5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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According to the School Curriculum and Standards Authority (2014), assessment should be an integral part of teaching and learning. When carefully constructed, assessments provide valuable information about fine changes in students’ progress related to specific aspects of learning. They assist teachers in identifying what students already know and any potential alternative conceptions they may hold (SCSA, 2014). Examining data and measuring student progress against clearly articulated learning goals allows teachers to establish a clear benchmark toward student mastery. This helps them to transform their instruction and refine teaching programs to close any gaps in student learning (Hoover & Abrams, 2013). Hattie (2005) argues that educators must shift away from data towards interpretations, as well as from student outcomes to teaching success and improvements.
Teachers typically employ two types of assessment: formative and summative. As defined, each differs in the purpose and use of assessment data. Recent research has suggested that summative assessment can also fulfil a secondary formative function to support assessment for further learning. For example, Brookart (2010) claims that the blending of summative and formative assessments that are clearly linked to instructional goals is useful practice. When examining assessment data, it is best performed in a collaborative environment. Through collaboration, teachers are able to exchange effective instructional strategies and interventions with colleagues to inform future teaching (Hoover & Abrams, 2013).
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During my final practicum, I implemented a 3-week unit of work on the topic of fractions, decimals and financial mathematics. The following curriculum standards addressed included:
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Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
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Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)
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Make connections between equivalent fractions, decimals and percentages (ACMNA131)
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Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
Halfway through the unit, I chose to deliver an assessment to measure the progress and current level of understanding held by students about particular concepts.
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Assessment Results:
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Though it was structured like a summative assessment, it operated as a fundamental formative assessment tool because it highlighted key areas in which students were struggling and areas in which they were succeeding:
Learning areas students know and understand
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Recognising fractions of a whole/group
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Adding/subtracting like fractions
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Converting between common fractions, decimals and percentages
Learning areas in need of improvement
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Simplify large common fractions
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Recognise equivalent fractions, decimals and percentages - consolidation required
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Place fractions on the number lines - 10 out of 26 (38%) need support
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Add/subtract related fractions - 14 out of 26 (54%) need support
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Calculate discounts - 10 out of 26 (38%) need support
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This data allowed me to refine my teaching program and instruction to better reflect student needs and learning areas in need of development, such as placing fractions on a number line and calculating discounts. All subsequent learning experiences and activities were tiered and designed to align with student readiness levels. This ensured all students were able to access learning options at different degrees of difficulty while matching their specific readiness level. placing fractions on a number line and calculating discounts.
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References
Brookhart, S. (2010). Mixing it up: combining sources of classroom achievement information for formative and summative purpose. In H. L. Andrade, & G. J Cizek (Ed.), Handbook of formative assessment (pp. 279-296). Retrieved from Ebook Library.
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Hattie, J. (2005). What is the nature of evidence that makes a difference to learning? Paper presented at the Australian Council for Educational Research. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1008&context=research_conference_2005
Hoover, N. R., & Abrams, L. M. (2013). Teachers’ instructional use of summative student assessment data. Applied Measurement in Education, 26(3), 219-231. Retrieved from Taylor & Francis Online.
School Curriculum and Standards Authority. (2014). Assessment principles and reflective questions – Assessment Principle 1. Retrieved from http://k10outline.scsa.wa.edu.au/home/assessment/principles-and-reflective-questions/assessment-principle-1
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