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Using NAPLAN summative data to identify instructional successes and challenges.

Overview of Session. Using NAPLAN summative data to identify instructional successes and challengesUnderstanding the National Scale,School Summary analysis, Five-Year Trend analysis, Individual student-level data analysisValue added (Growth) analysis. Understanding the National Scale. Understan

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Using NAPLAN summative data to identify instructional successes and challenges.

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    1. Using NAPLAN summative data to identify instructional successes and challenges. Presented by Philip Holmes-Smith School Research Evaluation and Measurement Services

    2. Overview of Session Using NAPLAN summative data to identify instructional successes and challenges Understanding the National Scale, School Summary analysis, Five-Year Trend analysis, Individual student-level data analysis Value added (Growth) analysis

    3. Understanding the National Scale

    4. Understanding the National Scale The National Scale is an arbitrary scale – at this stage it is not related to points along a developmental curriculum. But, it is highly likely that it will be mapped onto the National Curriculum at some time in the future.

    5. The National Scale is an arbitrary scale – at this stage it is not related to points along a developmental curriculum. But, it is highly likely that it will be mapped onto the National Curriculum at some time in the future. The National Scale was fixed in 2008 as follows: Range: 0-1000 Mean: 500 Standard Deviation: 100 (i.e. 68% students between 400-600) Understanding the National Scale

    7. The National Scale is an arbitrary scale – at this stage it is not related to points along a developmental curriculum. But, it is highly likely that it will be mapped onto the National Curriculum at some time in the future. The National Scale was fixed in 2008 as follows: Range: 0-1000 Mean: 500 Standard Deviation: 100 (i.e. 68% students between 400-600) The Scale has been divided into ten Bands which are used for reporting to parents. Band 1 covers all scores equal to or less than 270. Bands 2 – 9 increment by 52 score points each Band Band 10 covers all scores above 686. Understanding the National Scale

    8. The National Scale is an arbitrary scale – at this stage it is not related to points along a developmental curriculum. But, it is highly likely that it will be mapped onto the National Curriculum at some time in the future. The National Scale was fixed in 2008 as follows: Range: 0-1000 Mean: 500 Standard Deviation: 100 (i.e. 68% students between 400-600) The Scale has been divided into ten Bands which are used for reporting to parents. Band 1 covers all scores equal to or less than 270. Bands 2 – 9 increment by 52 score points each Band Band 10 covers all scores above 686. At this stage Bands have no explicit curriculum meaning but results show that for Victorian students in 2010: A typical Yr3 level of performance is at the bottom of Band 5 A typical Yr5 level of performance is almost halfway into Band 6 A typical Yr7 level of performance is a third into Band 7 A typical Yr9 level of performance is at the bottom of Band 8 Understanding the National Scale

    9. Parent Reports (NB. Bands do not equate to Victorian Year Level means)

    10. Victorian State Averages - 2010 (By Year Level and Dimension)

    11. Cautionary Note #1 Equal scores amongst different dimensions (on the National Scale) do not equate to equal levels of performance in terms of expected VELS levels. e.g. A National Yr9 Reading score of 582.0 is equivalent to a VELS score of 5.22, but A higher National Yr9 Numeracy score of 592.7 is equivalent to a lower VELS score of 4.84.

    12. Comparing National Scale Scores to Estimated VELS Equivalent scores The Victorian means for Year 3 and Year 9 Reading and Numeracy on the National scale are compared to the estimated VELS equivalent scores below: Compared to our expected curriculum outcomes for Year 3 students (2.175), the State Reading mean is about 1˝ term ahead of where we expect a typical Year 3 student to be. However, the State Numeracy mean is about 2˝ terms below where we expect a typical Year 3 student to be. Compared to our expected curriculum outcomes for Year 9 students (5.175), the State Reading mean is just above where we expect a typical Year 9 student to be. However, the State Numeracy mean is about 2˝ terms below where we expect a typical Year 9 student to be.

    18. Cautionary Note #2 “Estimated VELS Equivalent Scores” should be viewed with caution. Specifically: It is doubtful that the “Estimated VELS Equivalent Scores” for Writing, Spelling or Grammar & Punctuation are truly VELS scores. (The writing marking rubric does not use VELS criteria and there are no VELS criteria for Spelling or Grammar & Punctuation.) “Estimated VELS Equivalent Scores” are based on an equating study that is now three years old.

    19. School Summary Analysis

    20. The School Summary Report

    21. The School Summary Report

    22. Interpreting “box and whisker” graphs There are 30 students in this Year Level. Therefore: 50% (or 15 students) are above the median. 50% (or 15 students are below the median. 50% (or 15 students) are inside the “box”. Half of these (7-8 students) are above the median and half (7-8 students) are below the median. 10% (or 3 students) are at or below the 10th percentile “whisker”. 10% (or 3 students are at or above the 90th percentile “whisker”. 15% (or 4-5 students) are spread between the 25th down to the 10th percentile. 15% (or 4-5 students) are spread between the 75th up to the 90th percentile.

    23. Interpreting the School Summary Report Is the school’s median above, at or below the State median?

    24. Interpreting the School Summary Report Is the school’s median above, at or below the State median? For VELS only, is the Reading median above, at or below the Numeracy median?

    25. Interpreting the School Summary Report Is the school’s median above, at or below the State median? For VELS only, is the Reading median above, at or below the Numeracy median? How does the school’s spread compare to the State spread?

    26. The School Summary Report

    27. Five-Year Trend Analysis

    28. Five-Year Trend Analysis

    29. Five-Year Trend Analysis

    30. Individual Student-level Analysis: Grouping Students for Teaching

    31. Individual Student-level Analysis

    32. Individual Student-level Analysis

    33. Individual Student-level Analysis

    34. Value-Added (Growth) Analysis

    35. Growth Analysis (NAPLAN scale)

    36. Growth Analysis (NAPLAN scale)

    37. Growth Analysis (VELS scale)

    38. Growth Analysis (VELS scale)

    39. Growth Analysis (VELS scale)

    40. Value-Added (Growth) Analysis

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