FREE STATE DEPARTMENT OF EDUCATION

Using Data for planning and support

Mr Tsatsi Montso

QER Conference

Date: 27 AUGUST 2025

THE IMPORTANCE OF DATA LITERACY

• Data literacy makes the demand for evidence-based teaching and decision making quite apparent (Jafari & Safa, 2023).

​

• Incorporating data into instructional design, allows teachers to individualise instruction, provide insightful information about student learning patterns, and support evidence-based decision-making (Braun & Huwer, 2022).

​

AREA OF INTEREST /problem

​

​

​

• In the schooling sector, assessment data is primarily used for grading and determining the progression of learners, with little to no emphasis on its potential to improve instruction or the quality of learning outcomes (Nawang et al., 2022, Gebre, 2022).

​

• However, it is unclear how teachers are using data beside for grading purpose (Zhao, 2024; Showalter, 2021; Rožman & Vrečko, 2023).

​

• However, teachers are found to be experiencing challenges such as the difficulty of making data-based decisions (Louie,2022)

​

• Teachers largely overlooked the use of data analytics, in improving instruction with the view to better the learning outcomes, particularly in mathematics (Weigand et al., 2024).

​

What do we know about our education system pertaining to the national, regional and international assessments with a focus on the FS province?

​

• Provincial standardised assessment

​

• National assessment: EGRA, SASE

​

• Regional assessment: SEACMAQ Reports

​

• International assessment: PIRLS and TIMSS

​

​

PIRLS Findings

Mean Achievement Score

5

• Grades 4 and 6 PIRLS achievement by language of test…

• The highest performing test languages in Grade 4 were Afrikaans (387) and English (382, followed by isiZulu (267) and Sesotho (258).
• The Grade 6 Afrikaans learners obtained 456 points compared to English learners, who obtained 377 points.
• There was thus a 79 point difference between these two languages.

South Africa (Grade 4)

South Africa (Grade 6)

International Average

Mean Achievement Score

• Learners who completed the PIRLS assessment in English and Afrikaans performed higher on 2021 assessment than in 2016.

​

• While the difference in scores, over the five-year period, for English and Afrikaans were not significant, this findings may indicate that the growth between the two cycles were negatively affected by the COVID-19 pandemic.

​

• For the African languages, the Grade 4 learners performed lower than on the 2021 assessment.

6

• Trends in Grade 4 achievement across PIRLS 2016 and PIRLS 2021 cycles by Language.

(PIRLS)COMPARATIVE ACHIEVEMENT BY GRADE BY PROVINCE

GR 4 -4^th

GR 6 – 4th

What are the facts about our Primary Education?

• FS number 4

What are the facts about our Primary Education?

Learners tested through the mediums of English and/or Afrikaans tended to show improved emergent Literacy and Numeracy skills than their counterparts who were tested in the African languages.

​

ANALYSIS OF TIMSS OUTCOMES

What are the facts about our Primary Education?

• FS number 4
• Below both the national and TIMSS center points

What are the facts about our Secondary schooling system?

• FS number 3, behind GDE and WCED
• Higher than the national benchmark but below the TIMSS benchmark

​

ANALYSIS OF TIMSS OUTCOMES

What are the facts about our Primary Education?

• FS number 5 a decline inn both subjects
• Below both the national and TIMSS Centre points in both subjects

ANALYSIS OF SEACMQ V READING AND MATHEMATICS OUTCOMES

Facts about learners:

• Number 3
• Below both the national mean for both reading and Maths

Facts about teachers:

• Number 4
• Below the national mean for reading

ANALYSIS OF THE MATHEMATICS PERFORMANCE SEACMEQ IV & V

Facts about learners:

• Declining from position 3 in SEACMEQ IV to position 8 in SEACMEQ V
• Below both the mean in both assessments

What were the next steps taken?

• Policy environment

​

​

​

​

​

.

