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using data to inform teaching and learning Robert Cordaiy, Michele Howland, Dawn Walker Karolina Nacovski, Scott Gilbert Educational Measurement & School Accountability (EMSAD) Professional Teaching Standards Professional Competence Element 3.2.5 Linking Assessment to Learning

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using data to inform teaching and learning

using data to inform teaching and learning

Robert Cordaiy, Michele Howland, Dawn Walker

Karolina Nacovski, Scott Gilbert

Educational Measurement & School Accountability (EMSAD)

slide2

Professional Teaching Standards

Professional Competence

  • Element 3.2.5
  • Linking Assessment to Learning
      • Use a broad range of effective strategies to assess student achievement of learning outcomes.
  • Element 5.2.5
  • Manage student behaviour and promote student responsibility for learning
      • Manage student behaviour through engaging students in purposeful and worthwhile activities.

Educational Measurement and School Accountability Directorate (EMSAD)

slide3

Go to SMART

Educational Measurement and School Accountability Directorate (EMSAD)

slide4

Demonstration of SMART – screens for analysis include

  • School Summary
  • % in Bands
  • Item performance
  • Teaching Strategies
  • Item Analysis

Educational Measurement and School Accountability Directorate (EMSAD)

slide5

How to make sense of the data?

to form

class groups

A Demo version of SMART has been selected

to view:

School Summary and

Table 4 data - relating to options chosen for each test item

to:

Sort items

view Syllabus Ref

view Graph

to drill down to

the item

Use these 4 menu items as the basis of your analysis

to view :

Test item as it appeared in the test

Teaching Strategies

Syllabus Reference

Band

Educational Measurement and School Accountability Directorate (EMSAD)

slide6

SAMPLE ANALYSIS

Years 7 & 9

Focus Group: Girls

Test Aspect : Reading

Go to SMART

Educational Measurement and School Accountability Directorate (EMSAD)

slide7

WORKSHEETS (Yellow)

LOCAL SCHOOL

READING

Year 7 & 9

Focus Group: GIRLS

Identify

  • Areas of Strength AND
  • Areas of Focus

using Item Analysis and Table 4.

Go to Item Analysis

Educational Measurement and School Accountability Directorate (EMSAD)

slide8

Item Analysis

WORKSHEET

School Name & Year

Sort order

Test Aspect

Educational Measurement and School Accountability Directorate (EMSAD)

slide9

Using ITEM ANALYSIS

  • identify the items where Year 7 Girls have correctly answered:
  • 10% above the State
  • Tick, circle or highlight items

Educational Measurement and School Accountability Directorate (EMSAD)

areas of strength year 7
AREAS OF STRENGTH – Year 7

from Item Analysis

Local School: Focus Group GIRLS

Literacy: Reading

Information from GRAPH scroll-over

  • Q 31, 9, 15, 10, 36, 29 and 44 - a Band 6

item (Interpretation - Filter by substrand )

Go to SMART

Educational Measurement and School Accountability Directorate (EMSAD)

slide11

30 secs

AREAS OF FOCUS - Years 7

Literacy - Reading Focus group GIRLS

from Item Analysis & Table 4

Q39, 35, 27

Q 45

Educational Measurement and School Accountability Directorate (EMSAD)

slide12

Table 4 - Reading

Back-to-back

Educational Measurement and School Accountability Directorate (EMSAD)

slide13

AREAS OF FOCUS - Years 7

Literacy - Reading Focus group GIRLS

from Item Analysis & Table 4

Q11, 37

Q39, 35, 27

Q 32, 35, 39, 41

Q 38

Q 45

Go to SMART Yr 9

Educational Measurement and School Accountability Directorate (EMSAD)

slide14

AREAS OF FOCUS - Years 7 & 9

Literacy - Reading Focus group GIRLS

from Item Analysis & Table 4

Q 39, 35, 27

Q 34, 28, 30, 39, 46, 45, 47

Q 45

Q 8

Educational Measurement and School Accountability Directorate (EMSAD)

using the information from our analysis we are able to complete the following statements
Using the information from our analysis we are able to complete the following statements:

Worksheet

Programming implications for Reading – Years 7 & 9 Girls

  • Our results show:
  • Year 7 Girls are strong in the XXXXXXXX.
  • Further skills development is needed in XXXXXXXXX
  • Particular focus is needed in (Text type).

Educational Measurement and School Accountability Directorate (EMSAD)

slide16

Programming implications for Reading – Years 7 & 9 Girls

  • Our results show:
  • Year 7 & 9 Girls are strong in the Interpretation.
  • Further skills development is needed in Connecting ideas, inference and interpreting language
  • Particular focus is needed in Information reports and explanations.

Educational Measurement and School Accountability Directorate (EMSAD)

slide17

Worksheet

Circle whichever is appropriate

Stages 4- 5 Programs

Focus Group GIRLS - READING

  • The students’ results indicated for these items are/are not consistent with our in-school assessment results.
  • The structure of our stage/faculty programs needs to be evaluated in relation to the following:
  • (Complete for Text type)
  • information reports
  • explanations

Educational Measurement and School Accountability Directorate (EMSAD)

faculty plan focus group
Faculty Plan – Focus Group

Worksheet

  • These overall results of students’ achievement are/are notconsistent with our in-school assessment results.
  • To improve the literacy achievement of Yr X students, the stage/faculty management plan needs to be amended to include strategies to support

all students

high achievers

low achievers

boys

girls

Indigenous

LBOTE

ESL.

  • These groups have/ have not been identified in the School Targets for 2009.

