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NAPLAN Numeracy Results Yr3Yr5 Maths Difference State Average School Average Difference
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Anthony SperanzaSt Mark’s Primary School Dingley, VictoriaICT / T&L Leader
Debbie DarvellSt Mark’s Primary School,Dingley, VictoriaPrincipal
Philip Holmes-Smith, Director at School Research Evaluation and Measurement Services, Victoria
Using teacher designed online
assessmentsto drive differentiated
instruction in mathematics
This presentation:http://bit.ly/eppc2015
T: @anthsperanzaB: anthsperanza.global2.vic.edu.auG: +AnthonySperanza
Setting The Scene
● The mathematics data across the school varied from year to year - inconsistent - WHY?
● Needed a F - 6 continuum & collective notion of how we were teaching and the links between levels
● Focus on cohesion and alignment
● Concept of growth not being challenged
NAPLAN Numeracy Results
Yr3 Yr5 Maths Difference
State Average 411.6 500.6 89.0School Average 395.7 499.0 103.3
Difference -15.9 -1.6 14.4
NAPLAN Numeracy Results
50 75 100125150175200225250275300325350375400425450475500525550575600625650675700725750775800100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
850
NAPLAN Numeracy 2009-2011
Yr 3 2009
Yr 5
201
1
Typical Yr3 Scores
Above AveYr3
Scores
Below AverageYr3 Scores
Typical Yr5 Scores
Below Aver-age
Yr5 Scores
Above Aver-age
Yr5 Scores
In 2011 we began to train staff in data literacy.● Through analysing PATM and NAPLAN data,
teachers began to see the value of being data literate
● This precipitated need to engage in whole school professional development in the area of mathematics
Having observed the mathematics program...● The leadership & Maths leader examined the
cohesion of the maths program across the school
● Focussed on designing assessment that was used for pre & post assessment
● Monitored student growth for each unit
● Refined & aligned the units of work
Assessment in mathematics
● Previous assessment schedule for mathematics was not revealing accurate and useful information about students
● PLTs developed more rigorous use of pre and post assessments to inform teaching points
● Senior year teachers began to explore the use of Google Forms to improve the efficiency and effectiveness of teaching and learning cycle in mathematics
Google Forms and formative assessment in maths
Teaching a differentiated unit of time
A P-8 Scope & Sequence of outcomes in student friendly language.
Designing a pre-assessment to determine student’s prior knowledge.
Link is shared, students complete the assessment.
Results are collected and graded using Flubaroo.
Students receive an email with their results.
Students use their S&S to determine what they know.
Students learn at their point of need over 6 explicit lessons.
Students take the same test as a post-assessment.
Students receive their results and track their growth.
Pre & Post Assessment of learning has been collected
Effect size >0.59 (n=125)
Effect size of 0.86 once anomalies were removed (n=110)
Evaluation and reflection of teaching & learning.
Time saved means more time for learning
Saved on paper and printing
Teachers are able to track students
Immediate feedback is given
Neither students nor teacher have to mark the test
Pre and Post data is automatically collected to ascertain effectiveness
Google Forms and formative assessment in maths.Students learn at their point of need
Assessment for, as and of learning.
Direct Instruction Model
Zbar, V (2011) - ‘Ensuring a more personalised approach: A strategy for differentiated teaching in schools’, Occasional paper 121, Centre for Strategic Education, IARTV, East Melbourne.
BEGINNING OF LESSON (10m)- The Hook: Grab students’ attention and put them in a receptive frame of mind.- Learning Intentions: Make the learning intentions and success criteria clear to students- Activate / Review: Activate prior knowledge and review relevant prior learning
PRESENTATION (10m)- Teacher Input: Explicitly teach the CONCEPT- Teacher Input: Explicitly teach the SKILL- Check for understanding: Monitor whether students ‘got it’ before preceding
GUIDED PRACTICE (30m)- Development & Engagement: Develop student understanding of the concept or skill through
activities and exercises.- Feedback and Individual Support: Move around the room to determine the level of mastery
and provide feedback as needed.
and / or INDEPENDENT PRACTICE (30m)
- Application: Get students to apply the concept or skill in different contexts
REVIEW (5m)Bring the lesson to conclusion, review and clarify key points.
