The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013

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dc.contributor.advisorWoolard, Ingriden_ZA
dc.contributor.advisorSpaull, Nicholasen_ZA
dc.contributor.authorRoss, Laurenen_ZA
dc.date.accessioned2017-01-23T12:03:29Z
dc.date.available2017-01-23T12:03:29Z
dc.date.issued2016en_ZA
dc.description.abstractThis paper builds on the underlying framework of Jacob and Levitt (2003) and further work by Gustafsson (2014) to determine the prevalence of cheating in South African schools using a nationally representative sample (Verification ANA) of the Annual National Assessments of 2013. This research forms part of a broader research project on 'binding constraints in education' promoted by the Programme to Support Pro-poor Policy Development (PSPPD), housed at Stellenbosch University. The adapted methodology is verified in order to ensure that the suspicious string indicators as discovered by Jacob and Levitt are indeed indicative of suspicious behaviour when applied to the South African ANA. At a national level, the data suggests that cheating or suspicious behaviour is likely to be prevalent in up to 10 percent of schools with respect to Mathematics and Language in Grades 3 and 6. The manner in which schools behave suspiciously varies significantly by province, subject and measure. As many as 37% of primary schools in the Eastern Cape, 26% of primary schools in KwaZulu-Natal and 24% of primary schools in Limpopo show some evidence of cheating in Grade 3 mathematics, compared to just 0% to 2% of primary schools in the Western Cape and Gauteng. Similar extremes are noted in the Grade 6 results. These results suggest that the mere act of assessment and measurement induces behavioural distortions such as gaming behaviour even in the absence of high-stakes.en_ZA
dc.identifier.apacitationRoss, L. (2016). <i>The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013</i>. (Thesis). University of Cape Town ,Faculty of Commerce ,School of Economics. Retrieved from http://hdl.handle.net/11427/22939en_ZA
dc.identifier.chicagocitationRoss, Lauren. <i>"The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013."</i> Thesis., University of Cape Town ,Faculty of Commerce ,School of Economics, 2016. http://hdl.handle.net/11427/22939en_ZA
dc.identifier.citationRoss, L. 2016. The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ross, Lauren AB - This paper builds on the underlying framework of Jacob and Levitt (2003) and further work by Gustafsson (2014) to determine the prevalence of cheating in South African schools using a nationally representative sample (Verification ANA) of the Annual National Assessments of 2013. This research forms part of a broader research project on 'binding constraints in education' promoted by the Programme to Support Pro-poor Policy Development (PSPPD), housed at Stellenbosch University. The adapted methodology is verified in order to ensure that the suspicious string indicators as discovered by Jacob and Levitt are indeed indicative of suspicious behaviour when applied to the South African ANA. At a national level, the data suggests that cheating or suspicious behaviour is likely to be prevalent in up to 10 percent of schools with respect to Mathematics and Language in Grades 3 and 6. The manner in which schools behave suspiciously varies significantly by province, subject and measure. As many as 37% of primary schools in the Eastern Cape, 26% of primary schools in KwaZulu-Natal and 24% of primary schools in Limpopo show some evidence of cheating in Grade 3 mathematics, compared to just 0% to 2% of primary schools in the Western Cape and Gauteng. Similar extremes are noted in the Grade 6 results. These results suggest that the mere act of assessment and measurement induces behavioural distortions such as gaming behaviour even in the absence of high-stakes. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013 TI - The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013 UR - http://hdl.handle.net/11427/22939 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22939
dc.identifier.vancouvercitationRoss L. The prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013. [Thesis]. University of Cape Town ,Faculty of Commerce ,School of Economics, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22939en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Economicsen_ZA
dc.publisher.facultyFaculty of Commerceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEconomicsen_ZA
dc.titleThe prevalence of cheating in National Standardised Assessments in South African schools : applying the Jacob and Levitt (2003) method to the Annual National Assessments of 2013en_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMComen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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