EEE405 Assessment and Reporting

11501113

EEE405 - Assessment
& Reporting
Analysis of Data to Inform Instruction
Learning

Assessment Three: Analysis of Data to Inform Instruction

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EEE405 Assessment and Reporting

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Josie Morrow | 11501113

Part A |

Task: Color code your VELS data (or similar data coding for NSW) in Reading, Writing and Speaking
&Listening to show you have an understanding of the achievement at expected levels.
This table has been colour coded according to the students results in Year 4 working towards AUSVELS level 4.
(Victorian Curriculum and Assessment Authority, 2012)
SEMESTER
TWO
YEAR 5
(2013)
Student
Sam
Elizabeth
Jacinta
Natalie
Tia
Cody
Leigha
Ayden
Braiden
Clare
Thanaphon

2012

AUSVELS

AUSVELS

AUSVELS

RR level

SA

SA

READ

WRITE

S&L

T4 2012

Score

Age

VCAA

6
6.5
5.5
5.5
5.5
5
5
5
5.00
5
5

5.5
5.5
5.5
5.5
5
5
5
4.5
4.50
4.5
4.5

5.5
4.5
5.5
5
5
5
5
5
4.50
5
4

967
960

49
47
56
43
39
32
39
35
38
37
43

11.11
12.7
15.2
11.5
10.6
8.1
9.11
9.1
9.6
9.5
10.8

4.3
4

810

580
590
630
585
680

632
620
550

Assessment Three: Analysis of Data to Inform Instruction

READ

5.4

2.7
3.6
2.8
3.8
2.9

3.2
2.7
3.1

SPELL
VCAA
4.2
4
5.2
4
3.9
2.5
3.2
2.9
3.5
3.25
4.1

Writing
Mod
5.25
3
2.75
2.5
2.75

2.5
2.75

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Chelsey
Rachel
Adam
Jason
Jill
Gemma
Casey
Oliver
Aleyah
Maddison
Michael
Lucas
Peter
Andrew
Kynan
Jake
Blair

5
5
5
5
5
5.00
5
4.75
4.75
4.75
4.75
4.75
4.75
4.75
4.75
3
2.5

4.5
4.5
4
4
4
4.00
3.25
4
4
3.25
3.25
2.00
4.75
3.5
3.25
2.5
2.5

5
4.5
2.25
5
4.5
4.50
4
4
4
5
4.25
4.75
3
4.75
3.5
2.5
3.5

550
30

680
680

680
391
550
293
28

680
30
30
29
350
30
23
14

18 + months above
12 months above
6 - 9 months above
At the expected level to 3
months above
6 - 9 months behind
12 months behind
18 + months behind

Assessment Three: Analysis of Data to Inform Instruction

33
33
34
35
30
43
34
19
30
36
23
27
32
32
23
19
17

8.8
8.4

11.8
9.1
8.4
10.11
11.8
6.9
7.8
9.3
7.2
7.8
8.1
8.1
7.2
6.9
6.5

2.8
2.5
3.5
3.25
2.5
3
4.1
1.25
1.3
2.75
2
2
2.2
1.9
1.75
1.75
1

2.6
3

3.7
3.3

2.6
3.2
1.7

3.3
3.4

3.8
2.2
2.1
2.3
2.1
1.7
1.5

2.25

2.25
2
1.5
2.5
2.25
2.25
2.25
2.5
abs
2.25
1.5
copied

Boy
Girl

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Part B |

Class Profile

The Year 5 class of 28 students has 14 boys and 14 girls. The students were assessed at the end of the previous
school year, testing their reading, writing, speaking and listening skills and knowledge according to AUSVELS. By
the end of year 4, students should be achieving a level 4 AUSVELS. The level of students achievements in these
three literacy areas is recorded in the table below:

