The English Online Interview Interpreting student results

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The English Online Interview - Interpreting
student results -
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OUTLINE

• Introduction
• Assessment scoring
• Generating reports
• Interpreting results
• Questions to guide analysis of data

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INTRODUCTION

• The English Online Interview is a point in time
  assessment measuring student performance in all
  dimensions of the VELS English domain Reading,
  Writing, Speaking Listening.
• Familiarity with the data and reports will assist
  in interpreting results and synthesising these
  with other evidence of student achievement.
• This PowerPoint supports the Interpreting
  English Online Interview Results document now
  online at the English Online interview website
  http//www.eduweb.vic.gov.au/edulibrary/public/tea
  chlearn/student/eoiinterpretingresults.pdf

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ASSESSMENT SCORING

• Student results are calculated from the
  combination of question responses and the
  difficulty of each question response relative to
  others in the assessment.
• Scoring and VELS interpretations cannot be
  undertaken manually by the teacher.

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ASSESSMENT SCORING - The VELS score range for
each dimension by module

• Each assessment module caters for a range of
  three VELS levels, allowing students of varied
  abilities to be assessed with the same assessment
  module.

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ASSESSMENT SCORING - State wide percentage of
students at the top end of the spectrum
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GENERATING REPORTS - Reports for individual
students

• The following reports can be generated for
  individual students

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GENERATING REPORTS - Reports for groups of
students

• The following reports can be generated for
  pre-defined groups, classes, year levels, or
  schools

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INTERPRETING RESULTS - Diagnostic information

• Results from the English Online Interview provide
  teachers with indicative VELS scores as well as
  diagnostic information to support detailed
  exploration of student strengths and learning
  needs.
• Teachers are encouraged to use the reports in
  combination with student VELS scores to gain an
  enhanced understanding of their students
  strengths and learning needs.

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Student Response Summary Report

• This report is for an individual student and
  shows performance on each question in the three
  English dimensions (Reading, Writing, Listening
  Speaking)

Shows there are 15 questions that assess
Comprehension in the Reading dimension
Shows the response level of the student on each
question
Shows there are nine questions that assess
Phonemic Awareness in the Reading dimension
Shows the actual questions used to assess
Phonemic Awareness
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QUESTIONS TO GUIDE ANALYSIS OF DATA - Questions
for teachers

• What does the data indicate about the strengths
  of individual students / classes / cohorts?
• What areas does the data indicate individual
  students / classes / cohorts require attention?
• Are there students whose results surprised me?
  Why?
• Will I need to conduct an additional assessment
  for any students to supplement the findings?
• Which students may require additional support in
  2010?
• What opportunities could I explore to further
  focus my teaching with individual students?
• What are the implications of the data for my own
  professional learning?
• How does this data support my own judgements and
  assist me in my report writing?

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QUESTIONS TO GUIDE ANALYSIS OF DATA - Questions
for school leaders

• What are the strengths and learning needs of our
  students that are revealed in the English Online
  Interview school reports?
• What does this data indicate about the
  achievement levels in Reading, Writing, and
  Listening and Speaking of all children as well as
  particular sub-groups, such as ESL, Koorie, PSD,
  boys and girls within the P2 cohort?
• What does this data indicate about our literacy
  program in the P2 area?
• Are there any areas of concern that the school
  might consider to address with a coordinated
  approach and/or through teacher professional
  learning?
• How can we use this data when planning our
  programs for the following school year?
• Which students have been identified as requiring
  intervention in the following year?
• Are there trends in this data that are also
  evident in other data sources?