Dr Mark Chetty, Acting Director for National Assessment, explained that Systemic Evaluation refers to the determination of the extent to which the education system achieves set social, economic and transformational goals through the measurement of learner performance, as well as the context in which learners’ experience learning and teaching. It involves a holistic evaluation of the system through a consideration of contextual factors affecting learner performance from a perspective of in-school factors and out-of-school system support factors.

The Annual National Assessment (ANA) was an assessment programme that focused on establishing learner achievement levels, assessing Grades 1 to 6 and 9 between 2011 and 2015. Annually, the programme involved approximately 7 million learners, involving all public schools and all learners who had registered for the assessment.

The new model of Systemic Evaluation is a comprehensive assessment of how the education system is performing in Grades 3, 6 and 9 against identified targets set out in the Medium Term Strategic Framework (MTSF) and the National Development Plan (NDP). It takes into account how learner achievement is being affected by their conditions of schooling and the level of support their schools receive from the District Office. There are three components: Assessment of learners in Mathematics and Languages in Grades 3, 6 and 9; the Evaluation of schools through the application of Whole-school Evaluation; and the Evaluation of District support.

The model involves assessing a sample of learners from a representative sample of schools. Unlike the ANA, not all learners will participate in the Systemic Evaluation. The unit of analysis is the system, and will be conducted by an independent service provider. The frequency of Systemic Evaluation is also different to the ANA as it will be conducted every three years in contrast to annual assessments.

The implementation of the model involves a field trial (pilot study) in 2018 and the main study has been scheduled for October 2019. The evaluation will involve a representative sample of schools (approximately 400); and in each school, 25 to 40 learners will be randomly selected.

Grades 3, 6 and 9 have been selected as they represent the end points of the Foundation, Intermediate and Senior Phases. Each test will be a phased based assessment and will include skills across the phase; for example, the Grade 3 test will include an assessment of skills from Grade 1 and Grade 2.

In keeping with international trends, the learning areas that will be assessed are Languages and Mathematics. These are recognised as gateway subjects and assessing performance in Language and Mathematics provides valuable data on the acquisition of conceptual, procedural and reasoning skills which are necessary for learner acquisition across all subject areas.

The model builds on the scientific methodology of large-scale assessments such as Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), but offers a customised evaluation linked to local contexts. The value add of this model extends and links the assessment of learners to a whole school evaluation and the evaluation of system support, which the current designs of TIMSS and PIRLS do not do.

The results of the Systemic Evaluation will be used to diagnose critical learning gaps and diagnostic reports will be developed and disseminated to schools to assist teachers.