AUSVELS

18 +
months
above

12 months
above

6-9 months
above

At the
expected
level to 3
months
above

Reading

5 students:
4 girls & 1
boy

13 students:
7 girls & 6
boys

8 students:
2 girls & 6
boys

0 students

0 students

Writing

4 students:
3 girls & 1
boy

3 students:
2 girls & 1
boy

7 students:
3 girls & 4
boy

6 students:
3 girls & 3
boys

5 students:
2 girls & 3
boys

0 students

3 students:
1 girl & 2
boys

Speaking
and
Listening

2 students:
1 girl & 1
boy

9 students:
6 girls & 3
boys

7 students:
4 girls & 3
boys

5 students:
2 girls & 3
boys

2 students:
1 girl and 1
boy

1 student:
1 boy

2 students:
2 boys

Assessment Three: Analysis of Data to Inform Instruction

6-9 months
behind

12 months
behind

18 +
months
behind

1 student:
1 boy

1 student:
1 girl

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The data shows that the strongest literacy area for the class is reading, with 26 students achieving above the
expected level while only 2 students are achieving below the expected level. The speaking and listening results are
also fairly strong within the class, with 18 students achieving above the expected level, 5 peers at the satisfactory
level and 5 students below the expected level. Closely followed by the writing category, half of the class are
achieving above the expected level, 6 students working at the expected level and 8 below the expected level.
Within the data, trends amongst genders are exposed. There are more girls in the class achieving at the expected
level and above for writing and speaking/listening, with 8:6 and 11:7 respectively, while there is an even amount of
boys and girls achieving at the expected level and above in reading with 13 each. Analysing the spelling data,
widespread results were recorded with students lying between levels 1 and 5.2. Running Record assessments were
similarly varied with students levels ranging from 14 to 967.
With this diverse contemporary diverse classroom, teachers need to be looking to teaching and learning strategies
that cater for a variety of needs and learning profiles (Subban, 2006). The range of ability within the class is broad,
requiring planning for a differentiated approach to teaching and learning practices as a means of accommodating
for students working towards level 3 AUSVELS through to the students working towards level 6 AUSVELS in writing
and speaking/listening and level 7 AUSVELS in reading. Recognising differences, learning within the inclusive
classroom is influenced by the students gender, culture, experiences, aptitudes, interests and particular teaching
approaches.

Part C |

Individual Profile

Collecting, interpreting and using assessment data is critical to informing teaching practice and student learning.
Fundamental to teachers becoming responsive to students learning needs is the availability of assessment data
detailing what students know and can do. The data provided must be then be used to guide and direct teaching
practices, requiring a mind shift towards professional learning from data, deepening professional knowledge and
gaining a new set of skills (Timperley, n.d.).

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Using the assessment data to make informed decisions, teachers need to have a clear sense of what their students
have achieved so that they can make educated decisions about how they approach future instruction. In order to
do so, teachers must set, monitor and evaluate specific learning goals for student achievement based on preassessment data. Using a backward design, teachers are able to identify student-learning goals, consider what
they want students to know and be able to do, determine acceptable evidence on how those goals are met and
finally plan meaningful learning experiences and instruction to achieve those goals. Analysing the data above, a
specific learning goal would be to ensure that all students who are currently below the expected level should
progress to achieving at least he expected level of learning by the end of Year 5. This is an achievable goal; with
just over a third of the class, 10 students out of 28, not yet meeting the satisfactory level in the literacy areas of
reading, writing and speaking/listening, a range of teaching and learning strategies can be adopted as a means of
meeting students individual learning needs.
Considering students background, including their cultural and family context and gathering information about their
learning style, strengths and needs is imperative to creating an inclusive learning environment. Acknowledging
individual differences, students will continue to work within their ZPD, as learning experiences will accommodate
these understandings encouraging students to be challenged. Furthermore, by getting to know and understand
individuals on a whole, a holistic approach to teaching will build and
strengthen relationships between home and school. Social in nature,
this approach to the Year 5 class will promote positive interactions
and collaboration between multiple contexts, teachers and peers,
fostering optimal learning as students develop the knowledge and
skills required to interact and engage with their learning environment.
Having recognised students with additional learning needs who
require extra support it is as equally important to acknowledge
students who are advanced, ensuring that they are not ignored but in
turn provided with opportunities for extension. This goal can be
achieved through differentiated planning, altering tasks to meet the
needs of students at different levels. Along with teacher directed

Assessment Three: Analysis of Data to Inform Instruction

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Timperley, n.d.)

