LEARNING ACHIEVEMENT IN READING AND MATH, SACMEQ 2007

Swaziland
* Similar to assessments like TIMSS, PIRLS, and PISA, SACMEQ scores have a mean of 500 and a standard deviation of pupil scores of 100. The minimum scores on the
assessments are around 190 points and the maximum scores are around 900 points.
** Descriptions of SACMEQ reading and math performance levels are available below.
516
535
559
581
529
545
560
589
400
450
500
550
600
650
700
Isolated Rural Small town Large city
Male Female
Swaziland
Data Source: SACMEQ III, 6th grade assessments, 2007
Average reading scores by community type and sex*
528
541
551
563
525
531
539
559
400
450
500
550
600
650
700
Isolated Rural Small town Large city
Male Female
Average math scores by community type and sex*
Swaziland
Data Source: SACMEQ III, 6th grade assessments, 2007
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400 450 500 550 600 650
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Reading scores
Data Source: SACMEQ III, 6th grade assessments, 2007


National performance on reading and math assessments*
9%
7%
6%
7%
79%
80%
79%
86%
12% 13%
15%
7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Hhohho Lubombo Manzini Shiselwen
Levels** 1-3 Levels 4-6 Levels 7-8
Data Source: SACMEQ III, 6th grade assessments, 2007
46%
43% 43%
46%
54%
57% 57%
54%
100% 100% 101% 100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Hhohho Lubombo Manzini Shiselwen
Levels** 1-3 Levels 4-6 Levels 7-8
Swaziland
Data Source: SACMEQ III, 6th grade assessments, 2007
Performance on the math assessment by region
Swaziland
Performance on the reading assessment by region
SACMEQ III Data
Level 1 Pre Reading
Level 2 Emergent Reading
Level 3 Basic Reading
Level 4
Reading for
Meaning
Level 5
Interpretive
Reading
Level 6 Inferential Reading
Level 7 Analytical Reading
Level 8 Critical Reading
Level 1 Pre Numeracy
Level 2
Emergent
Numeracy
Level 3 Basic Numeracy
Level 4
Beginning
Numeracy
Level 5
Competent
Numeracy
Level 6
Mathematically
Skilled
Level 7
Concrete Problem
Solving
Level 8
Abstract Problem
Solving
Extracts and converts information from tables, charts, visual and symbolic presentations in order to
identify and then solve multi-step problems.
Identifies the nature of an unstated mathematical problem embedded within verbal or graphic
information and then translates this into symbolic, algebraic, or equation form to solve the problem.
Applies a two-step addition or subtraction operation. Estimates the length of familiar objects.
Recognizes common two-dimensional shapes.
Translates verbal information using one arithmetic operation. Translates graphical information into
fractions. Interprets place value of whole numbers up to thousands. Interprets simple common
everyday units of measurement.
Translates verbal or graphic information into simple arithmetic problems. Uses multiple different
arithmetic operations on whole numbers, fractions, and/or decimals.
Translates verbal; graphic; or tabular information into an arithmetic form to solve a given problem.
Solves multiple-operation problems. Converts basic measurement units.
Solves multiple-operation problems involving fractions, ratios, and decimals. Translates verbal and
graphic information into symbolic, algebraic, and equation form to solve a given mathematical problem.
Checks and estimates answers using external knowledge.
Applies single step addition or subtraction operations. Recognizes simple shapes. Matches numbers
and pictures. Counts in whole numbers.
SACMEQ Math Performance Levels
SACMEQ Reading Performance Levels
Matches words and pictures involving concrete concepts and everyday objects; follows short simple
written instructions.
Matches words and pictures involving prepositions and abstract concepts; uses cuing systems to
interpret phrases by reading on.
Interprets meaning in a short and simple text.
Reads in order to link and interpret information located in various parts of the text.
Reads in order to combine and interpret information from various parts of the text in association with
external information that contextualizes meaning.
Reads through longer texts in order to combine information so as to infer the writer's purpose.
Locates information in longer texts in order to combine information from various parts of the text so as
to infer the writer's personal beliefs
Locates information in longer texts in order to combine information from various parts of the text so as
to infer and evaluate what the writer has assumed about both the topic and the characteristics of the
reader.
Data for this profile comes from the third Southern and Eastern Africa Consortium for Monitoring and Educational Quality (SACMEQ)
study conducted in 2007. The study measured reading and math performance at the sixth grade level in Botswana, Kenya, Lesotho,
Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar, and Zimbabwe.
More information about SACMEQ is available at www.sacmeq.org.
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Descriptions of performance levels are abbreviated; f or complete descriptions, please visit the SACMEQ website at www.sacmeq.org.