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SMART Data 2011
- 1. USING SMART2Focus on NAPLAN ESL Workshop August 2011
- 3. Knowing the data – considering perspectives
- 4. Principles to guide the use of data
- 5. Using SMART2
- 7. Analysis tools, tips and tricks
- 8. NAPLAN one part of the picture2
- 12. No excuses without reflection
- 13. Data raises more questions than provides answers
- 14. Raw data is a piece of the puzzle
- 15. The more pieces, the more reliable the picture
- 16. Be cautious of generalisations for small cohorts
- 17. Don’t over-interpret the evidence.4
- 18. Know your data well! NAPLAN 5
- 19. Utilising multiple indicators TRIANGULATION 6
- 20. Know your data well! ESSA 7
- 21. What are our NAPLAN . . . means? Scale 738 686 634 582 530 478 426 PIBs? 374 322 270 218 average growth data? expected growth data? 8
- 22. What are our NAPLAN data characteristics? Scale 738 686 634 582 530 478 426 374 322 270 218 9
- 23. What are our NAPLAN data characteristics? Scale 738 686 634 582 530 478 426 374 322 270 218 2010 Reading data: SMART Demo school (Year 9 data includes three year average ) 10
- 24. The NAPLAN framework 11
- 25. The NAPLAN framework 12
- 26. Using SMART WHOLE SCHOOL LEVEL ....... focus on mean trends; percentages in bands, and growth. CLASSROOM TEACHER LEVEL ..... a focus on individual performance in bands, individual growth, and item analysis. What can we use in SMART? 13
- 27. Tracking achievement HSC SC ESSA Scale 738 686 634 582 530 478 426 374 322 270 NAPLAN 218 School-based assessment 14
- 28. Connections Internal assessment T&L program Syllabus 15
- 29. Valuing school-based data 16
- 30. Strengthening connections Internal assessment T&L program Syllabus Externalassessment 17
- 31. DATA available External School based Non-Academic Non-Academic Academic Academic Attendance norms Retention norms Course participation Participation in competitions NAPLAN results ESSA results SC / HSC results Best Start Growth/Value added [Electronic-SMART & BOS RAP] Local-State-National competitions Early school leavers Post school destinations Merit award records Student mobility Attendance rates Retention rates Behaviour records Suspension rates Surveys Focus Groups Student Records Teacher assessments Faculty/Stage records Student reports A-E tracking Syllabus outcome records Assessment results ESL scales 18 Concept credit: Eric Jamieson
- 33. Identify strengths, and deeply investigate areas where we can make the biggest improvement
- 34. View and use data over time
- 35. Describe targets in terms of students outcomes
- 36. Identify starting points (baselines) for T&L and for measuring improvements
- 37. Use multiple indicators19
- 38. Looking at . . . Towards a balanced picture School-based data External data SSG comparisons State comparisons Qualitativedata Quantitativedata Student level data School level data Social data Academic data Areas for improvement Strengths 20
- 39. Educational Measurement and School Accountability (EMSAD)
- 40. SURFING the MENU 22
- 43. Educational Measurement and School Accountability (EMSAD) Teaching Strategieshttps://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm
- 44. Educational Measurement and School Accountability (EMSAD) Essential Support Documents 7-12 Curriculum Support Literacy 7-12 http://www.curriculumsupport.education.nsw.gov.au/secondary/english/index.htm ELLA Publications https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/ella_publications.htm Curriculum Support Mathematics 7-12 http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/index.htm SNAP Publications https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/snap_publications.htm
- 45. Educational Measurement and School Accountability (EMSAD) Focus Learning Areas - Implications The students’ results related to key learning areas are/are not consistent with our in-school assessments. The content of our stage/faculty program needs to be evaluated in relation to the following key learning areas:
- 46. Educational Measurement and School Accountability (EMSAD) Reading Skills The students’ results in relation to literacy skills are/are not consistent with our in-school assessments. Teaching strategies and classroom practice need to be evaluated in relation to the following:
- 49. Use NAPLAN stimulus magazine as a teaching resource, identify areas of student interest
- 50. Investigate teaching strategies within SMART and school-based strategies
- 51. Planacross curriculum units of work with a focus on skills needing attention e.g. punctuation
- 52. Consultand investigate professional learning networks, curriculum support and Regional support
Notas del editor
- Session overview– the intention is to discuss with you some ideas on how to you can utilise SMART data for your unique school contexts. How we should connect the data with other indicators of a school’s success.
- We would argue that the purposes identified here cover the ways that external test data are used within and across schools.We can use these to consider how best to focus our efforts to understand and utilise external data, including how we might use it in conjunction with other evidence sources to identify ‘the most effective ways to promote our schools and “get the messageout there”.’
- This slide signals a simulation activity that utilises the free Google SketchUpsoftware as a lead into the EMSAD data analysis maxims!
- The strong recommendation is that school principals and executive know their data well – be able to highlight areas of strength and areas for improvement with global and specific examples AND in relation to their school context (i.e., bg of students, their needs; school community factors, including ICSEA) Thus we need to know the analyses available in SMART well
- The data isconnected (all from the same set of results) – just as for the sides of the lounge chair -
- Highlight student survey, much of which is applicable to all KLAs
- To illustrate the recommendation – taking a closer look at the NAPLAN assessment framework and scales
- . . . “Knowing” the connections between individual performances, means and PIBs . . . and
- . . . “Knowing” the connections between individual performances, means and PIBs . . . and
- . . . connecting that to the standards of the NAPLAN assessment framework helps to focus attention on teaching and learning. [This slide for the structural overview - Next slide for the detail]
- Focus attention on second sentence of the intro and its implications. Will enable staff,parents and community to interpret how students are performing!
- Signal to explore some issues in the live SMART site, especially:The standards reference nature of school means – potential for monitoring, reporting and target settingImportance of SSG comparisonsThe characteristics of the NAPLAN scales for “student growth” and “Expected growth”; and its connection to school growth
- The need to be able to relate NAPLAN to other internal and external data sources
- Valuing school based assessment
- Valuing school based assessment and ………
- The value of connecting to the external test data
- A summary of some issue explored.
- This to challenge school leaders to explore how they can utilise a broader set of data and evidence for school planning and reporting.