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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) Professional Teaching Standards Professional Competence Element 3.2.5 Linking Assessment to Learning

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using data to inform teaching and learning

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  1. using data to inform teaching and learning Robert Cordaiy, Michele Howland, Dawn Walker Karolina Nacovski, Scott Gilbert Educational Measurement & School Accountability (EMSAD)

  2. 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)

  3. Go to SMART Educational Measurement and School Accountability Directorate (EMSAD)

  4. Demonstration of SMART – screens for analysis include • School Summary • % in Bands • Item performance • Teaching Strategies • Item Analysis Educational Measurement and School Accountability Directorate (EMSAD)

  5. 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)

  6. SAMPLE ANALYSIS Years 7 & 9 Focus Group: Girls Test Aspect : Reading Go to SMART Educational Measurement and School Accountability Directorate (EMSAD)

  7. 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)

  8. Item Analysis WORKSHEET School Name & Year Sort order Test Aspect Educational Measurement and School Accountability Directorate (EMSAD)

  9. 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)

  10. 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)

  11. 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)

  12. Table 4 - Reading Back-to-back Educational Measurement and School Accountability Directorate (EMSAD)

  13. 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)

  14. 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)

  15. 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)

  16. 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)

  17. 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)

  18. 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)

  19. 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)

  20. How can analysis inform my classroom practice? Go to SMART Educational Measurement and School Accountability Directorate (EMSAD)

  21. 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)

  22. Refer to Teaching Strategies Addressing Areas of Focus Focus Group GIRLS - Reading KLA:English/Science Stage:4 Educational Measurement and School Accountability Directorate (EMSAD)

  23. Addressing Areas of Focus Reading KLA:_ANY Stage:4- 5 Educational Measurement and School Accountability Directorate (EMSAD)

  24. 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)

  25. 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)

  26. 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)

  27. Worksheet AREAS OF FOCUS - Years 7 & 9 Literacy - Reading from Item Analysis & Table 4 Educational Measurement and School Accountability Directorate (EMSAD)

  28. 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)

  29. Addressing Areas of Focus Reading KLA:_ANY Stage:5 Go to Teaching Strategies Educational Measurement and School Accountability Directorate (EMSAD)

  30. 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)

  31. 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

  32. 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)

  33. 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)

  34. 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)

  35. 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)

  36. 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)

  37. 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)

  38. Thank You Educational Measurement and School Accountability Directorate (EMSAD)

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