North-West University lecturer Nomsa Kubheka-Mohosho recently spoke at a primary school reading conference in Bloemfontein. She encouraged teachers to change how they test reading by moving away from checking if children pass or fail.

Instead, she explained that assessment should be a useful tool to figure out what individual children need to become better readers.
During her presentation, Nomsa looked at four main areas of reading, which are accuracy, fluency, comprehension and prosody. She noted that reading tests in South Africa are often treated as just a paperwork task rather than a way to help pupils improve.

“When a teacher understands the reading ladder, they stop asking ‘did this child pass?’ and start asking, ‘where exactly is this child standing, and what does she need next?’ These are the questions that change outcomes.”

Officials from the Free State Department of Education welcomed the advice and praised the practical approach. Carmen Fredericks, acting chief education specialist for ECD and Primary School Support, agreed and emphasised the importance of using assessment to improve learner achievement rather than treating it solely as a reporting requirement.

“Accurate assessment is not merely a reporting requirement, but the key diagnostic tool for unlocking learner achievement,” Carmen said.

This event also helped build a stronger partnership between the university and local schools.