using data to inform teaching and learning

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

Educational Measurement and School Accountability
Directorate (EMSAD)

3
Directions

• Demonstration of SMART screens for analysis,
  our focus today will include
• School Summary and Table 4 (in School Reports)
• Percentages () in Bands
• Item performance
• Item Analysis
• Teaching Strategies

These will feature in our workshop analysis
today
Educational Measurement and School Accountability
Directorate (EMSAD)

4
Educational Measurement and School Accountability
Directorate (EMSAD)

5
Directions

• Talk about WORKSHEETS provided
• Participants to use Item Analysis page (4th from
  the bottom of main menu) from SMART and
• Table 4 from SMART ( In School Reports on main
  menu)

Printed PDFs will be available for workshop use
Educational Measurement and School Accountability
Directorate (EMSAD)

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Directions
How to make sense of the data Work through Years
3 5 Focus group Girls Focus Area
Numeracy (Participants will work through Y3 and
Y5 Numeracy All Students after this)
We will be looking at SMART and this
presentation from this point on
Educational Measurement and School Accountability
Directorate (EMSAD)

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AREAS OF STRENGTH Year 3
Local School Numeracy
from Item Analysis

• Year 3 Girls
• Q 23 N (Frac dec) (A Band 4 item)
• Identify a 2D shape with only one quarter
  shaded
• Girls 20 above state

NB When working in a group, this information
for Years 3 and 5 would be put onto Worksheet 1
for All students
Educational Measurement and School Accountability
Directorate (EMSAD)
8
AREAS OF STRENGTH Year 5
Local School Numeracy
from item Analysis

• Year 5 Girls
• Q 22 SG 2D (lines of symmetry) (A Band 6 item)
• Girls 24 above the State

NB When working in a group, this information
for Years 3 and 5 All Students would be put onto
Worksheet 1
Educational Measurement and School Accountability
Directorate (EMSAD)
9
AREAS OF STRENGTH -Years 3 5
from Item Analysis
Focus Group Girls Focus Area
Numeracy
Educational Measurement and School Accountability
Directorate (EMSAD)

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AREAS OF FOCUS - Years 3 5

from Item Analysis Table 4
Focus Group Girls Focus Area Numeracy
NB When working in groups, this information
for Years 3 and 5 All Students would put onto
Worksheet 2.

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Focus Questions

Year 3 Q 34 Language of chance, best, word
problem Q 19 Number pattern, next, adding 100
(off 100) Q 4 Money, total value, word
problem Q 33 Sectioning, cubes used in a
different context, divides, section,
word problem Q 25 Money, more, addition of
dollars and cents, word problem Misconceptions Q
28 Money, largest number, bought, word
problem with picture Q15 Number, subtraction,
difference, word problem Q6 Number, division,
group, share, each, how many, word problem

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Addressing Areas of Focus
Focus Area Numeracy Focus Group
Girls KLAMathematics Stages 2 3
Educational Measurement and School Accountability
Directorate (EMSAD)

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SMART - Teaching Strategies
Teaching Strategies are available from the DET
website https//detwww.det.nsw.edu.au/directorat
es/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm

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SMART - Teaching Strategies
Teaching Strategies are available from the DET
website https//detwww.det.nsw.edu.au/directorat
es/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm

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Programming implications Numeracy for Years 3
5 GIRLS

• Our results show
• Our Year 3 5 Girls are strong in identifying
  ¼ of a shaded shape and identifying lines of
  symmetry
• Further skills development is needed
  specifically in Measurement, Space and Number for
  most substrands with a focus on working
  mathematically and word problems

Educational Measurement and School Accountability
Directorate (EMSAD)
16
Stage Plan

• These results of students achievement in
  numeracy are/are not consistent with our
  in-school assessment results.
• To improve the numeracy achievement of our
  students, the stage/ grade 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 2009/2010.

Educational Measurement and School Accountability
Directorate (EMSAD)
17
Stages 2 - 3 programs

• The Girls results for numeracy indicated for
  these items are/are not consistent with our
  in-school assessment results.
• The structure of our stage/faculty programs for
  numeracy need to be evaluated in relation to the
  following
• Number (Word problems - all operations)
• ? Space and Geometry, 3D
• These areas of learning have/ have not been
  identified in the School Targets for 2009/2010.

Educational Measurement and School Accountability
Directorate (EMSAD)
18
Syllabus implementation

• The Girls results related to syllabus outcomes
  for Mathematics are/are not consistent with our
  in-school assessment results.
• The content of our stage programs need to be
  evaluated in relation to the following
  Mathematics syllabus outcomes
• Number NS 4.3 Operates with fractions decimals
  percentages ratio and rates
• Number NS 2.4 Add / subtract decimals
• Space and Geometry SGS 4.3 Properties of
  triangles and quadrilaterals
• Space and Geometry SGS 3.2b Measures
  constructs classify angles
• Working Mathematically 2.2, 3.2

NB Y5 Focus, Stage 2/3
Educational Measurement and School Accountability
Directorate (EMSAD)
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Workshop activity to follow using whole school
data ie group called All Students Complete
worksheets Areas of Strength Areas of Focus and
Addressing areas of focus Begin
Worksheets Programming Implications Stage/ Grade
Plan and Programmes Syllabus Implementation/Outcom
es to be addressed
NB Allow 10 mins for worksheets and 10 mins for
discussion
Educational Measurement and School Accountability
Directorate (EMSAD)

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AREAS OF STRENGTH Year 3
from item Analysis
Local School Numeracy
Focus Group All Students
Educational Measurement and School Accountability
Directorate (EMSAD)

21
AREAS OF STRENGTH Year 5
from Item Analysis
Local School Numeracy
Focus Group All Students
Educational Measurement and School Accountability
Directorate (EMSAD)

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AREAS OF FOCUS - Years 3 5
Numeracy All Students
from Item Analysis Table 4

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Addressing Areas of Focus
Numeracy KLAMathematics Stage3

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Programming implications for Numeracy for Years
3 5

• Our results show
• Our Year 3 5 are strong in recognising
  simple fractions eg ¼, identifying lines of
  symmetry and finding the perimeter of a shape
• Further skills development is needed
  specifically in Space (3D), Data (graphs) and
  Number (word problems and patterns).

Focus Group All Students
Educational Measurement and School Accountability
Directorate (EMSAD)

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Focus Student Groups, Stages 1 3 Numeracy

• These overall results of students achievement
  are/are not consistent with our in-school
  assessment results.
• To improve the numeracy achievement of Yr X/
  Stage X students, the stage/ grade 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 2009/2010.

Educational Measurement and School Accountability
Directorate (EMSAD)

26
Syllabus implementation

• The students results related to syllabus
  outcomes are/are not consistent with our
  in-school assessment results.
• The content of our stage 2 and 3 programs need to
  be evaluated in relation to the following
  syllabus outcomes
• Number NS 4.3 Operates with fractions decimals
  percentages ratio and rates
• Number NS 2.4 Add / subtract decimals
• Space and Geometry SGS 4.3 Properties of
  triangles and quadrilaterals
• Space and Geometry SGS 3.2b Measures
  constructs classify angles

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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
teaching strategies that may be of
assistance. We have looked at implications for
planning and programming at a school stage/grade
level.

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Summary
Where do we go now? ? Back to school to find
SMART and look at our data in the context of our
school and our students ? We can consider whole
school issues and resources ? We can review
school plans and revise stage/grade programs
? We will be informed for the future and
positioned to deliver improved outcomes for our
students
Educational Measurement and School Accountability
Directorate (EMSAD)

29

Thank you