Using Data to Improve student Achievement - PowerPoint Presentation

Slide1

Using Data to Improve student Achievement

NP-ILN

21

st

May 2013Slide2

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 PlanSlide3

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

?Slide4

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 ACHIEVEMENTSlide5

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 schoolSlide6

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

.Slide7

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 programSlide8

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?pid=48844Slide9

NAPLAN TEST DATA

ITEM LEVEL SUMMARY REPORT

STUDENTS AT TIME OF TEST

OR

CURRENT

STUDENTS ?Slide10

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

SunlandaSlide11
Slide12

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

S

upport

materials are

available

ACER- PAT-R, PAT-M and other support materialsSlide13
Slide14

Overlayed model for using student data to inform teaching & learning

Goals and targets

Collect

Interrogate

Infer

Verify

Reflect

Assess

Implement

Plan

Building foundations

Verifying causes

Identifying student learning problems

Generating solutions

Implementing, monitoring results

Implementing, monitoring resultsSlide15

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?Slide16

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” dataSlide17

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 & LearningSlide18

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/explicit-teaching/reading/explicit-teaching-reading-year-3.htmlSlide19

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 PlanSlide20

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.