Choose wisely - Serious Social Investing 2013
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Different performance monitoring models are appropriate for different funders. JET's Godwin Khoza speaks at the Tshikululu Social Investments Serious Social Investing 2013 workshop.
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Choose wisely - Serious Social Investing 2013
- 1. BSSIP Monitoring and Evaluation Framework 13 March 2013
- 2. Evaluation of the Bojanala Systemic Improvement Project Profiles Baselines Follow up Investment Decisions Progress Impact Sustainability X Teacher RBAT & Diagnostic tests Teacher Standardised tests Learner performance Annual OPR 2
- 3. Results of the RBAT on Math Literacy 100% 90% 80% 70% 60% Score (%) RBAT: July 2010 50% Diag 1: January 2011 40% Diag 2: September 2011 30% Diag 3: October 2012 20% 10% 0% ML1 ML2 ML3 ML4 ML5 ML6 ML7 ALL Teacher Identifier 3
- 4. Uses of the tests • Designing the teacher development interventions • Adjusting teacher development interventions • Personal target setting by teachers • Increasing the demand for teachers among teachers, e.g. on mentorships • Management awareness and decisions about teacher development dynamics 4
- 5. BSSIP FET TEACHER DEVELOPMENT DOSAGE: 2010/2011 Q1 Q2 Q3 Q4 YEAR INTERVENTION DOSAGE M1 M2 M3 TOTAL M4 M5 M6 TOTAL M7 M8 M9 TOTAL M10 M11 M12 TOTAL TOTAL CONTENT DEVELOPMENT 12 12 12 36 SELF-DIRECTED LEARNING 0 ONSITE MENTORING AND SUPPORT PER TEACHER 2 2 2 6 PROFESSIONAL LEARNING CLUSTERS 0 TOTAL HOURS PER TERM PER TEACHER 14 14 14 42 TOTAL HOURS PER YEAR PER TEACHER 84 5
- 6. BSSIP FET TEACHER DEVELOPMENT DOSAGE: 2012 Q1 Q2 Q3 Q4 YEAR INTERVENTION DOSAGE M1 M2 M3 TOTAL M4 M5 M6 TOTAL M7 M8 M9 TOTAL M10 M11 M12 TOTAL TOTAL CONTENT DEVELOPMENT 19 19 19 19 19 19 19 19 76 SELF-DIRECTED LEARNING 12 12 12 36 12 12 12 36 12 12 12 36 12 12 24 132 ONSITE MENTORING AND 0 6 6 12 6 6 12 6 6 12 6 6 0 12 48 SUPPORT PER TEACHER PROFESSIONAL LEARNING 2 2 4 2 2 4 2 2 4 2 2 4 16 CLUSTERS TOTAL HOURS PER TERM 70 88 88 74 320 PER TEACHER 6
- 7. Challenges in implementing the tests • Negative perceptions about teacher testing • Weak standardisation – because the course content covered during the year varies. Only difficulty level and cognitive demand levels were standardised • Vacancies and attrition (27 – 23 teachers ) 7
- 8. FP Numeracy Participation rate: 2010: 36 teachers (81.8%) 2011: 24 teachers (43.2%) Overall average: 2010: 52.9% 2011: 54.1% 8
- 10. FP Numeracy Highest scores: Basic operations and money Struggle: Manipulating digits to get largest difference Middle scores: Counting, number concept and place value Fractions, techniques, patterns and flow diagrams, maps and grids Struggle: Writing ordinal number in words, number pattern involving digital time, Completion of number pattern up to seventh term Lowest scores: Shapes and objects Time, mass, volume and length, area and perimeter Graphs and data interpretation Struggle: Problems where hours needs to be converted to days Definitions for mass, weight and capacity Evaluating the information in a graph critically Listing outcomes for a simple trial Reflection of a object Drawing a rectangle with a specific perimeter on a grid 10 using tiling to calculate area
- 11. Evaluation of the Bojanala Systemic Improvement Project Need for cost- Profiles Baselines Follow up benefit analysis Investment Decisions Progress Impact Sustainability X Teacher RBAT & Diagnostic tests Teacher Standardised tests Learner performance Annual OPR 11