WESSessment : School-wide assessment and data collection for - - PowerPoint PPT Presentation

WESSessment :

School-wide assessment and data collection for effective differentiated teaching and learning

The West End State School Assessment & Moderation Schedule

School Strategic Plan 2012-2015 Teaching Practice

Data driven accountability

OBJECTIVE: To effectively inform an effective differentiated curriculum across all year levels. KEY STRATEGIES:

• A focus on evidence-based decision-making linked to QUT/QELi

(Queensland Education Leadership Institute) 2013-2014 Research Project.

• Teachers routinely use data to inform, monitor and review classroom

teaching practices.

• Contribute to whole-school strategies to assist in identifying and addressing

student learning needs.

• Continual use of OneSchool to provide trend data and to monitor student

and school improvement.

• Provide trend data and individual distance-travelled data.

So, why assess?

• Prior to 2012, many teachers were designing and implementing their own

assessments.

• This led to a lack of consistency in assessment, and therefore proof of learning,

between year levels.

• The Assessment Schedule of the time did not have an explicit agenda in teachers’

practice.

• School based moderation practices were limited to within year levels.
• Writing moderation formed part of a school intervention program – teachers blind

marked on demand writing samples. 2011 School Audit

• …limited attention is given to specifying detail or to developing a school-wide

approach.

• The school’s focus on data is driven more by external requirements (eg, National

Assessment Program – Numeracy and Literacy (NAPLAN)) than by an internal desire for good information to guide school decision making and to monitor progress.

Assessment in 2012:

• The beginning of a school-wide approach to collecting

diagnostic assessment data but no formal schedule.

• The focus was on spelling, reading, comprehension, and

mathematics.

• Other school and district data was used as a

benchmarking tool.

• Data collected and entered on OneSchool was

inconsistent and did not give an accurate picture of school-wide achievement.

Early… Moderation Policy

Report card A-E scale

Since the introduction of the A–E scale in 2012, WESS reports progress against the relevant achievement standards for each learning area. When assigning these ratings, the diagnostic tools, alongside C2C / classroom assessment and Year level moderation processes are used here at WESS.

Assessment in 2013:

• School-wide spelling tests continued to be administered

in Term 1 and Term 3.

• Early Start was trialled.
• Informal Prose Inventory (IPI) was introduced to assess

reading fluency and comprehension for Years 3 to 7.

City Cluster Moderation – understanding the ACARA standards

WESS Reporting Policy Review

In 2013, between July and November, a review of the school’s reporting process was undertaken. The initial practices posed issues:

• 1. Some parents had no contact with the classroom teacher until the

scheduled parent teacher interview in June.

• 2. Appointments were made to discuss a report that was not yet distributed,

nor seen by parents.

• 3. The final interviews were in the last week of the term, for Semester 2

reports.

• 4. As the school moved towards SMART Goals there was no early opportunity

to discuss and sign Learning Goals off with parents.

Assessment in 2014:

• Progressive Achievement Test -Mathematics (PAT-M)

was introduced from Years 1-7 to be undertaken in Term 1 and Term 3.

• BURT Word test was taken off the Assessment

Schedule due to the introduction of Early Start at the beginning of the year.

• Science data continued to be collected.
• Professional Development (PD) on the administering and

timing of PAT-M and PAT-R assessments attended by all staff.

City Cluster Moderation - Writing

WESS Reporting Policy

From 2014, parents were offered parent teacher interviews in Term 1 (Weeks 6, 7, 8) & Term 3 (Weeks 2, 3). This has allowed parents and teachers the opportunity take a team approach to the journey undertaken by each and every student, with early joint clarification and setting of goals. Interviews also gave parents the sense of how their children were going and the areas of the school curriculum in which they might need to improve.

Assessment in 2015:

• The Assessment Schedule is enacted by the Head of

Curriculum and is managed by the School Strategic Plan Data Driven Accountability Team (Data SSP).

• PAT-M (Maths) and PAT-R (Reading Comprehension) is

now delivered as an online assessment tool.

