Editor
As thousands of schools-largely primary-gear up for the Annual National Assessments (ANA) it would seem appropriate to take some time to ponder, reflect, scrutinize and pose some pertinent questions regarding these tests and their effect, and value on education at this level.
It needs to be stated at the outset that any form of assessment, or benchmarking, that will lead to an improvement in the quality of teaching and learning is to be welcomed and the National Minister is applauded on the positive developments that have taken place during her term.
To suggest that all is well, however would to be to deal with the truth in a reckless manner. There are many areas, which still need urgent attention in a largely dysfunctional system, and the ANAs are one.
One of the major concerns surrounding the ANAs is that teachers are now being forced, wittingly or unwittingly, to teach children to “pass” a benchmarking test rather than educating and developing them in an attempt to enable them to reach their true potential and assist in developing well-rounded, critical, analytical thinkers.
To state that these ANAs are exceedingly narrow tests would be an understatement. Today more than ever before, teachers need to be spending their time educating and supporting children rather than teaching them how to do well in a test. Mastery of the basics ought to be the aim of every primary school teacher as they take children forward on what ought to be an enjoyable educational experience.
In addition to this, a huge amount of actual teaching time is wasted as teachers are forced to prepare pupils to write the ANAs.
Departmental officials run around instructing Principals and teachers to get the ANA “vibe” going -usually from the beginning of the third term. What an absolute waste of time! Why are teachers not rather encouraged to use every possible minute to educate, in the broadest possible sense of the word! One part of the process of preparing the children for the ANAs is the practicing of exemplars where they are shown what can be expected in the real assessment.
This is very similar to the revision process for the Matric Exam. The question that begs to be asked is: How long is it going to be before intervention programmes and holiday schools are introduced for primary school children? (Sic). If some teachers would only be present- and teach- during the normal working hours, there would be absolutely no need for these interventions or even the ANAs!
At a time when many schools, particularly those in the rural areas, are still devoid of the most basic facilities such as toilets and classrooms, the Minister seems hell-bent on spending vast sums of money on proving something which she has told all-and-sundry that she already knows- that the literacy and numeracy levels at Primary School level are abysmal!
If she knows this, why is money being spent on this mindless exercise?
Due consideration ought to be granted the provision of money for training of quality, passionate and committed teachers.
For herein lies the heart of the real issue-Many teachers are quite simply not equipped to ensure that quality teaching and learning takes place in the classrooms on a daily basis and the ongoing testing of children is not going to remedy this situation.
With great respect, this benchmarking exercise has developed into nothing short of a “Mini Matric Exam” and the only losers are the primary school children who are not nearly ready to face the rigours of such a system. For the uninformed, amongst other things, invigilators and chief invigilators are appointed just as in the Matric Exams, silence is to be observed during the writing of said, no questions allowed, and pupils as young as six years of age are being subjected to intense pressure when writing these tests.
Perhaps an overstatement, but possible: When will the first primary school child, as sadly has been the case with some matriculants, take drastic measures because they did not do well enough in the ANAs?
Just as under performing high schools are classified as T60 schools, so too are Primary Schools who perform badly classed as T40. How very sad that children who are in the formative years of their educations should now be subjected to such scrutiny and schools labeled because their pupils cannot “pass” some ridiculously, narrow test.
The much vaunted CAPS –which, it is humbly submitted, has far too much content at primary level-goes hand-in-hand with the ANAs.
Many teachers are having to now race through the prescribed work in order that pupils are ready to write the ANAs in the third term. What is observed is that all areas are covered, but many not nearly thoroughly enough.
The basics of numeracy and literacy are of utmost importance, but the speed and superficial manner in which these vital areas are taught is most concerning – All in the interests of supposed improvement!
Administratively, the ANAs are a nightmare. The number of workshops convened, forms to be completed and submitted, along with teaching hours lost make the ANAs a burden on any school.
Questions the Minister needs to ask:
Is the amount of time, effort, energy and money spent on these ANAs justified?
Are teachers being forced to “teach-to-test” rather than educate?
Is this process leading to improved quality of teaching and learning or not?
Are pupils really improving their performance or merely answering test questions better?
Is the validity of these tests beyond reproach?
Finally, it is suggested that 80 percent of the schools in our country are deemed to be dysfunctional. Maybe the newly appointed MEC for Education in KZN, Peggy Nkonyeni and the National minister could make a real contribution by, at least, opening critical, honest and open debate and discussion, on this largely farcical benchmarking exercise.
Les Stanley
Educational Consultant