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goals, students will be provided with opportunities to regularly reflect and evaluate their progress as they take
ownership of their learning. As they develop the skills necessary for setting their own learning goals, students will
gain the confidence to try more challenging tasks and become motivated to improve and master the task (Victorian
Education and Training, 2016).
Improving teaching practice is similarly critical as creating teaching goals to develop and improve student learning.
Central to classroom practice, assessment drives teaching and learning practices. Formative assessment,
assessment for and as learning, enhances teaching and learning practices, as teachers are able to interpret the
data and plan future learning based on students ongoing development.
By employing a range of formative
assessment strategies, students will be provided with consistent feedback and regular opportunities to monitor,
reflect and evaluate their own progress. Collaborating across all aspects of teaching including planning, decision
making and problem solving will lead to a shared collective responsibility for the learning outcomes (AITSL, n.d.).
With the aim to create an interactive and collaborative classroom, professional development between colleagues
and the wider school community, such as home, will model respect and personal regard for others, competence
and personal integrity. When analysing student work purposeful collaboration will provide teachers with an
opportunity to develop a common understanding of what good work is and what instructional strategies are
working. Change will occur as teachers learn to describe, discuss, and adjust their practices according to a
collectively held standard of teaching quality (AITSL, n.d., p. 3).
Within the classroom context all 28 students have diverse linguistic, cultural and religious backgrounds.
Furthermore every student is an individual who learns at a different rate and in a different way compared to his or
her peers. Through differentiated planning and programming, teaching and learning experiences can cater for the
diversity of learners encouraging them to work at their own pace to develop their knowledge, understanding and
skills (BOSTES, 2016). Furthermore, personalised learning requires close attention to the unique and diverse needs
of all students of all abilities, acknowledging that each have different learning needs (Department of Education and
Training, 2005). Developing Individual Literacy Intervention Plans (ILIPs), supports students individual learning
needs, encouraging them to learn, contribute and participate within their learning environment. Commonly
implemented for students who are performing below the satisfactory level, ILIPs provide students with the
additional support they need to maximise their academic and social development. Within the Year 5 classroom, 10

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students have been identified as requiring ILIPs; Adam for speaking and listening; Casey for writing; Maddison for
writing; Michael for writing; Lucas for writing; Peter for speaking and listening; Andrew for writing; Kynan for
writing, speaking and listening; Jake for reading, writing, speaking and listening; and Blair for reading, writing,
speaking and listening. Accommodating for diverse instructional needs, the use of ILIPs and individual learning
goals, aim to improve students learning and achievement and build students capacity to learn.
Feedback is an essential component of assessment for learning, which if used appropriately can support and
scaffold students learning and lead to substantial learning gains (Plank, Dixon & Ward, 2014, p. 99). Supporting
and enhancing teaching and learning, feedback can be given in a planned or spontaneous manner, utilising written
or oral dialogue and discussion. Informal or formal in nature, effective feedback focuses on students strengths and
areas for improvement enabling students to successfully self-monitor, have higher aspirations for further
achievement and greater self-satisfaction. Students value their peers opinions and ideas, when provided with an
opportunity students can give and receive important and valuable ideas from others. Creating a supportive
learning environment where students are comfortable and confident to receive, interpret, act on and provide
feedback is vital for their academic and social development. As it is through the interaction students have with
feedback that they grow to understand how to develop their own learning.
References
AITSL. (n.d.). The essential guide to professional learning: Collaboration. Retrieved from
http://www.aitsl.edu.au/docs/default-source/professional-growth-resources/professional-learning-resources/theessential-guide-to-professional-learning---collaboration.pdf?sfvrsn=2
Board of Studies Teaching and Educational Standards NSW (2016). Differentiated programming. In Support
Materials. Retrieved from https://syllabus.bostes.nsw.edu.au/support-materials/differentiated-programming/
Department of Education and Training (2005). Planning for personalised learning and support: A national resource.
Retrieved from
https://docs.education.gov.au/system/files/doc/other/planningforpersonalisedlearningandsupportnationalresour
ce.pdf

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Plank, C., Dixon, H., & Ward, G. (2014). Student voices about the role feedback plays in the enhancement of their
learning. Australian Journal of Teacher Education, 39(9), 98-110. http://dx.doi.org/10.14221/ajte.2014v39n9.8
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935-947.
Retrieved from http://files.eric.ed.gov/fulltext/EJ854351.pdf
Timperley, H. (n.d.). Using assessment data for improving teaching practice. Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference
Victorian Education and Training. (2016). Personal learning goals. In Teacher Support Resources. Retrieved from
http://www.education.vic.gov.au/school/teachers/support/Pages/goals.aspx
Victorian Curriculum and Assessment Authority. (2012). Overview: Levels. Retrieved from
http://ausvels.vcaa.vic.edu.au/Overview/Levels

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