Original Research

Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Meshack Moloi, Anil Kanjee
Pythagoras | Vol 39, No 1 | a393 | DOI: https://doi.org/10.4102/pythagoras.v39i1.393 | © 2018 Meshack Moloi, Anil Kanjee | This work is licensed under CC Attribution 4.0
Submitted: 25 August 2017 | Published: 25 July 2018

About the author(s)

Meshack Moloi, Department of Primary Education, Tshwane University of Technology, South Africa
Anil Kanjee, Department of Primary Education, Tshwane University of Technology, South Africa


In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.


National assessment surveys; standards-based reporting; standard setting; performance levels


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Crossref Citations

1. Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices
A Kanjee, J K Ramollo
Assessment in Education: Principles, Policy & Practice  vol: 30  issue: 3-4  first page: 245  year: 2023  
doi: 10.1080/0969594X.2023.2228503