Our senior maths curriculum
● 60%~ differentiated and explicit in applied mathematics and number
● 20%~ mixed ability problem solving
● 10%~ mixed ability number facts and drills
● 10%~ assessment, reflection and goal setting
Pre & Post Results (2014)
Pre & Post Results (2014)
NAPLAN Results
Yr3 Yr5 Maths Difference
State Average 411.6 500.6 89.0School Average 395.7 499.0 103.3
Difference -15.9 -1.6 14.4
Yr3 Yr5 Maths Difference
State Average 414.1 494.7 80.6School Average 405.2 525.1 119.9
Difference -8.9 30.4 39.3
NAPLAN Results
50 75 100125150175200225250275300325350375400425450475500525550575600625650675700725750775800100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
850
NAPLAN Numeracy 2009-2011
Yr 3 2009
Yr 5
201
1
Typical Yr3 Scores
Above AveYr3
Scores
Below AverageYr3 Scores
Typical Yr5 Scores
Below Aver-age
Yr5 Scores
Above Aver-age
Yr5 Scores
NAPLAN Results
50 75 100 125 150 175 200 225 250 275 300 325 350 375 400 425 450 475 500 525 550 575 600 625 650 675 700 725 750 775 800100
150
200
250
300
350
400
450
500
550
600
650
700
750
800
850
NAPLAN Numeracy 2011-2013
Yr 3 2011
Yr 5
201
3
Typical Yr3 Scores
Above Aver-ageYr3
Scores
Below AverageYr3 Scores
Typical Yr5 Scores
Below Aver-age
Yr5 Scores
Above Aver-age
Yr5 Scores
PAT-Maths Results
Yr4Nov 2013
Yr5Oct 2014
45
47
49
51
53
55
57
59
61
63
65
PAT-M Growth Yr4 2013 - Yr5 2014
School Growth Expected Growth
Yr5Nov 2013
Yr6Oct 2014
45
47
49
51
53
55
57
59
61
63
65
PAT-M Growth Yr5 2013 - Yr6 2014
School Growth Expected Growth
Yr4Nov 2013
Yr5Oct 2014
PAT Score Difference
School Growth 48.78 57.34 8.56Expected Growth 55.48 60.95 5.47Difference -6.70 -3.61 3.09
Yr5Nov 2013
Yr6Oct 2014
PAT Score Difference
School Growth 52.84 58.85 6.01Expected Growth 60.95 63.92 2.97Difference -8.11 -5.07 3.04
Appendix TRAINING / HOW TO - FORMS & FLUBAROOGoogle Apps training on formsGoogle support on formsCreating self-grading assessmentsUsing Google FormsNew Add-ons for Docs and SheetsThe new Google Sheets
OTHER IDEAS WITH FORMS86 ways to use google formsGoogle forms for everything10 great free google forms10 google forms for the classroomInnovative ideas for using google formsUses for google forms
REFERENCESHattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Abingdon: Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Abingdon: Routledge.
Zbar, V (2011) - ‘Ensuring a more personalised approach: A strategy for differentiated teaching in schools’, Occasional paper 121, Centre for Strategic Education, IARTV, East Melbourne.
A free service providedby Google availablefrom Google Drive
Forms are createdand stored in
your Drive.
What is a Google Form?
Work with data and information easily, from one location
Design, send, collect, analyse, export.
Creating a Google Form
Add a title
Design a question
Determine question type
Provide possible answers
Add as many questions as you like!
Types of items
No more!
X
● Mark and assess responses
● Analyse data
● Email scores and results
Self-grading forms with Flubaroo
Anthony SperanzaSt Mark’s Primary School Dingley, VictoriaICT / T&L Leader
Debbie DarvellSt Mark’s Primary School,Dingley, VictoriaPrincipal
Philip Holmes-Smith, Director at School Research Evaluation and Measurement Services, Victoria
Using teacher designed online
assessmentsto drive differentiated
instruction in mathematics
This presentation:http://bit.ly/eppc2015
T: @anthsperanzaB: anthsperanza.global2.vic.edu.auG: +AnthonySperanza