​

​

​

​

​

​

​

Step 1: Issued out circulars on:

• The reading norms per grade per home language, and
• Monitoring of reading Proficiency Levels by Subject Advisors and Provincial Coordinators (curriculum experts)-

Step 2:

Host an annual Reading Conference – targeting teachers and experts –

2025 ACADEMIC YEAR, marks the 3^rd Provincial Reading Conference

Step 3:

Establish and coordinate the MEC Reading Club which meets twice in a year

MTDP –expectation:

10 year old reading for meaning.

Deliberate effort to measure this expectation

Step 5:

As of 2025, after 2 years of consultations:

grade 1-7 learners in June and December are receive a reading report indicating their Reading Proficiency level

Step 4:

Administer standardised assessment quarterly

OUR RESPONSE TO THE NATIONAL, REGIONAL AND INTERNATIONAL ASSESSMENT

What are the facts about our Primary Education?

• The performance of the Primary schooling in the Free State is declining comparatively speaking (cfo. PIRLS, SEACMAQ and TIMSS)

​

Decision:

​

• Restructuring and change

​

• Focus on ECCE and in the improvement of foundational skills

​

• Focus training on DDD

​

• Focused attention on African Languages, in particular Sesotho

What are the facts about our Secondary schooling system?

• Slow but steady improvement was noted internally
• The outcomes of TIMSS for both Maths and NS were expected.

​

Decision

​

• Sustain the support program

​

• Development a 5-year plan and create a pipeline for expansion into the Technical Vocational stream

​

OUTCOME OF THE 1^ST Reading report June 2025

• The benefits of having a provincial and school-aligned reading plan, and how monitoring reading proficiency supports foundational literacy improvement:

​

• The benefits of a Provincial & School-Aligned Reading Plan
• Consistency: Ensures all schools follow a unified approach to teaching and assessing reading.
• Clear Expectations: Sets shared goals for reading proficiency across grades and languages.
• Resource Alignment: Enables targeted support, materials, and training based on provincial priorities.
• Accountability: Facilitates tracking of progress at school, district, and provincial levels.

​

• Monitoring Reading Proficiency - Why It Matters
• Early Identification: Detects learners at risk of falling behind in foundational literacy.
• Data-Driven Instruction: Empowers teachers to tailor lessons based on learner needs.
• Progress Tracking: Allows schools and districts to measure growth over time.
• Informed Support: Guides language advisors in planning interventions and coaching.

​

Grade 7

Reading Proficiency grade 3 All Languages

The overall percentage of proficient learners in Grade 3 across all languages is 22.1%

Analysis of reading proficiency – SASAMS data

Analysis of reading proficiency – SASAMS data

Learner Attendance: Quintile 5 school

Observations

• The data suggests that learners were absent due to being ill/sick.

​

• Learners are mainly absent on Fridays for T2 2025.

​

• Has curriculum been covered adequately?

​

Educator Attendance and Qualification: Quintile 5 school

Observations

• There is a clear gap in attendance of educators in grade 4 & 5. The expected attendance goal is 95%.

IMPORTANCE OF DATA

• What do we do next? Data analysis our response

​

​

`

Observations

Observations

• Lower no. of learners at level 1-3 in Foundation Phase in Quintile 3 schools.

​

• Higher no. of learners at level 1-3 in Intermediate Phase in Quintile 3 schools.

​

• Lower no. of learners at level 1-3 in Foundation & Intermediate Phase in Quintile 5 schools.

​

Learner Attendance: Quintile 4 school

Observations

• The data suggests that all grades met the attendance goal of 95%.

​

• However there are a large no. learners absent on Tuesdays & Wednesdays with no valid reason provided.

​

​

Educator Attendance & Qualification: Quintile 3 school

• There is inadequate capturing of complete data at school level on SA-SAMS. Principals need to ensure all educators are assigned their subjects, to allow District & PED officials to intervene & make data informed decisions.

