Using data to inform teaching and learning Robert Cordaiy, Dawn Walker, Michele Howland, Karolina Navcoski and Scott Gilbert Educational Measurement &

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


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



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


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


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




•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


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


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


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


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.


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.


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


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




from item Analysis

Focus Group: All Students



Local School: Numeracy Focus Group: All Students

from Item Analysis

Numeracy All Students

AREAS OF FOCUS - Years 3 & 5

from Item Analysis & Table 4



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


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


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.


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

Documents

Using data to inform teaching and learning Robert Cordaiy, Dawn Walker, Michele Howland, Karolina Navcoski and Scott Gilbert Educational Measurement &