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.