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Kagiso - Analysis final version

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Kagiso - Analysis final version

  1. 1. The Concept The Kagiso Learning Aid Project strictly applies this concept that teaching – learning – exercise must form a unit and that the Kagiso-Analysis, which allows us to hear from the pupils themselves, is in the centre of that concept. The strict and consistent application of this concept is the key to our success. We don’t follow the curriculum but listen to the pupils and teach what the analysis shows they need. This allows us to help them understand and master Mathematics better. Teaching Exercise Learning Kagiso Analysis The Kagiso Learning Aid Project has at its heart the concept that teaching, learning and exercise form an interactive triangle. If the Kagiso Analysis (success control) is placed in the middle of this triangle it strengthens the interactive linkage and gives strong reinforcement/support to teaching, learning and exercise.
  2. 2. 2 The Kagiso – Analysis Tests, assignments and exam papers are usually evaluated in a way which shows us what the pupil knows. If 11 out of 30 pupils get 80 or more percent the teacher regards this as a good result. My experience in South Africa while working at different schools with grade 2 to grade 9 showed clearly that the percent achieved by the pupil very seldom reflects the pupil’s abilities correctly. Much more important than checking the knowledge of the pupil is finding out what the pupil does not know. Which questions in a paper could not be answered correctly by how many pupils? The Kagiso-Analysis is an easy way to find that out.  The Kagiso-Analysis is best done in Excel.  Example of a template: [here restricted to 10 learners and 10 questions.] Question no 1 2 3 4 5 6 7 8 9 10 total % mistakes 1 2 3 4 5 6 7 8 9 10 total %  Learners are numbered in alphabetic or any other fixed order. The numbers of the learners are written in the first row (blue numbers).  The numbers of the questions are written in the left column (red numbers).
  3. 3. 3  The tests or papers have to be marked very strictly. The teacher can make own rules. [For instance we never give learners only one subtraction problem but at least three mostly however five. We regard subtraction as understood when more than 50% of the results are correct. We avoid questions where learners can get the correct answer by mere guessing like in “false or true” questions. We always try to question in both directions; for instance, we give them 10 numbers and ask to circle the odd number. But we also ask: “When is a number an odd number?] This approach makes the composition of a test or assignment an extremely important but also highly interesting task for the teacher. What questions are necessary to find out, without any doubts, that the learners have understood and master the important facts? The Kagiso-Analysis is a helpful tool to answer this question.  After marking the papers carefully the Kagiso-Analysis can be done. Pupil by pupil and question by question the wrongly answered questions get a 1 in the template. In the example given below pupil number 1 could not answer question number 2, 5, 6 and 9 correctly; pupil number 5 had no mistake.  After filling in the mistakes for all learner and all questions the number of mistakes for each question is summed from left to right [blue numbers in column total].  In case one want to compare classes with different number of pupils the number of mistakes has to be given in percent [column % mistakes].  The table below shows the results of a completed Kagiso-Analysis: Question no 1 2 3 4 5 6 7 8 9 10 total % mistakes 1 1 1 10 2 1 1 2 20 3 1 1 1 3 30 4 0 0 5 1 1 1 1 1 1 1 1 5 90 6 1 1 9 20 7 1 1 1 1 1 5 50 8 0 0 9 1 1 1 1 1 1 1 1 8 80 10 1 1 10 total 4 4 2 5 0 5 3 3 2 2 % 60 60 80 50 100 50 70 70 80 80
  4. 4. 4  Since the red totals are the mistakes one has to be careful when calculating the correct result for the pupils in %.  By pressing the graph button the sum or percent of mistakes for each question is shown in Excel. For this the column must first be highlighted.  The graph clearly shows that question number 5 and 9 could not be answered correctly even by learners who achieved 80%. If these are crucial questions showing whether a learner has understood the topic or not, further explanation and exercise must be done; otherwise a severe knowledge deficit is created and enforced and will cause problems in higher grades.  Pupils in my class wrote at least one test every day. These tests were evaluated with the Kagiso-Analysis. The results showed me what I had to do the next day in class.  The Kagiso-Analysis can be used universally. We have used it in spelling and grammar as well with great success.
  5. 5. 5 On the following two pages I give an example of the Kagiso-Analysis for our LAP-class grade 4. The teaching topic was fractions, always a problem for pupil. Below are the first six questions of the test and above is the Kagiso-Analysis for 18 of the 25 pupils. The analysis shows that question number 4 could not be answered by 16 of the 18 pupils correctly. Without knowing what the denominator stands for, fractions and even division are not understood.
  6. 6. 6 The result of the Kagiso-Analysis can also be shown on a graph. Prof Dr Dieter J. von Willert (Founder of the Kagiso Learning Aid Project) Kagiso - Analysis 0 2 4 6 8 10 12 14 16 18 1 2 3 4 5 6 Number of Question NumberofMistakes