Making local meaning from national assessment data Helen

Helen Wildy Dean, Faculty of Education The University of Western Australia

Outline 1. 2. 3. 4. Background Scales Demonstration Using Nu. Lit and NAPNu. Lit

1. Background n 2000 -2003 Data Club funded by DEST, DET, from Edith Cowan

Uptake n n Data Club 510 primary DET schools Nu. Lit CEOWA all 159

Project brief n n Data Club: to assist principals, teachers and parents to interpret

Project design n Access WALNA data for all CEOWA schools and registered AISWA schools

2. Scales WALNA data n WAMSE scale 0 to 800, then -300 to 900

Reporting in Bands Year 3 Exempt 1 2 3 4 5 6 7 8

4. Using Nu. Lit and NAPNu. Lit data n n n Student level: EARS,

School improvement process • Focus and actions for the past 3 years • Evidence

The future? n n n Evaluation of impact Review of uses by teachers, schools,

Slides: 18

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Making local meaning from national assessment data

Helen Wildy Dean, Faculty of Education The University of Western Australia

Outline 1. 2. 3. 4. Background Scales Demonstration Using Nu. Lit and NAPNu. Lit data

1. Background n 2000 -2003 Data Club funded by DEST, DET, from Edith Cowan University; Louden and Wildy n 2004 -2008 Nu. Lit CEOWA, from Murdoch University; Wildy, Mercer and Sheridan n 2005 -2008 Nu. Lit AISWA, from Murdoch University; Wildy, Mercer and Sheridan n 2009 NAPNu. Lit CEOWA, AISWA from UWA; Wildy, Mercer and Sheridan

Uptake n n Data Club 510 primary DET schools Nu. Lit CEOWA all 159 schools Nu. Lit AISWA nearly all 158 schools NAPNu. Lit all CEOWA and all AISWA schools

Project brief n n Data Club: to assist principals, teachers and parents to interpret and use national benchmark data Nu. Lit, NAPNu. Lit: to assist school leaders to interpret and use national benchmark data

Project design n Access WALNA data for all CEOWA schools and registered AISWA schools Develop software to show a range of comparative and value added displays Workshop individual school’s data; no PD no disc basis

2. Scales WALNA data n WAMSE scale 0 to 800, then -300 to 900 n Years 3, 5, 7, 9 performance on single scale (each for Reading, Writing, Spelling, Numeracy) NAPLAN data n NSS 0 to 1000

3. Demonstration n Nu. Lit n NAPNu. Lit

Reporting in Bands Year 3 Exempt 1 2 3 4 5 6 7 8 9 10 Year 5 Exempt 1 2 3 4 5 6 7 8 9 10 Year 7 Exempt 1 2 3 4 5 6 7 8 9 10 Year 9 Exempt 1 2 3 4 5 6 7 8 9 10 Below minimum standard At or above minimum standard

Bands

Bands: partition

Box plot

Box plot: Partition

Student scores: Box plot

4. Using Nu. Lit and NAPNu. Lit data n n n Student level: EARS, Nu. Lit, NAPNu. Lit Whole school level: Nu. Lit, NAPNu. Lit Education system level: reports

School improvement process • Focus and actions for the past 3 years • Evidence of the effectiveness of those actions • Evidence of emerging trends • Planning for the future

The future? n n n Evaluation of impact Review of uses by teachers, schools, systems Evidence of improvement in student literacy and numeracy performance