Educational Measurement and School Accountability Directorate (EMSAD)

slide19

Syllabus implementation

  • The students’ results related to syllabus outcomes are/are notconsistent with our
  • in-school assessment results.
  • The content of our faculty programs needs to be evaluated in relation to the following syllabus outcomes:
  • English 4.4.8, 4.7.9, 4.7.1, 4.1.18
  • Science 4.10, 4.3, 4.20
  • History 4.8

Educational Measurement and School Accountability Directorate (EMSAD)

slide20

How can analysis inform

my classroom practice?

Go to SMART

Educational Measurement and School Accountability Directorate (EMSAD)

slide21

https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/KLA/Scie/LR_CoId_s4a.htmhttps://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/KLA/Scie/LR_CoId_s4a.htm

Go to SMART

Educational Measurement and School Accountability Directorate (EMSAD)

slide22

Refer to Teaching Strategies

Addressing Areas of Focus

Focus Group GIRLS - Reading

KLA:English/Science Stage:4

Educational Measurement and School Accountability Directorate (EMSAD)

slide23

Addressing Areas of Focus

Reading

KLA:_ANY Stage:4- 5

Educational Measurement and School Accountability Directorate (EMSAD)

slide24

WORKSHEETS (Green)

LOCAL SCHOOL

READING

Year 7 & 9

Focus Group: ALL STUDENTS

Identify

  • Areas of Strength AND
  • Areas of Focus

using Item Analysis and Table 4.

10 mins activity

Educational Measurement and School Accountability Directorate (EMSAD)

slide25

AREAS OF STRENGTH – Year 7

from Item Analysis

Local School:

Literacy: Reading

  • Q29 Identifies narrator’s intention – (Band 5)

11% above the State

  • Q44 Infer’s writer’s response (Band 6 ) –

16 % above the State

Information from GRAPH scroll-over

Educational Measurement and School Accountability Directorate (EMSAD)

slide26

AREAS OF STRENGTH – Year 9

from Item Analysis

Local School:

Literacy: Reading ( >6% above the State)

  • Q21 Identifies tone – (Band 6)
  • Q5 Infer the meaning of a phrase - (Band 6)

Refer to worksheets

Educational Measurement and School Accountability Directorate (EMSAD)

slide27

Worksheet

AREAS OF FOCUS - Years 7 & 9

Literacy - Reading

from Item Analysis & Table 4

Educational Measurement and School Accountability Directorate (EMSAD)

slide28

AREAS OF FOCUS - Years 7 & 9

Literacy - Reading

from Item Analysis & Table 4

Q 11, 37

Q 32, 35, 39, 41

Q 38, 14, 19, 46

Q 38

Q 30, 45, 28

Educational Measurement and School Accountability Directorate (EMSAD)

slide29

Addressing Areas of Focus

Reading

KLA:_ANY Stage:5

Go to Teaching Strategies

Educational Measurement and School Accountability Directorate (EMSAD)

slide30
Using the information from our analysis we are able to complete the following statements in theBACK TO SCHOOL PACK:

Worksheet

  • Programming implications for Reading – Years 7 & 9 ALL STUDENTS
  • Stages 4-5 Programs in Literacy
  • Syllabus Implementation
  • Faculty Plan for Stages 4 - 5 Literacy

Educational Measurement and School Accountability Directorate (EMSAD)

slide31

Programming implications for Reading – Years 7 & 9

  • Our results show:
  • Year 7 & 9are strong in these skills:
  • identifying a narrator’s intention
  • inferring a response to an argument.
  • Further skills development is needed in these skills:
  •  inference
  •  connecting ideas
slide32

Stages 4-5 Programs

in Literacy

The students’ results indicated for these items are/are not consistent with our in-school assessment results.

The structure of our stage/faculty programs needs to be evaluated in relation to the following:

Complete for Text Type

Educational Measurement and School Accountability Directorate (EMSAD)

slide33

Faculty Plan for Stages 4

Literacy

  • These overall results of students’ achievement are/are notconsistent with our in-school assessment results.
  • To improve the literacy achievement of Yr X students, the stage/faculty management plan needs to be amended to include strategies to support :
  • all students
  • high achievers
  • low achievers

boys

girls

Indigenous

  • LBOTE
  • ESL.
  • These groups have/ have not been identified in the School Targets
  • for 2009.

Educational Measurement and School Accountability Directorate (EMSAD)

slide34

Summary

What have we done today?

We have looked at 2 groups of interest for a school:

Girls

 All Students

We have celebrated areas of strength and investigated areas of focus.

We have identified outcomes to be addressed and accessed teaching strategies that may be of assistance.

We have looked at implications for planning and programming at a school stage/faculty level.

Educational Measurement and School Accountability Directorate (EMSAD)

slide35

Where do we go now

  • Back to school to find SMART and look at your data in the context of your school and your students

At the class level analyse data for a class or interest group, use the worksheets to drill down to specific focus areas and identify relevant teaching strategies

      • Consider whole school issues and resources
  •  Review school plans and revise stage/faculty programs.

As a result of this analysiswe will be informed for the future and positioned to deliver improved outcomes for our students.

Educational Measurement and School Accountability Directorate (EMSAD)

slide36

The AGQTP SMART Powerpoint Presentation is available on the DET Intranet:

EMSAD – SMART – Publications and Professional Learning – AGQTP Presentation

at

https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/smart_pubs_learning.htm

Educational Measurement and School Accountability Directorate (EMSAD)

slide37

The AGQTP SMART Powerpoint Presentation is available on INTERNET:

DET - Public Schools – Learning & Teaching - Assessment – SMART – Professional Development - AGQTP Presentation

http://www.schools.nsw.edu.au/learning/7-12assessments/smart/index.php

Educational Measurement and School Accountability Directorate (EMSAD)

slide38

Thank You

Educational Measurement and School Accountability Directorate (EMSAD)