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The English Online Interview - Interpreting student results - OUTLINE Introduction Assessment scoring Generating reports Interpreting results Questions to guide analysis of data I NTRODUCTION

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The english online interview interpreting student results l.jpg

The English Online Interview- Interpreting student results -


Outline l.jpg
OUTLINE

  • Introduction

  • Assessment scoring

  • Generating reports

  • Interpreting results

  • Questions to guide analysis of data


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INTRODUCTION

  • The English Online Interview is a point in time assessment measuring student performance in all dimensions of the VELS English domain – Reading, Writing, Speaking & Listening.

  • Familiarity with the data and reports will assist in interpreting results and synthesising these with other evidence of student achievement.

  • This PowerPoint supports the ‘Interpreting English Online Interview Results’ document now online at the English Online interview website: http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/eoiinterpretingresults.pdf


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ASSESSMENT SCORING

  • Student results are calculated from the combination of question responses and the difficulty of each question response relative to others in the assessment.

  • Scoring and VELS interpretations cannot be undertaken manually by the teacher.


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ASSESSMENT SCORING- The VELS score range for each dimension by module

  • Each assessment module caters for a range of three VELS levels, allowing students of varied abilities to be assessed with the same assessment module.


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ASSESSMENT SCORING- State wide percentage of students at the top end of the spectrum


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GENERATING REPORTS - Reports for individual students

  • The following reports can be generated for individual students:


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GENERATING REPORTS - Reports for groups of students

  • The following reports can be generated for pre-defined groups, classes, year levels, or schools:


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INTERPRETING RESULTS- Diagnostic information

  • Results from the English Online Interview provide teachers with indicative VELS scores as well as diagnostic information to support detailed exploration of student strengths and learning needs.

  • Teachers are encouraged to use the reports in combination with student VELS scores to gain an enhanced understanding of their student’s strengths and learning needs.


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Student Response Summary Report

  • This report is for an individual student and shows performance on each question in the three English dimensions (Reading, Writing, Listening & Speaking)

Shows there are 15 questions that assess Comprehension in the Reading dimension

Shows the response level of the student on each question

Shows there are nine questions that assess Phonemic Awareness in the Reading dimension

Shows the actual questions used to assess Phonemic Awareness


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QUESTIONS TO GUIDE ANALYSIS OF DATA- Questions for teachers

  • What does the data indicate about the strengths of individual students / classes / cohorts?

  • What areas does the data indicate individual students / classes / cohorts require attention?

  • Are there students whose results surprised me? Why?

  • Will I need to conduct an additional assessment for any students to supplement the findings?

  • Which students may require additional support in 2010?

  • What opportunities could I explore to further focus my teaching with individual students?

  • What are the implications of the data for my own professional learning?

  • How does this data support my own judgements and assist me in my report writing?


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QUESTIONS TO GUIDE ANALYSIS OF DATA- Questions for school leaders

  • What are the strengths and learning needs of our students that are revealed in the English Online Interview school reports?

  • What does this data indicate about the achievement levels in Reading, Writing, and Listening and Speaking of all children as well as particular sub-groups, such as ESL, Koorie, PSD, boys and girls within the P–2 cohort?

  • What does this data indicate about our literacy program in the P–2 area?

  • Are there any areas of concern that the school might consider to address with a coordinated approach and/or through teacher professional learning?

  • How can we use this data when planning our programs for the following school year?

  • Which students have been identified as requiring intervention in the following year?

  • Are there trends in this data that are also evident in other data sources?


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