in South Africa. It offers a bird’s eye view of the research elements which have been undertaken for the Department of Basic Education, and points to the supporting documentation which have informed this summary. Policy makers, programme implementers, researchers, subject advisors and provincial departments of education may find this useful when choosing to invest in, or make selections from, existing LTSM and assessment offerings. The LTSM and Assessment Reviews, commissioned by the Department and Basic Education, and funded by Zenex Foundation, sought to provide an overview of available LTSM and Assessments as these are the key ingredients for improving learner outcomes in primary school mathematics. The terms of reference for this review recognised the high variation of practices in terms of what and how LTSM is used, across South African schools. In addition, the knowledge that many primary schools only make use of DBE workbooks (which were designed as supplementary resources) was noted with concern. The review of current practice and analysis of selected offerings, as summarized here, is intended to assist educational stakeholders to make informed decisions about their selections of the LTSM.