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dc.contributor.authorAdam, Aninda
dc.contributor.authorNel, Carisma
dc.date.accessioned2016-04-08T09:51:25Z
dc.date.available2016-04-08T09:51:25Z
dc.date.issued2014
dc.identifier.citationAdam, A. & Nel, C. 2014. ANA as part of a comprehensive reading literacy school assessment system. Journal for Language Teaching = Tydskrif vir Taalonderrig. 48(2): 11-35. [http://www.saalt.org.za/]en_US
dc.identifier.issn0259-9570
dc.identifier.urihttp://hdl.handle.net/10394/16885
dc.identifier.urihttp://www.saalt.org.za/
dc.description.abstractMaking decisions about teaching and learning is as core a component to teaching as providing the teaching itself. Effective use of assessment data to plan, judge, and modify teaching is a fundamental competency for good teaching. According to the Department of Basic Education (2013b), the purpose of the ANA is to determine learner performance with regard to the skills and knowledge that they have acquired as a result of teaching and learning experiences in school. In addition, it provides important evidence to inform planning and development at national, provincial, district and school level. The purpose of this article is to report on the results of an exploratory action research study that indicate that the Annual National Assessment is overstepping its boundaries in terms of supporting the development of a systematic, dynamic and effective reading literacy assessment system to address the early literacy skills of foundation phase learners. ANA was not designed or standardised to be a screening, diagnostic, and progress monitoring assessment.en_US
dc.language.isoenen_US
dc.publisherSouth African Association for Language Teaching (SAALT)en_US
dc.subjectAnnual national assessmentsen_US
dc.subjectdata-based decision makingen_US
dc.subjectprogress monitoring assessmenten_US
dc.subjectbasic early literacy skillsen_US
dc.titleANA as part of a comprehensive reading literacy school assessment systemen_US
dc.typeArticleen_US
dc.contributor.researchID10071377 - Nel, Carisma
dc.contributor.researchID20244258 - Adam, Aninda


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