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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.

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