NP-ILN 21 st May 2013. Using Data to Improve student Achievement. The initiative depends upon the effective establishment, within and across systems and schools, of a continuous learning culture where data is viewed as an essential and important part of improving student learning.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
The initiative depends upon the effective establishment, within and across systems and schools, of a continuous learning culture where data is viewed as an essential and important part of improving student learning.
Decision-making about curriculum, pedagogy, and assessment must be based on reliable and valid data.
The coaches within participating Catholic schools will work with leaders and teachers in developing data analysis and interrogation skills and implementing whole-school approaches to literacy and numeracy development.
National Partnership Agreement on Improving Literacy & Numeracy – Queensland Implementation PlanNP-Improving Literacy and Numeracy
educational needs if we do not know what their needs are.
What do the students already know? - What can they
already do? What do they need to know, learn and do?
Baseline data is used
~ to inform where a student is currently performing
~ for a comparison of knowledge gained to show growth
~ to provide guidance for teachers to plan future teaching
• Result – IMPROVED STUDENT ACHIEVEMENTWhy Collect Data?
~ all teaching staff need to have easy access
~ for privacy reasons it needs to be stored so it can only be
accessed by approved staff
Data needs to be meaningful
~ raw scores linked to school benchmarks
~ teachers test to gain an insight into how each student thinks
Data needs to be easily recorded
~ to be user friendly and time efficient egnumbers only
This data does not replace the teachers’ own assessment records – this still needs to happen consistently across the schoolHow to Record Data
The purpose for collecting the data is to use it to improve student achievement.
Processes need to be clear and effective if the end result is to be achieved.
Agreed practice is aligned to classroom programming and planning agreed practice.Using the Data
Take time - This process will take a year or two to implement and refine
Help staff to acknowledge that while there is work involved, the results are worth it
The data collected will not only help to improve student achievement but will provide data that gives evidence about your teaching and learning programPracticalities
ITEM LEVEL SUMMARY REPORT
STUDENTS AT TIME OF TEST
CURRENT STUDENTS ?
NEW TEST EACH YEAR – aligned to ACARA – normed around 500 scale points
National % correct – shows easy to hard
ITEM LEVEL SUMMARY
ITEM LEVEL RESPONSE
USE SORT FUNCTIONS (Sunlanda)
Y3,5,7,9 only – set time, strict conditions
Support materials – QSA, NSW
Queensland Studies Authority – NAPLAN Data Results and Sunlanda
SAME TEST – aligned to ACARA (PAT –R)
ITEM DIFFICULTY RATING – shows easy to hard
Normed data – stanines, scale scores
School controls timing and conditions
Based on Data collected in September
Once or twice per year
Support materials are available
ACER- PAT-R, PAT-M and other support materials
Implementing, monitoring results
Identifying student learning problems
Implementing, monitoring results
Goals and targets
Which errors should be easiest to re-teach or “fix-up”?
Why did students get easy questions wrong?
How many questions do you focus on when reviewing test results?
How do you choose which questions to focus on?Some Questions to consider?
Easy questions are the simplest to re-teach
Many errors in easy questions are misunderstandings and misinterpretations
Easy questions are often the foundation knowledge for harder questions
You get more “bang for your buck” by focussing on the simpler errors in terms of “moving” dataWhy focus on the Easier Questions FIRST
Looking backwards – ie, fixing up problem areas after the data comes in
Preparation for the next NAPLAN test by selective focus on “historically weak areas” or trends identified over time
Looking forwards – ie, planning future work with emphasis on strengthening identified and verified weaknesses
A number of the above slides have been adapted from the power point presented at the ‘Darling Downs Regional Conference 2012: Putting Pedagogy into Practice: Using Data to Improve Teaching & Learning
NSW NAPLAN 2012 strategies
AC Teaching English
Data-driven practice will be at the core of each sectors’ coaching activities.