Analysing naplan

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  • Use the materials that have been presented by Phillip Holmes Smith as a tool to navigate the process of looking at the data provided in Naplan. How to get into reports and then how to use this Some schools are buying sreams
  • Using writing as a focus today because topic is supporting writers
  • Orange is the stateRed is school
  • It is 70 pages long and hopefully everyone brought theirs.Can use it online or on the computer but each school should have at least one hard copy of the doco
  • Every genre or text type has a defined criteria for markingNarrative did and here is the one for Persuasive.We expect that students will be expected to write in the persuasive genre for at least 5 years to allow for the picture to be formed of student growth Ideas are linked to the topicCharacters and settings instead of persuasive devises.It would be still good to use the narrative rubric for working with narratives (Don’t throw the baby out with the bathwater!!)
  • Our task is to look at our school, our classes and decide where we can support our students in moving up the rubric.Then look at our kids and see how we can support them.
  • We can look at what a 1 or a 2 isWe can look at the examples that ACRARA givesWe then can look at what our students are doing and think about what support they need.
  • The rubric shows what is expected next and gives examples that students could read to get an idea of what writing in paragraphs looks like.
  • This gives us the details of student results by criteria.We can look at students in a school in a class or even by themselves.
  • This is the example given by Phillip Holmes Smith and it is based on the narrative assessmentIt is not different to what you can get from the reports this year.For those of you that are buying ‘Sreams’ it is done for you.
  • Year 7 NAPLAN Persuasive Writing –The writing was assessed in 8 areas. I have created a table to show you what the students (as an average) actually achieved and what they need to learn next.This document could be used to forward plan writing strategies and learning intentions for term one next year.Support taken directly from the marking guide.Could use the information from sources like Northern Territory writing supportThe wiki has lots of information about persuasive writing
  • We have this material around usDon’t let’s just leave it there
  • We often talk about what we have to do to improve the kids but what do we do to get our teachers to look at their teachingThe school owns this dataFrom prep upThere will be things we can all do as a school to build strength in teaching
  • Network plan
  • Item analysisWe can see cohorts hereCan use classes within schools Looking for patterns
  • Question 30This cohort School Answer is A – 25% had it correct c/f 59% of the state getting it correct. See the spread of answers across the state results75% of cohort had the same incorrect answerCould lead to believe that misconception – not taught / not understood by most
  • When you look at student results - the raw score you can get a vels level although as with any conversion it only gives a feeling and not completely accurate.
  • Analysing naplan

    1. 1. No Blame Analysis of Naplan
    2. 2. Our Data Table Share• What have you done with your Naplan Data?• What have you learnt from it?• Time to shareNew Gisborne, Gisborne, Romsey, Kyneton SC Mt Macedon
    3. 3. Report Back• As a group thing that we could take back to our schools to try• Recommendation for others to try (Practical)
    4. 4. • One staff member to be data analysis to use Item analysis report – in relationship to the results anything under 50% correct was listed this list given to staff for supervision. Andy• NSW competition – large amounts of data• On Demand data examined to find areas of need.• Year 7 data to Schools to inform Year 6 teaching focus
    5. 5. • Numeracy Intervention – Exploring Mathematical Understanding Program - Kim• Professional Reading – Booker• Teachers exploring assessment regularly• Data analysis – 10% above State average Celebrate successes - 10% below further investigation of actual errors – find the misconceptions and share with staff
    6. 6. • Coding score – discuss strength and weakness for each score with teacher• Investigate cohort growth – 0-50point growth – 52-100 – 100+• PMI for results• Patrick Griffins -Developing Professional Teams
    7. 7. • Examine the language of the questions Assumptions of Prior Knowledge.• Proformas– New Gisborne PS on the Ultranet• Collective Responsibility – PD Plan & Professional Learning.• Be more explicit in our teaching• Helping teachers to become more reflective• You CAN photocopy students writing
    8. 8. Ways to Use Data to Inform Instruction Writing – Phillip Holmes Smith – Coordinators – Trish Hyland where to next• Transition – Primary to secondary
    9. 9. Phillip Holmes Smithwww.sreams.com.auUsing Naplan data as an example of to use data to inform instruction1.Writing criteria Report2. Marking Rubric3. Response Report
    10. 10. The Writing Criteria Report Choose “Writing Criteria Report” Click on “Preview Report” to view results
    11. 11. The Writing Criteria Report SchoolState The report makes little sense without understanding how the writing task is marked against the “Writing Marking Guide”
    12. 12. The Writing Marking Rubric Click here to download the Writing Marking Rubric
    13. 13. The Writing Marking Rubric
    14. 14. Our schools – a closer look Text structure (0 – 4) In this school about 38% received a score of 1 but the majority 59%received 2. To improve the teachers need to move the 1s to 2 and the 2s to 3!
    15. 15. Text StructuresSkill focus: The organisation of the structural components of a persuasive text (introduction,body and conclusion) into an appropriate and effective text structure.
    16. 16. • What do we suggest that this teacher or teachers do to support these students?
    17. 17. The Student Response Report (Writing Test – by criteria) Choose “Student Response Report” Choose “Writing Test – by criteria”
    18. 18. The Student Response Report (Writing)
    19. 19. How can we assist teachers to think about using data like this?• Shoulder to shoulder talk
    20. 20. Transition Primary to SecondaryWho owns the data?19 months of the 24 month cycle is with previous teachersLooking for common misconceptions so that we can support students in achieving the best that they can
    21. 21. • An approach to sustaining student outcomes in the long term• Supportive and collegiate discussions between secondary schools and feeder primary schools
    22. 22. • Data has to be generated by Secondary School• Breaking year 7 data into primary school cohorts can show the strengths and areas to work on at the primary level
    23. 23. Item Analysis report Choose item Analysis report Choose class code
    24. 24. Reading using item analysis
    25. 25. What we are looking at
    26. 26. Reading example
    27. 27. Spelling
    28. 28. Grammar and Punctuation
    29. 29. Mathematics
    30. 30. Where to from here?• Little steps• Drilling down on results• Strengths and weakness• Whole school ownership
    31. 31. Term 4 work• Guided Reading – workshop modelling and inclass support• Literacy block Grade 1/2 - planning modelling inclass support• Daily 5 and Cafe Menu Prep - planning and inclass trial• Spelling – revisit after whole school workshop
    32. 32. Term 4 work• Supporting Writers Workshop with Literacy Coordinators• Follow up afterschool workshops (To be decided)• Reading workshop – Grade 5/6 planning and inclass support• Friends and Books – follow up with schools/ Ultranet• Naplan analysis and support
    33. 33. Naplan Conversion to VELS
    34. 34. Phillip Holmes Smith Expected Growth2011 Reading Writing Numeracy Below Expected GrowthYr 3 -Yr5 <72 <69 <88 Within Expected Growth 72-93 69-91.3 88-115.5 Exceeded Expected Growth >93 >91.3 >115.5 Below Expected GrowthYr 5 - Yr 7 <44.6 <43.1 <52.2 Within Expected Growth 44.6-55.8 43.1-52.9 52.2-66.9 Exceeded Expected Growth >55.8 >52.9 >66.9 Below Expected GrowthYr 7 - Yr 9 <36.7 <39.5 <42.2 Within Expected Growth 36.7-38.2 39.5-42.3 42.2-44 Exceeded Expected Growth >38.2 >42.3 >44

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