• Early Start is being delivered in Term 1 and Term 4 for

Prep students.

• Magic 100 Sight Words will be recorded for annual

transitions between Early Years classes.

• Codes for consistent WTW data recording on OneSchool

was formalized.

Curriculum Assessment Overview – Curriculum to Classroom(C2C)

Summative Assessments

Use of marking guides – GTMJ (F4L Project)

Marking guides or Guides To Making Judgments (GTMJ) to accompany the summative assessment (end of unit) tasks were introduced this year to support teachers to make standards-based decisions about student work. They assist teachers to judge the quality of each student’s response to the assessment task, against a five-point scale that is linked to ACARA’s Achievement Standards.

City Cluster Moderation - Maths

NAPLAN Year 3, 2008-2015

NAPLAN Year 5, 2008-2015

Where does it all go?

• Data for all assessment is entered onto OneSchool.
• From here it can be accessed by all teaching and

administration staff to get a ‘snapshot’ of a cohort.

• Teachers have professional and comprehensive

information about their students at their fingertips to help enhance student learning.

• OneSchool ensures the data recorded is accurate

and timely, and enables teachers to meet the individual needs of their students by having access to their individual school records.

Year 3 2015 – Diagnostic Assessment Results

• internal use only

Year 5 2015 – Diagnostic Assessment Results

• internal use only

What diagnostic assessments do we use?

• Mathematics:

– Progressive Achievement Test- Maths PAT-M (Years 1-6)

• English:

– PM Benchmark (Years P-2) – Informal Prose Inventory (Years 2-6) – Progressive Achievement Test- Reading PAT-R Comprehension (Years 2-6) – Magic 100, 200, 300 Sight Words (Years P-2)

• Spelling:

– South Australian Spelling Test (Years 1-6) – Words Their Way (Years 1-6)

• Science:

– A-E Achievement Data in Chemistry Strand

Words their Way (WTW):

• informs teachers of gaps in students’ spelling

knowledge and gives teachers the opportunity to plan for differentiation across year levels Progressive Achievement Tests (PAT):

• gives teachers the achievement of students which

helps to inform bi-annual reporting

• identifies areas of weakness, as well as the

collection of longitudinal data Informal Prose Inventory (IPI):

• assesses comprehension and reading, and gives

student reading ages

• allows teachers to group for Guided Reading

PM Benchmark

• n-going cyclical assessment of student reading

achievement in the early stages of reading

• links to home reading and informs Guided Reading

What is the purpose of each diagnostic assessment?

• Prior to 2011,the Queensland Curriculum

Assessment Tasks (QCAT) results were used to benchmark Science results, but were phased

• ut with the replacement by 2012 ACARA.
• Science achievement levels for Term 2 were

recorded, but data entry was inconsistent and many gaps were evident.

• From 2015, all Year Levels will enter the

achievement level of each student for the Chemical Sciences unit. In Term 3, this will be taught and assessed. This will allow us to more consistently track the performance of students from year to year and match data that is more closely related.

What is happening with Science?

From then…to now…

• A school data approach - the Assessment Schedule – is in place.
• Teachers have confidence to use the diagnostic data to appropriately differentiate the

learning needs of their students.

• Collection and analysis of key data sets is used by teachers for differentiated teaching -

from paper based data sets to OneSchool.

• The Assessment Schedule enacted by the Head of Curriculum and is managed by the SSP

Data Driven Accountability (Data SSP) team.

• On-going review of the Assessment Schedule is done though the Data SSP team.
• Collection and analysis of this data gives staff a clear direction that links data to pedagogical

practice.

• Review of the OneSchool records means effective record-keeping processes have been

improved.

• PD is delivered to increase data literacy skills and for new school staff.
• The data profiles the instructional needs of every student and is documented through this

process.

• Evidence-based assessment informs teaching and learning.

2012-2015 Key Performance Indicators

• Increased level of data accountability available

to inform the design of differentiated curriculum matched to student needs,

• Since the implementation of the SSP, and with

the introduction of the Australian Curriculum, assessment has become more consistent and comparable across and between Year Levels.