Ministry of Education, Youth and Information | Every Child ...
2016 Grade Four Literacy Test Results by SchoolThe Grade 4 Literacy Test is part of the National Assessment Programme (NAP) and was first administered in 1998. The assessment of literacy at Grade 4 is consistent with international practice of benchmarking literacy skills at that grade level. The Test was administered nationally in 2009, for the first time and the results published.The Grade 4 Literacy Test consists of three sub-tests of skills (Word Recognition, Reading Comprehension and Writing). The overall performance of the child is expressed as one of the following levels: Mastery: The child has mastered the three skills and is considered literate.Almost Mastery: The child has mastered one or two of the three skills and is considered close to being literate.Non Mastery: The child has not mastered any of the three skills and is considered non- literate.All children at the Grade 4 level are required to sit the test as the Competence- Based Transition Policy states that no child will be allowed to sit the Grade Six Achievement Test (GSAT) without being certified as achieving mastery on the Grade 4 Literacy Test. Students have two opportunities to sit the test which is administered in June of each year.Overall Performance In June 2016, a total of 46,682 students sat the Test from public, private and special schools. Of this number, 37,160 sat the Test for the first time (33,372 from public schools, 3,759 from private schools and 29 from special schools). Approximately 80 per cent of the 37,131 students from public and private schools achieved mastery; 16.4 per cent achieved almost mastery and 3.4 per cent non-mastery. Of the 29,803 students who achieved mastery, 55.2 per cent were females and 44.8 per cent were males. Approximately 35 per cent (10) of the 29 students from special schools achieved mastery with males accounting for 31.3 percent and females 38.5 percent. Public Schools’ PerformanceThe 764 public schools with grade 4 enrolment, entered 33,372 students to sit the Test with approximately 79 percent attaining mastery; some 17.6 percent attaining almost mastery and 3.7 percent non-mastery. The percentage of students achieving mastery decreased by six (6) percentage points when compared to the previous year. Of the 26,257 students who achieved mastery, 55.7 percent were females and 44.3 percent males. Some 48 percent (365 schools) performed in the highest quintile or the 5th tier and 0.1 per cent (1 school) fell in the lowest quintile. It should be noted that the majority of schools continue to attain mastery levels between 60 and 100 percent, that is, in the 4th and 5th tiers. There was a 155% per cent increase in the number of schools in the 5th quintile between 2010 and 2016. See table 1.Table 1: Performance of Public Schools in 20% TiersPerformance of Public Schools in 20% TiersTier% of Student Mastery2016201520142013201220112010# of Schools# of Schools# of Schools# of Schools# of Schools# of Schools# of Schools1st0% to less than 20%11525692nd20% to less than 40%7220223561603rd40% to less than 60%87401201351591912584th60% to less than 80%3042463593603573233175th80% to 100%365491283269233209143Number of Schools764780787788789790788Private Schools’ PerformanceA total of 3,759 students from 230 private schools sat the Test. These students achieved 94 per cent mastery, 5.3 per cent almost mastery and 0.3 per cent non-mastery. The percentage of the students achieving mastery decreased by some 3 percentage points when compared to 2015. Of the total 3,546 students who achieved mastery, 97 percent were females and 91.7 percent were males. Comparison of percentage mastery levels for the period 2010-2016Mastery2016201520142013201220112010National (%)80867776747167Public (%)79857574726965Private (%)94979596949388In terms of percentage mastery by sex, the table below shows that the percentage of boys achieving mastery increased by higher percentage points than that of the girls, from 2010 to 2016. Specific strategies to boost the performance of boys will continue to be implemented.Grade 4 Literacy (Mastery by Sex 2010 – 2016)Number SittingMasteryYear20162015201420132012201120102016201520142013201220112010Female18,64920,02820,40221,06121,58622,88223,38816,445(88.2%)18,528(92.5%)17,598(86.3%)17,939(85.2%)17,968 (83.2%)18,669 (81.6%)18,127 (77.5%)Male18,48219,60120,78621,61222,52923,59223,65013358(72.3%)15,661(79.9%)14,190(68.3%)14,671(67.9%)14,574 (64.7%)14,508 (61.5%)13,338 (56.4%)Total37,13139,62941,18842,67344,11546,47447,03829803(80.3%)34,189(86.3%)31,788(77.2%)32,610(76.4%)32,542(73.8%)33,177(71.4%)31,465 (66.9%)Strategies to address the areas of concernThe Ministry of Education, Youth and Information continues the implementation of the National Comprehensive Literacy Programme, which addresses issues regarding literacy education at the primary level. In terms of a targeted and strategic response to the areas of deficit identified, the MOEYI will continue to: direct specialist support to the schools identified as needing such supportassess students’ literacy and identify specific areas of challengegenerate individual school’s intervention programmes to address students’ deficits organize professional seminars in higher level comprehension skills, phonics, fluency, vocabulary and writing strategies share best practices among educators collaborate with school authorities in the implementation and monitoring of the programmes initiated focus and research guided action to the literacy needs of boys Achieving and maintaining universal literacy need the collaborative effort of all stakeholders including parents, schools and communities. We need to be consistent in our efforts to build on the gains achieved. ................
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