What learner achievement data do I need to collect?

1. Accountability Assessment Data Accountability Assessment Module 4 Data What learner achievement data do I need to collect?

2. Accountability Assessment Data Accountability Assessment Data What learner achievement data do I need to collect?

3. Accountability Assessment Data Accountability The aim of this activity is: Assessment Data • To clarify what is meant by useful data • To refine existing data collection processes so that they become more efficient and useful

4. Accountability Assessment Data Accountability Today’s activity will consist of: Assessment Data • General introduction • Group focus - ‘What do I need to know?’ • Looking first at big picture data • Looking at individual student detail

5. Accountability Assessment Data Accountability Assessment Data • As individuals and as a school we need to review the data we collect and why we collect it. • We also need to decide what data is most useful and how it will be shared.

6. Accountability Assessment Data Accountability Assessment Data • Schools and teachers in particular generally collect lots of student related data • Some of this data is used well • Some of this data is collected and not used well • Some of this data tells us what we already know: • confirms existing knowledge • triangulates, ie validates • unnecessarily duplicates

7. Accountability Assessment Data Accountability Assessment Data • DATA • Data takes many forms • When it is consistently collected, data creates an emerging pattern or picture of achievement • Good data generates good information • Invalid, unreliable and biased data is unusable data

8. Accountability Assessment Data Accountability Assessment Data • Collect only the data you need • Focus on quality - not quantity

9. Accountability Assessment Data Accountability Assessment Data • Data is used to answer questions about learner achievement. • What I really want to know is...

10. Accountability Assessment Data Accountability Assessment Data • 1. Are my students progressing at the ‘expected rate’ described in the SACSA framework? • 2. Which students aren’t making the progress I would expect? • - Why aren’t these students progressing? • - What can I/we do to help them? • 3. What specific strengths are individual students demonstrating? • - How can I/others foster these further? • 4. What specific learning needs are individual students demonstrating? • - How can I/others help these students?

11. Accountability Assessment Data Accountability Assessment Data • The SACSA Framework provides a mechanism for gauging student development across all of the 8 Learning Areas, incorporating Essential Learnings, Equity Cross-curriculum Perspectives and EVE (Enterprise and Vocational Education). • The SACSA Framework provides a means of assessing general progress. It is not designed to provide detailed diagnostic information to support selected students.

12. Accountability Assessment Data Accountability Assessment Data • What SACSA outcomes data is currently being collected and what processes exist for sharing and analysing this information? • (Suggest improvements if these are needed). • Does this information answer the first question, ie: Are my students progressing at the ‘expected rate’?

13. Accountability Assessment Data Accountability Assessment Data • The next question might be: • Which students are/are not progressing at the ‘expected rate’ and in which aspects of development is this progress expected, advanced or limited? • For these students what more • do I need to know?……...

14. Accountability Assessment Data Accountability Assessment Data