Standards, data and assessment

Links to Tfel1.6 Design, plan and organise for

teaching and learning

2.4 Support and challenge students to achieve high standards

4.3 Apply and assess learning in authentic contexts

What is mandated by DECS?

• Running records taken until level 30 and reported to DECS once per year.

• NAPLAN year 3, 5 and 7

• These measures can be used to focus on whole school trends but there also need to be other measures that can be used more regularly that relate to class contexts directly.

Northern Adelaide Region has set standards for reading

• In 2011 the Northern Adelaide Region has set performance standards in reading which describe the understandings and skills important for students to acquire when they commence schooling from Reception to Year 2 and reading skills as measured in NAPLAN testing in Years 3, 5, 7 and 9.

• These standards and targets will enable schools and the region to measure improvement over time

Standards set for 2011

• These standards are designed to help sites set targets that can move students towards higher achievement. They are goal posts that will not move.

What do the standards look like?Level 10- end of reception

What do the standards look like?Level 20- Year 1

What do the standards look like?Level 26 -Year 2

NAPLAN standards-what do they look like?

• All of the standards set by NAR in reading involve higher order thinking skills, inference or higher.

Evaluative

Making some sort of judgement or interpretation of a text

Applied

Going beyond the text to apply information in new situations, make generalisations, respond

emotionally.

Literal

An understanding of what is explicitly stated

in the text

SynthesisConnecting, comparing, determining importance of

information

Inferential

Going beyond the author’s literal statements to draw inferences

This is the

only level

of reading

where the

answer is

‘on the page’

Creating questions

• Read the text about e- books.

• Develop one question using each type of question provided on the jigsaw pieces.

Evaluative

Making some sort of judgement or interpretation of a text

Applied

Going beyond the text to apply information in new situations, make generalisations, respond

emotionally.

Literal

An understanding of what is explicitly stated

in the text

SynthesisConnecting, comparing, determining importance of

information

Inferential

Going beyond the author’s literal statements to draw inferences

This summary is on the back of the

student summary report.

It contains a snapshot of some of the skills

that were expected in reading in each band.

Available on naplan.edu.au

For example,NAPLAN 2010 reading test was assessing the following types of comprehension

NAR Year 3 Standard in Reading

4 Connects ideas across a labelled diagram Inferential

4 Identifies the meaning of a connecting word and draws conclusions about the purpose of pictures in an illustrated information text

Synthesis

4 Makes connections between ideas in a narrative.

Inferential

Literal questions alone

are not going to support reaching the NAR standard

OR Provide learning growth for each student

Discuss what the standards expect

• Use the handout to look at what types of reading skills are needed at each band using the example of 2010 NAPLAN

• Discuss- Which bands contain most literal questions?

• What are the skills involved in each band?

• How could you teach these skills?

What does NAR recommend?• NAR recommends that sites have formative

assessment practices in place that inform teaching and learning, which can be achieved through summative tests.

Self-review.How are we doing?

StandardsWhat are we aiming to achieve?

Improvement planningWhere to from here?

Standards: What are we aiming to achieve?

What are the regional standards in reading and comprehension?

What are the site standards for success – early literacy, oral language, phonemic awareness, phonics knowledge, vocabulary, fluency, comprehension?

Needs to be crystal clear across all year levels

StandardsStudent Achievement• Running Records – how are they analysed to

determine levels of comprehension?• NAPLaN proficiency bands – what does this mean in

terms of reading / comprehension?• What about reading skills that are needed for

independent comprehension – oral language, alphabet knowledge, phonemic awareness, phonics, vocabulary and fluency?

• What comprehension strategies do we expect our students to use and how do we know if they can?

Standards

Organisational Conditions• What does this mean for teacher practice?• What does this mean for leadership practice?• What does this mean for site practice?

Improvement Planning: What more do we need to do? Where to from here?

What does the data tell us is the most important priority? Less is more!!Develop SMART targetsWhat do we know about our learners’ patterns of achievement? What else do we need to know?Form PLC’s based on shared responsibilities.What data will demonstrate improvement? Identify criteria for success / shared assessment tasks.

Begin with the end in mind!!What are the research-based strategies that lead to improvement in this?Decide on a strategy to implement? (1 or 2 research based).Plan the implementation of the strategy – time-lines, sharing, reporting and measurement of improvement.

Level 1 intervention: whole class strategies

So..• What is it we expect them to learn?• Australian Curriculum• How will we know when they have learned it?• Common assessment tasks, summative assessment How will we respond when they don’t learn? Re-teach, differentiate, formative assessmentHow will we respond when they already know it?Enrich, challenge

3 main forms of assessment.

Formative • Assessment for

learning occurs when teachers use inferences about student progress to inform their teaching.

Metacognitive Assessment as learning

occurs when students reflect on and monitor their progress to inform their future learning goals.

Summative • Assessment of learning

occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

End of teaching cycleHave the standards

been met?Has there been

growth?

Assessment FOR learning•frequent, •formal or informal (e.g. quality questioning, anecdotal notes, written comments, testing),

•evidence that informs, or shapes, short term planning for learning •embedded in teaching •provides clear and timely feedback that helps students in their learning progression.

Gaining evidence FOR learning can happen in these four ways:

Informal Formal

Before new learning starts

asking questionsbrainstorming(informal diagnostic)

PAT-RTorch test(formal diagnostic)

During learning process

observe class workand see where problems occur(informal formative)

read and give feedback on tasks(formal formative)

The region has a position paper on assessment

• It can be found in the Regional Plan (appendix)

• Has been emailed with invitation to PAT-R workshop.

Tests that support formative assessment relating to comprehension strategies-supported by Literacy

Secretariat and NAR

• PAT-R

• TORCH• PROBE

If your site has no test in place-recommended by NAR

If you have used this test successfully recommended to

keep using it

An

alte

rnat

ive

test

for

spe

cific

co

mpr

ehen

sion

info

rmat

ion

PAT-RAdvantages• Whole class screening

tool• Multiple choice answers

(similar to NAPLAN)• Comprehension data• Tests a wider range of

students • CD provided with

graphing qualities

Disadvantages• Time spent on marking can

be alleviated by paid marking through ACER

• Need to identify appropriate tests for year levels/individuals

TORCHAdvantages• designed for Australian students• allows teachers to match the

difficulty of the test with the expected level of achievement of each student

• can readminister the test using an easier or more difficult reading passage

• measures different aspects of comprehension including literal and inferential and synthesising information presented, to assist teachers build a picture of student’s developing reading comprehension skills.

Disadvantages• Using it only as a summative test• Time needed to fully analyse

results• Year 3-10 only• the assessment involves students

reading silently rather than reading aloud, so does not assess oral reading fluency as a measure of student comprehension

• scoring and interpretation of the test results may require additional time and training for teachers

Self Review: How are we doing? How do we know?

Has the SMART goal been achieved?

How effective have we been?What classroom based strategies have had the most impact? How do we know?How do we maintain the improvement?Where to next? Back to for next cycle.