Examining the Implementation and Lessons Learnt from the Annual National Assessment in a South African Education District
Frank Joseph Mensah 
, Pravina Pillay & Javed Khizer Mohammad
Issue: Vol.4 No.14 Special Issue Article 18 pp.214-229
DOI: https://doi.org/10.38159/ehass.202341419 | Published online 22nd December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
In the pursuit of enhancing educational practices and systems, this study delved comprehensively into examining the implementation and lessons learned from the Annual National Assessment (ANA) within an educational district in South Africa. A stratified random sampling technique was used to pick up schools from different tiers. A sample of 108 teachers from 22 schools within the UMkhanyakude education district, situated in the KwaZulu Natal province of South Africa participated in the study. The study examined the effects of the ANA on schools and its impact on teaching and learning. Data was collected using a questionnaire and were analyzed with SPSS software version 26. The findings indicate that teachers received sufficient training on the administration procedures of the assessment and recognized its positive influence on schools in general. However, a majority of the teachers disagreed with the notion that the assessment had positive effects on teaching and learning. They expressed a lack of confidence in the assessment, both in themselves and in their students, and also raised concerns about parental involvement. Therefore, this study suggests the inclusion of a comprehensive consultative approach and the involvement of stakeholders in future assessment administration and implementation processes. Additionally, it advocates for the importance of aligning assessments with the curriculum to prevent teachers from solely teaching to the test in most situations. This study will contribute to knowledge on test construction as well as the different approaches to assessment.
Keywords: Administration, Annual National Assessment, Assessment, High Stakes, Management, Parental Involvement, Standardized Testing.
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Beata Kilonzo is a Senior Lecturer, Institute for Rural Development University of Venda, South Africa.
Ishmael Iwara is a University of Venda-based researcher with an NRF South Africa Y-rating. He centres his emerging scholarship on entrepreneurship, economic development and sustainability. His academic journey includes post-doctoral fellowships from the University of KwaZulu-Natal, South Africa and Carleton University, Canada. Rooted in rural development, he holds a PhD and master’s from the University of Venda, specializing in entrepreneurship and economics. His other qualifications include B.A. Honours in African Studies and B.Sc. Honours in Economics. Dr. Iwara’s evolving research trajectory focuses on Afrocentric models for entrepreneurial development, business efficacy, finance, transformation in higher education and community livelihoods, showcasing his impactful scholarship in academia and sustainable economic growth.
Mensah,Frank Joseph, Pillay, Pravina & Mohammad, Javed Khizer. “Examining the Implementation and Lessons Learnt from the Annual National Assessment in a South African Education District.” E-Journal of Humanities, Arts and Social Sciences 4, no.14 Special Issue (2023): 214-229. https://doi.org/10.38159/ehass.202341419
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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