​

​

Observations

DATA DRIVEN SUPPORT: REDUCE LEVEL 1-3

• What do we do next? Data analysis as a response

​

Observations

• Higher number of learners achieving levels 1-3 in Quintile 3 school offering for Sesotho HL.
• Learner specific support program linked to reading Proficiency levels (??)

​

Observations

• Almost no learners at level 1-3 in Intermediate Phase in Quintile 5 schools for Sesotho HL.

​

• The data clearly indicates learners are performing better both in Maths & Sesotho HL in Quintile 5 schools

DATA DRIVEN SUPPORT: REDUCE LEVEL 1-3

• What do we do next? Data analysis as a response

​

Observations

• Higher number of learners achieving levels 1-3 in Quintile 3 school offering for Sesotho HL.
• Learner specific support program linked to reading Proficiency levels (??)

​

Observations

• Almost no learners at level 1-3 in Intermediate Phase in Quintile 5 schools for Sesotho HL.

​

• The data clearly indicates learners are performing better both in Maths & Sesotho HL in Quintile 5 schools

SECONDARY SCHOOLING

IMPORTANCE OF DATA

• What do we do next? Secondary Schools: Quintile 4

​

​

Observations

Observations

• Higher number of learners obtaining levels 1- 3 in Quintile 4 school offering English increases .

​

• Higher number of learners obtaining levels 1- 3 in Quintile 4 school offering Sesotho increases .

​

IMPORTANCE OF DATA

• What do we do next? Secondary Schools: English and Sesotho Home Languages

​

• The data suggests a large numbers of learners obtaining level 4 & above in English HL. This may suggest a skills/resourcing gap for educators in terms of African languages like Sesotho HL in some of the Quintile 5 schools.

`

Observations

• What do we do next? Focus on Mathematics

​

​

IMPORTANCE OF DATA

• The data indicates Quintile 4 schools require support and targeted interventions for L1 – L2 learners. While Quintile 5 schools need to focus more on maintaining & improving the pass quality.

Observations

• What do we do next? Secondary Schools: Mathematics and Home Languages

​

​

IMPORTANCE OF DATA

Observations

• The data suggests quintile 4 continues to see larger no. of learners at level 1-3.

​

• However there are also a large no. of learners at level 2 & 3 in grade 10 % 11 Mathematics.

​

• This data may suggest that the transition from grade 9 to 10 needs to be closely monitored and content gaps need to be addressed.

Learner Attendance: Quintile 4

Observations

• The data suggests learner attendance is on par, however there may be discipline issues. There are 9 learners who have been suspended.

​

• Behavioural matters affect classroom management & overall management of the school.

​

• 70% of the FET learners are overage.

Educator Attendance & Qualification: Quintile 4

• What is the succession plan for the School?
• How do they plan on ensuring that the knowledge & experience from the veteran educators is retained when they exit the system?

Observations

Learner Performance Gr 10 : Quintile 4

Filtered learners obtaining less then 30% is Mathematics

Learner Performance Gr 11 : Quintile 4

Learner failing Mathematics is also at the border line of failing HL. Pass % for HL is 40% & learner is obtaining 42%.

Learner Performance Grade 12 : Quintile 4

Learner required support in Mathematics to met the achievement level. The learner was 2% away from obtaining a pass in Mathematics.

Learner Attendance: Quintile 5

Observations

• The is a large no. of learners absent due to illness/sick reasons.

​

• Is there an environmental or community factor that contributed to this issue?

​

• Did learners manage to recover on learning losses?

Educator Attendance & Qualification: Quintile 5

• A large no. of educators teaching English HL have more than 10 years teaching experience.

Observations

IN CONCLUSION

​

• The data systems, such as SASAMA and Data Driven District (DDD) provide teachers and school administrators with tools for aggregating or disaggregating the data.

​

​

• Data informs the tailor-made support for teachers and remediation for learners.

​

• It provides an essential information for further research and policy changes

​

​