National assessment surveys (NAS) have been implemented in South Africa since the abolishment of the apartheid education system in 1996, and have evolved over time, changing in name, purpose, design, scope and frequency (Department of Education [DOE], 2005; Kanjee, 2007). National assessments are defined as ‘regular and systematic measurement exercises designed to determine what students have learned as a result of their educational experiences’ (UNESCO, 2000, p. 14). They are different to public examinations in that their goal is to inform policy for the education system as a whole, rather than to certify individual learners. These assessments may be administered to an entire cohort (census testing) or to a statistically chosen group (sample testing) and may also include background questionnaires administered to learners, teachers or education officials to obtain additional information for use in interpreting learner scores. Braun and Kanjee (2007) note that the utility of the data generated from these assessments depends on the quality and relevance of the assessment, the thoroughness of the associated fieldwork, as well as the expertise of those charged with the analysis, interpretation, reporting and dissemination of results.

中文翻译：

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超越考试成绩：报告数学评估结果以增强教与学的框架

自1996年废除种族隔离教育制度以来，南非开始实施国家评估调查（NAS），并且随着时间的推移，其名称，目的，设计，范围和频率发生了变化（教育部[DOE]，2005； Kanjee，2007年）。国家评估被定义为“旨在确定学生从其教育经历中学到的知识的定期和系统的测量练习”（联合国教科文组织，2000年，第14页）。它们与公开考试不同，因为它们的目标是为整个教育系统提供政策依据，而不是对单个学习者进行认证。这些评估可以用于整个队列（普查测试）或统计选择的组（样本测试），也可以包括针对学习者的背景调查表，教师或教育官员以获取更多信息，以解释学习者分数。Braun和Kanjee（2007）指出，这些评估所产生的数据的效用取决于评估的质量和相关性，相关野外工作的彻底性以及负责分析，解释，报告和评估的人员的专业知识。传播结果。