using data to inform teaching and learning
Robert Cordaiy, Dawn Walker, Michele Howland, Karolina Navcoski and Scott GilbertEducational Measurement & School Accountability (EMSAD)
Educational Measurement and School Accountability Directorate (EMSAD)
Professional Teaching Standards
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
Professional Competence
Educational Measurement and School Accountability Directorate (EMSAD)
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
Directions
* These will feature in our workshop analysis today
Educational Measurement and School Accountability Directorate (EMSAD)
Educational Measurement and School Accountability Directorate (EMSAD)
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)
Directions
Printed PDFs will be available for workshop use
Educational Measurement and School Accountability Directorate (EMSAD)
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)
Directions
* We will be looking at SMART and this presentation from this point on
AREAS OF STRENGTH – Year 3
Educational Measurement and School Accountability Directorate (EMSAD)
Local School: Numeracy
•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
from Item Analysis
* NB: When working in a group, this information for Years 3 and 5 would be put onto Worksheet 1 for All students
AREAS OF STRENGTH – Year 5
Educational Measurement and School Accountability Directorate (EMSAD)
Local School: Numeracy
•Year 5 Girls
Q 22 SG 2D (lines of symmetry) (A Band 6 item)
Girls 24% above the State
from item Analysis
* 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)
Focus Group: Girls Focus Area: Numeracy
AREAS OF STRENGTH -Years 3 & 5from Item Analysis
Year 3 Year 5
Q 23 Fractions and decimals, ¼ shaded
Q 22 SG 2D, symmetry
Q14 Measurement, area, informal units
Q 9 N, whole numbers, number pattern, adding 100
Q 8 SG 2D, identify a cut-out Q 19 SG Position, compass points, quarter turn
Q 12 Data, 2 way table Q 20 PA patterns and algebra, using multiplication facts to find an unknown value in a number sentence
Q 21 Number, whole numbers, rounding to the nearest ten
AREAS OF FOCUS - Years 3 & 5from Item Analysis & Table 4
Year 3 Year 3Misconceptions
Year 5 Year 5Misconceptions
Measurement Time, Volume, 20, 22
Volume Q 20, 22, 27,
Space – 3D, 2DQ 12, 32
Space – 3DQ10, 12, 32, 33, 40
Space - 3D, 2DQ 24
Space - 2D, 3DQ7, 13, 17, 24, 35
N- operationsQ 16, 34, 11
NumberQ 16, 21, 23, 30
DataQ 29, 18, 31
Data
18, 29, 31
N – FracQ 37, 27, 26 27, 37, 39
Number- Q 34, 19, 4, 33, 25
NumberQ 6, 15, 19, 28, 34,
DataQ 36
DataQ 17, 36
P & AQ 30
P & AQ 30
Measurement
Q 14, 28, 29, 24
Measurement
Q 7, 14, 24, 28, 29
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.
Focus QuestionsYear 3Q 34 Language of chance, ‘best’, word problemQ 19 Number pattern, ‘next’, adding 100 (off 100)Q 4 Money, ‘total value’, word problemQ 33 Sectioning, ‘cubes’ used in a different context, ‘divides’, ‘section’, word problem Q 25 Money, ‘more’, addition of dollars and cents, word problemMisconceptionsQ 28 Money, ‘largest number’, ‘bought’, word problem with pictureQ15 Number, subtraction, ‘difference’, word problemQ6 Number, division, ‘group’, ‘share’, ‘each’, ‘how many’, word problem
Educational Measurement and School Accountability Directorate (EMSAD)
Addressing Areas of Focus
Focus Area: Numeracy Focus Group: Girls
KLA:Mathematics Stages: 2 & 3Areas of Focus: word problems
Strategies that will make a difference
Links to QTF
Y3 Q 34 - chance
Y3 Q 28 - moneyY5 Q 16 problem
Number NS2.5 – Distinguishing between certain and uncertain events, activity sheet
Number WM 2.2, 3.2
Explicitly instructing students to use a problem solving routine, activity sheet
Exploring :
•Deep knowledge
• metalanguage
• substantive communication
SMART - Teaching Strategies
*Teaching Strategies are available from the DET website:
https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm
SMART - Teaching Strategies
*Teaching Strategies are available from the DET website:
https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm
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)
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 studentshigh achievers
low achieversboys
girlsIndigenous
LBOTE ESL.
• These groups have/ have not been identified in the School Targets for 2009/2010.
Educational Measurement and School Accountability Directorate (EMSAD)
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)
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
Educational Measurement and School Accountability Directorate (EMSAD)
* NB: Y5 Focus, Stage 2/3
Educational Measurement and School Accountability Directorate (EMSAD)
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/Outcomes to be addressed
NB: Allow 10 mins for worksheets and 10 mins for discussion
Educational Measurement and School Accountability Directorate (EMSAD)
AREAS OF STRENGTH – Year 3
Local School: Numeracy
from item Analysis
Focus Group: All Students
Educational Measurement and School Accountability Directorate (EMSAD)
AREAS OF STRENGTH – Year 5
Local School: Numeracy Focus Group: All Students
from Item Analysis
Numeracy All Students
AREAS OF FOCUS - Years 3 & 5
from Item Analysis & Table 4
Year 3 Year 3Misconceptions
Year 5 Year 5Misconceptions
Measurement Time, volumeQ 22, 27, 20
Volume Q 20
Space – 2D, 3DQ 32, 12
Space – 3DQ10, 12
Space - 3D, 2DQ 24, 17
Space - 2DQ13, 17
N- Multi/Div Q 16, 11
MultipQ 16
DataQ10, 31
N – Frac, AddQ 26, 23, 37, 27, 34
Whole No. and ChanceQ 4, 19, 34
Whole numberQ19
DataQ 17
DataQ17
N-Division/MultiQ 6,
N- Division Q 6
Measurement – Area Q 7
Time Q 15
Numeracy
KLA:Mathematics Stage:3
Areas of Focus Strategies that will make a difference
Links to QTF
Q 8 Locate info in a two-way table
Q 23Use place value to compare decimals
Numeracy Focus:
Data — Supporting Aboriginal Students
STAGES 2—3
Number — Fractions
and decimals Stage 3
Exploring :
•connectedness
•substantive communication
•higher order thinking
Exploring :
•deep knowledge
•higher order thinking
Addressing Areas of Focus
Educational Measurement and School Accountability Directorate (EMSAD)
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)
Focus Student Groups, Stages 1 – 3Numeracy
• 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
girlsIndigenous
LBOTE ESL.
• These groups have/ have not been identified in the School Targets for 2009/2010.
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
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.
Educational Measurement and School Accountability Directorate (EMSAD)
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
Thank you