![DATA availableExternalSchool basedNon-AcademicNon-AcademicAcademicAcademicAttendance normsRetention normsCourse participationParticipation in competitionsNAPLAN resultsESSA resultsSC / HSC results Best StartGrowth/Value added[Electronic-SMART & BOS RAP]Local-State-National competitionsEarly school leaversPost school destinationsMerit award recordsStudent mobilityAttendance ratesRetention ratesBehaviour recordsSuspension ratesSurveysFocus GroupsStudent RecordsTeacher assessmentsFaculty/Stage recordsStudent reportsA-E trackingSyllabus outcome recordsAssessment resultsESL scales18Concept credit: Eric Jamieson](https://image.slidesharecdn.com/eslworkshop2011-110831215652-phpapp02/85/SMART-Data-2011-31-320.jpg)
SMART Data 2011
- 1. USING SMART2Focus on NAPLANESL WorkshopAugust 2011
- 2. SESSION OVERVIEW: Clarifying purposes for using data
- 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
- 9. Purposes of data Providing evidence for: assessing and confirming the levels of student achievement diagnosing areas for development of students’ knowledge, understanding and skills school program evaluationschool planning, self-evaluation and reporting
- 11. Data analysis maximsNo judgements without context
- 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! NAPLAN5
- 20. Know your data well! ESSA7
- 21. What are our NAPLAN . . . means?Scale738686634582530478426PIBs?374322270218average growth data?expected growth data?8
- 22. What are our NAPLAN data characteristics?Scale7386866345825304784263743222702189
- 23. What are our NAPLAN data characteristics?Scale7386866345825304784263743222702182010 Reading data: SMART Demo school (Year 9 data includes three year average )10
- 26. Using SMARTWHOLE 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 achievementHSCSCESSAScale738686634582530478426374322270NAPLAN218 School-based assessment 14
- 30. Strengthening connectionsInternal assessmentT&L programSyllabusExternalassessment17
- 31. DATA availableExternalSchool basedNon-AcademicNon-AcademicAcademicAcademicAttendance normsRetention normsCourse participationParticipation in competitionsNAPLAN resultsESSA resultsSC / HSC results Best StartGrowth/Value added[Electronic-SMART & BOS RAP]Local-State-National competitionsEarly school leaversPost school destinationsMerit award recordsStudent mobilityAttendance ratesRetention ratesBehaviour recordsSuspension ratesSurveysFocus GroupsStudent RecordsTeacher assessmentsFaculty/Stage recordsStudent reportsA-E trackingSyllabus outcome recordsAssessment resultsESL scales18Concept credit: Eric Jamieson
- 32. Some key ideas and goals / principlesConnect and align syllabuses, T&L programs, and internaland externalassessment
- 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 pictureSchool-based data External dataSSG comparisons State comparisonsQualitativedata QuantitativedataStudent level data School level dataSocial data Academic dataAreas for improvement Strengths20
- 39. Educational Measurement and School Accountability (EMSAD)
- 41. Educational Measurement and School Accountability (EMSAD)Action/Stage plan for Yr #These overall results of students’ achievement are/are not consistent with our in-school assessment resultsResults indicate that school groupings are/are not consistent with student achievementTo improve the literacy achievement of Yr # students, the action/stage plan needs to be amended to include strategies to support High achievers Low achieversBoys GirlsATSI LBOTE ESLThese groups have/have not been identified in the School Targets for 2009.
- 42. Educational Measurement and School Accountability (EMSAD)ProgrammingThe students’ results indicated for these items are/are not consistent with our in-school assessment results.The structure of our stage/faculty programs need to be evaluated in relation to the following:Grammar and Punctuation Reading WritingThese items of learning have/have not been identified in the School Targets for 2010.
- 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 7-12Curriculum Support Literacy 7-12http://www.curriculumsupport.education.nsw.gov.au/secondary/english/index.htmELLA Publicationshttps://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/ella_publications.htmCurriculum Support Mathematics 7-12http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/index.htmSNAP Publicationshttps://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/snap_publications.htm
- 45. Educational Measurement and School Accountability (EMSAD)Focus Learning Areas - ImplicationsThe 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 SkillsThe 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:
- 47. Educational Measurement and School Accountability (EMSAD)Programming implications for ReadingOur results show: Yr # are strong in these areas:
- 48. Further skills development is needed in these areas:Educational Measurement and School Accountability (EMSAD)Possible ConsiderationsConsider whole school plans/strategies
- 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
- 53. NAPLAN questions – examine the type of question eg in Year 9 identifying grammar, punctuation and spelling errors in a piece of text. Use this as a classroom teaching/assessment strategy. AcknowledgmentsEric Jamison Rel/DirerctorGerry McCloughan Ass/Director EMSADDr Geoff Barnes EMSAD31
Editor's Notes
- #3: 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.
- #4: 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”.’
- #5: This slide signals a simulation activity that utilises the free Google SketchUpsoftware as a lead into the EMSAD data analysis maxims!
- #6: 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
- #7: The data isconnected (all from the same set of results) – just as for the sides of the lounge chair -
- #8: Highlight student survey, much of which is applicable to all KLAs
- #9: To illustrate the recommendation – taking a closer look at the NAPLAN assessment framework and scales
- #10: . . . “Knowing” the connections between individual performances, means and PIBs . . . and
- #11: . . . “Knowing” the connections between individual performances, means and PIBs . . . and
- #12: . . . 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]
- #13: Focus attention on second sentence of the intro and its implications. Will enable staff,parents and community to interpret how students are performing!
- #14: 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
- #15: The need to be able to relate NAPLAN to other internal and external data sources
- #16: Valuing school based assessment
- #17: Valuing school based assessment and ………
- #18: The value of connecting to the external test data
- #20: A summary of some issue explored.
- #21: This to challenge school leaders to explore how they can utilise a broader set of data and evidence for school planning and reporting.