Using Formative (Diagnostic) Data to Plan for Instruction: NAPLAN Writing

1. Using Formative (Diagnostic) Data to Plan for Instruction:NAPLAN Writing Presented by Philip Holmes-Smith School Research Evaluation and Measurement Services

2. Overview of this Module • Using Writing Data to Plan for Instruction • Writing Criteria Report • Zone of Proximal Development – Using student marks (against the writing rubric) to differentiate the testing of writing.

3. The Writing Criteria Report Choose “Writing Criteria Report” Click on “Preview Report” to view results

4. The Writing Criteria Report The report makes little sense without understanding how the writing task is marked against the “Writing Marking Guide”

5. The Writing Marking Rubric Click here to download the Writing Marking Rubric

6. The Writing Marking Rubric

7. The Writing Marking Rubric

8. The Writing Marking Rubric

9. The Writing Marking Rubric

10. The Writing Marking Rubric

11. Interpreting the Writing Criteria Report In this school, about 20% of students received a score of “1” but the majority (nearly 60%) received a score of “2”. To improve, the teacher needs to move the 1’s onto 2’s, the 2’s onto 3’s, etc.

12. Assessment as Learning Students writing like a “1” could be shown examples of how they are currently writing (Dungaun, The casel, BMX, etc.) and shown examples of what is now expected of them to improve to a “2” (My Story,Living dead, etc.)

13. Anotherassessmentaslearningexample Using the “Paragraphing” rubric and accompanying sample scripts, a student could be shown that their writing demonstrates no paragraphing. More importantly, the rubric shows what is expected next and gives examples that students could read to get an idea of what writing in paragraphs looks like.

14. The Student Response Report(Writing Test – by criteria) Choose “Student Response Report” Choose “Writing Test – by criteria”

15. The Student Response Report (Writing)

16. Choosing Writing Groups based on learning needs These students scored a “1” for Text Structure (i.e. A beginning or middle only). This group can be shown how to include both an orientation AND a complication These students scored a “2” for Text Structure (i.e. A beginning and a complication). This group can be shown how to resolve their complication.

17. Zone of Proximal Development:Writing Look at your own SPA data Go to: http://www.sreams.com.au/ (Use your SPA logon and password to access you SPA account or click on “Purchase SPA” to purchase and set up a new account for your school)

18. Suggested School activities All Schools • Undertake a whole school professional learning activity to understand the category descriptors for each of the ten writing criteria. • Develop strategies on how students can be supported to improve from one category descriptor to the next. • Encourage moderation for the marking of writing across Yr2-Yr6 (Primary) and Yr7-Yr10 (Secondary). • Modify the “Narrative” rubric for other genre (e.g. Procedural, Recount, Report, etc.) • Develop a “Writing across the curriculum” plan to assist staff teach and assess writing in different disciplines (particularly in Secondary schools).

19. This Year’s Writing Task Next year students will write a “Persuasive text”. See http://www.naplan.edu.au/verve/_resources/persuasive_prompt.pdf for an example.

20. “Persuasive Text” Marking Rubric • The “Persuasive text” criteria are shown opposite. • The full rubric is at: http://www.naplan.edu.au/ writing_2011_-_domains.html • The VCAA has made examples available at: http://www.vcaa.vic.edu.au/prep10/naplan/schools/persuasivewriting.html