The DBE’s National Assessment Directorate hosted its Inaugural National Working Session with Provincial School-Based Assessment Coordinators from 18 to 22 May 2026, to reflect on and discuss the strengthening of the School-Based Assessment (SBAs) systems and processes in the General Education and Training (GET) Band.

The objectives of the working session were to align policy, systems, and practice; strengthen assessment quality and reliability; ensure stronger accountability mechanisms for reliable learner performance data and learner outcomes; strengthen monitoring and support systems and improve the analysis and utilisation of learner assessment and performance data in the GET band.

The working session included inputs on Inclusive Education and assessment practice; The assessment principles for Home Education; Integrating international and national studies’ data with SBA; Aligning quality assurance of the GEC assessment tasks (integrated project and curriculum tests) within the Grade 9 SBA framework, and the development of a national guideline to promote consistent quality assurance of SBA across the GET band. The importance of early identification of learning barriers, strengthening support to learners experiencing barriers and implementing appropriate intervention strategies was discussed at length. The critical and empowering role of language within inclusive assessment practice was also discussed in light of the implementation of the MTbBE intervention. The development and implementation of nationally standardised assessment tasks at grade 4 and 5 level in two subjects, Natural Sciences and Mathematics, which are included in the respective Programmes of Assessment, should also be included in the SBA quality assurance processes implemented.

In the absence of a national guideline on the quality assurance of SBA in the GET Band, provinces were commended for adapting and implementing key elements of the FET (NSC) QA processes.  It was agreed that a GET SBA guideline should include specific focuses on each phase due to the distinctive SBA weightings and pedagogic and assessment approaches. 

Provinces discussed how to strengthen the current social moderation approach which emphasised professional collaboration, enabled a shared understanding of learner performance and assessment task quality, assessment standards and consistent marking and interpretation of teachers’ qualitative judgments through this face-to-face engagement at school, district and provincial levels -to ensure consistency and fairness.

In depth discussion and concerns about the reliability and validity of learner performance data, the impact of the Promotion and Progression policy and annual mark adjustments was facilitated by Gauteng and Western Cape PEDs whose 2025 learner performance data was used to illustrate the concerns and how these could be collectively addressed. Aspects of misalignment between the GET Programme of Assessment and SA-SAMS was also highlighted during this session.

All provinces acknowledged that strong and collaborative working relationships between GET assessment, curriculum, inclusive education and EMIS officials must be harnessed and sustained at all levels of the system.

Looking ahead, strengthening this collaboration will enable and enhance improved systems for the quality assurance of SBA, facilitate capacity building for teachers, school managers, subject advisors in the development, marking and moderation of assessment tasks, and ensure more reliable learner outcomes and the effective use of the range of available learner assessment data to improve teaching, learning and support for all schools in the GET band.