using data to improve student achievement
DESCRIPTION
NP-ILN 21 st May 2013. Using Data to Improve student Achievement. The initiative depends upon the effective establishment, within and across systems and schools, of a continuous learning culture where data is viewed as an essential and important part of improving student learning. - PowerPoint PPT PresentationTRANSCRIPT
USING DATA TO IMPROVE STUDENT ACHIEVEMENT
NP-ILN21st May 2013
NP-IMPROVING LITERACY AND NUMERACY
The initiative depends upon the effective establishment, within and across systems and schools, of a continuous learning culture where data is viewed as an essential and important part of improving student learning.
Decision-making about curriculum, pedagogy, and assessment must be based on reliable and valid data.
The coaches within participating Catholic schools will work with leaders and teachers in developing data analysis and interrogation skills and implementing whole-school approaches to literacy and numeracy development.
National Partnership Agreement on Improving Literacy & Numeracy – Queensland Implementation Plan
CURRENT PRACTICE • What student data do you currently
collect? • How do you use this data to direct
teaching and learning ? • Does current practice improve
student achievement?
WHY COLLECT DATA? Best practice would dictate that we cannot meet students’ educational needs if we do not know what their needs are. What do the students already know? - What can they already do? What do they need to know, learn and do? Baseline data is used ~ to inform where a student is currently performing ~ for a comparison of knowledge gained to show growth ~ to provide guidance for teachers to plan future
teaching and learning
• Result – IMPROVED STUDENT ACHIEVEMENT
HOW TO RECORD DATA Data needs to be accessible yet secure ~ all teaching staff need to have easy access ~ for privacy reasons it needs to be stored so it can only be accessed by approved staff Data needs to be meaningful ~ raw scores linked to school benchmarks ~ teachers test to gain an insight into how each student thinks and learns Data needs to be easily recorded ~ to be user friendly and time efficient eg numbers only
This data does not replace the teachers’ own assessment records – this still needs to happen consistently across the school
USING THE DATA The purpose for collecting the data is to
use it to improve student achievement. Processes need to be clear and effective
if the end result is to be achieved. Agreed practice is aligned to classroom
programming and planning agreed practice.
PRACTICALITIES Take time - This process will take a year
or two to implement and refine Help staff to acknowledge that while
there is work involved, the results are worth it
The data collected will not only help to improve student achievement but will provide data that gives evidence about your teaching and learning program
COLLABORATIVE INQUIRY Goals and targets Collect Data Interrogate Infer Verify Goals and targets Plan Implement Assess Reflect http://www.learningplace.com.au/deliver/content.asp?pi
d=48844
NAPLAN TEST DATAITEM LEVEL SUMMARY REPORT
STUDENTS AT TIME OF TEST
OR
CURRENT STUDENTS ?
NAPLAN TESTING NEW TEST EACH YEAR – aligned to ACARA
– normed around 500 scale points National % correct – shows easy to hard ITEM LEVEL SUMMARY ITEM LEVEL RESPONSE USE SORT FUNCTIONS (Sunlanda) Y3,5,7,9 only – set time, strict conditions Support materials – QSA, NSW Queensland Studies Authority – NAPLAN Data Results and Sunlanda
PAT TESTING SAME TEST – aligned to ACARA (PAT –R) ITEM DIFFICULTY RATING – shows easy
to hard Normed data – stanines, scale scores School controls timing and conditions Based on Data collected in September Once or twice per year Support materials are available ACER- PAT-R, PAT-M and other support materials
OVERLAYED MODEL FOR USING STUDENT DATA TO INFORM TEACHING & LEARNING
Goals and targets
Collect
Interrogate
Infer
Verify ReflectAssess
Implement
Plan
Building foundations
Verifying causes
Identifying student learning problems
Generating solutions
Implementing, monitoring results
Implementing, monitoring results
SOME QUESTIONS TO CONSIDER? Q. Which questions do you expect your
students to do well? Which errors should be easiest to re-teach or
“fix-up”? Why did students get easy questions wrong? How many questions do you focus on when
reviewing test results? How do you choose which questions to focus
on?
WHY FOCUS ON THE EASIER QUESTIONS FIRST
Most students should get the easy Qs right
Easy questions are the simplest to re-teach
Many errors in easy questions are misunderstandings and misinterpretations
Easy questions are often the foundation knowledge for harder questions
You get more “bang for your buck” by focussing on the simpler errors in terms of “moving” data
BACKWARDS/FORWARDS Looking backwards – ie, fixing up
problem areas after the data comes in Preparation for the next NAPLAN test by
selective focus on “historically weak areas” or trends identified over time
Looking forwards – ie, planning future work with emphasis on strengthening identified and verified weaknesses
A number of the above slides have been adapted from the power point presented at the ‘Darling Downs Regional Conference 2012: Putting Pedagogy into Practice: Using Data to Improve Teaching & Learning
WEB LINKS QSA NAPLAN test analysis 2013 http://www.qsa.qld.edu.au/27087.html NSW NAPLAN 2012 strategies http://www.schools.nsw.edu.au/learning
/7-12assessments/naplan/teachstrategies/yr2012/
AC Teaching English http://www.teachingacenglish.edu.au/e
xplicit-teaching/reading/explicit-teaching-reading-year-3.html
NP- ILN Data-driven practice will be at the core of each
sectors’ coaching activities. Coaches will increase teachers’ and schools’
capacity to use data and analysis to identify: gaps in student knowledge; student intervention and support needs and
approaches; improvements needed to instructional practices; and where improvement in student outcomes has been
made. National Partnership Agreement on Improving Literacy & Numeracy – Queensland Implementation Plan
WHERE TO NOW? Look at the data from one year level at
your school Interrogate and Infer:
Gaps in student knowledge by looking at specific test questions that were identified in your data collection and identifying which concepts/ processes need to be highlighted
improvements needed to instructional practices that need to be addressed with the teachers from these gaps.