Every year, the National Senior Certificate (NSC) examination results mark a significant milestone for both students and teachers. As a national benchmark assessment, the NSC allows the Department of Education to assess the level of knowledge and skills that students have acquired in the 12 years of their academic journey. However, there is a crucial challenge that arises with this process – the timing.
By the time the NSC exam results are released, after a long wait of 12 years, it is too late to address any learning gaps that students may have, and students are sent into the world with skills that won’t carry them in tertiary education or into the employment market. The question remains: What can teachers do at this point to support the development and the success of each student?
Is the Data Masking the Real Conditions of Our Education System?
The 2023 Matric results have made headlines, with a nationwide celebration of an “unparalleled 82.3%”. While we celebrate schools and students who have performed exceptionally well, these headlines fail to acknowledge the wider issue at hand – and that is that they are not painting a clear picture of the health of our education system.
Data shows a Mathematics pass rate of 66.5%, yet a closer look suggests that only 23.2% of the 2023 Maths cohort passed the subject with 30% and above. While the “high” pass rates made the headlines, the “lower” pass rates did not. With this lack of transparency with the real data behind the results, it’s hard to tell if the NSC’s are actually doing what they need to – “providing valuable data to education planners, institutional role players and decision makers in the sector, and confirming candidate attainment of expected learning outcomes.” – Jon Molver
How Are Teachers Using This Data?
If their Matric class gets an A at the end of the year, does it mean their class did well or does it translate into actual Maths skills? Teachers should be aware that these results do not
necessarily reflect their ability to teach effectively and that using these results as a measure of success may oversimplify the complexities of education. For example, the overall pass rate in Maths may seem high, but the fact that only 23.2% of students who wrote the exam actually achieved 30% or above raises concerns about the quality of education in this subject.
Teachers should use this data to measure the performance of their own classes and to gauge the overall achievements of students across the country. However, solely relying on these results to determine success ignores the vital question of whether the knowledge gained translates into actual skills. It is important to consider the information provided by the results critically, rather than accepting them at face value.
Introducing Data in the Classroom Sooner Equals Earlier Insights
Data has always been a quiet but very crucial companion in the classroom. It is not just a bunch of assessments and test marks, but a valuable tool that teachers can use to assess where their students are, but more importantly, where they need to go. The traditional method of gathering data for teachers is through the use of summative assessments, which provides a “snapshot” of what students have learned usually at the end of a term, or at the end of the year.
However, the key lies in understanding that all students are unique, and their learning needs are ever-changing. It’s not merely about measuring what students have learned but more about steering each student in the right learning direction.
This is why bringing data into the classroom from an early stage is essential for effective teaching. By using regular formative assessments, teachers can gather valuable information about their students’ learning progress. These assessments provide insights into areas where students excel and areas where they may struggle, allowing teachers to tailor their instruction to meet the specific needs of each student and guide them on their learning journey.
Obtaining the necessary data requires implementing regular formative assessments in the classroom. These assessments, or pulse checks, are a way for teachers to track their students’ progress. When used effectively, they can offer valuable feedback on students’ current levels of understanding and highlight areas that require further attention. By implementing these assessments, teachers can gather real-time data on their students’ academic growth, enabling them to make informed decisions and adjustments to their teaching strategies.
How Do We Get the Data We Actually Need for True Potential?
The persistent development of technology is quickly innovating the education landscape. Technology provides understanding on how people learn, and in this way can support teachers by giving them access to data and tools that can allow them to provide more effective teaching for every student.
Reflective Learning is an online tool designed to help both teachers and students in primary and secondary schools tackle learning gaps. We employ diagnostic tests to spot gaps in crucial Maths and English concepts, which often hinder the learning of new material. Once these gaps are identified, Reflective Learning takes students on a personalised, interactive catch up journey, tailored to their current level of understanding. We ensure that they master the concepts fully through regular reassessments.This assessment has revolutionised the classroom, and levelled the field of opportunity for all students
Data has always been an integral part of the education system. However, relying solely on the NSC examination results as a measure of the education system’s health or a teacher’s effectiveness oversimplifies the intricacies involved in teaching and learning. We need more reliable and consistent data to track the progress of students, and bringing that data into the classroom early through regular formative assessments allows teachers to gain a broad understanding of their students’ progress. By using this data effectively, teachers can better support their students and ensure their educational success.
