EDU5TEB

Analysing Classroom Assessment Data

Hamida Dafallah
18707786
1. Analyse Your Cohort

What does the data tell you about the class?

In analysing the data presented for a year 8 class, from the previous performance in an
OnDemand test for semester 1 and 2, a plot of level attained against the individual students
to show the level they attained in mathematic strand area of
Statistics and Probability, Measures and Geometry and Numbers and algebra are presented
below.

Semester 1 levels attained by Year 7 Students

8
7.5
7 7 7
6.5 6.5 6.5 6.6
6.5 6.5 6.5 6.5
6 6 6 6 6 6 6 6 6 6 6 6 6
5.5 5.5 5.5 5.5 5.5 5.5 5.5
level Attained

5 5 5
4
3 3
2 2.1
2
1.8
1
0

stats and Prob Measure and geometry number and Algebra

Level attained for mathematics area strand Semester 1 2014

Semester 2 levels attained by Year 7 Students

9
8 8
7.5 7.5 7.5 7.5
7 7 7 7 7
6.7 7 7 7 7 7 7
6.5 6.5 6.5 6.5 6.5 6.5 6.5 6.5 6.5 6.5
6 6 6 6 6 6 6 6
5.5
5 5 5 5
4
3.5
3
2 2.3
2.2
2.1
1
0

Stats and prob Measure and geometry Number and Algebra

Level attained for mathematics area strand Semester 2 2014

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Some students did not attend all Ondemand tests namely Abby who was absent for
semester 2 testing whilst Helen and Jess were absent for stats and probability in Semester 2.

The expected level the students should be at in the three strands should be about 7 or
slightly below that, the results for semester 1 indicates that the majority of students are
between level 5.5 and 6.5, and a few are at level 7 or above and a few not meeting the
expected level.
In Semester 2 an improvement is observed in some of the students, and that correlated to
their completing their homework or having their homework level increased.

There were no results of Ondemand testing obtained at the beginning of the students
commencing Year 8, but since their general maths ability has been recorded since the
beginning of Year 7 to their commencement of Year 8 that will be used to establish whether
there might have been improvements as in the maths area strands. A graph of level attained
against the students showing what levels the obtained in Se ester 1 and 2 2014 respectively
and Semester 1 2015 is presented below.

General Maths Sem 1 & 2 2014 and Sem 1 2015

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Level Attained

General OnDemand 2014 Sem1 General OnDemand 2014 Sem2 General OnDemand 2015 Sem1

Level attained for Semester 1 and 2 2014 and Semester 2 2015.

The results may highlight discrepancy in the testing method since it is observed from a
comparison of Semester 1 and 2 in 2014 most of the students apart from Betty and Ian
attained a lower level in Semester 1 than in 2. Betty did not sit the test in 2015 whilst Ian
stayed at the same level as semester 2 2014.Most students performed at a lower level in
2015 than the previous Year, for example Jess. Whilst others did better namely Barry and
Harry.
It was expected that the results should have shown an increase in improvement in the
student level for general maths, but that is not the case.

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The students strengths and weakness vary within the strand areas of maths. There are
students who meet the expected level, in one strand area but have failed to do so in others.
Comparing their results from Semester 1 2014, and Semester 2 2014 for the strand areas,
we note that majority of the students show improvements,
Abby has missed some of the Ondemand test maybe she gets nervous or has been absent
on those days and there is a possibility she no longer attends this school.

What Could the Gaps in The Data Indicate?

The variation in performance in the general maths might indicate that there are gaps in the
student knowledge in general maths. It is possible to consider that the results obtained for
the strand areas are not reflective of what level the students are at, because of the variation
in level attained between the semesters for general maths results.
There is a possibility that individual students ability to learn is affected by other factors,
such as interest, the delivery of instructions or gaps in their knowledge and that is why they
perform better in one strand area, and at a lower level in another.

What Could You Do to Find Out About Those Students.

I could create profiles of the students by questioning them to find out more about them:

What do they know

What they would like to know

What their interest are

Get them to sit a pretest with ranging levels to determine their weakness and strengths

2. Develop a Class Profile on the mathematical Abilities of your students

Making use of the data presented for the students in Semester 2 2014 a profile was created
for the students with regards to their levels of mathematics strand areas and is represented
below.
The students are categorized as follows:

Level 7 and Above performing at and above expected standards

Level 6.5 they are performing close to the expected standards

Level 5-6 Not yet showing that they are performing at the expected Standard

Level 5 and Below may require additional support

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Class Profile for Year 7 Semester 2 2014

Statistics and Probability Measures and Geometry Numbers and Algebra

Standard 7 AusVel Standard 7 AusVel Standard 7 AusVel
Student Less than Level Level Level 7 Less than Level Level Level 7 Less than Level Level Level 7
Name Level 5 5-6 6.5 And Level 5 5-6 6.5 And Level 5 5-6 6.5 And
Above Above above
Adam
Barry
Cal
Darren
Eddy
Fred
George
Harry
Ian
Jack
Abby
Betty
Cathy
Dot
Eliza
Fiona
Gigi
Helen
Izzy
Jess

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3. Based on this Analysis, how will you organize the class to support all learners.

The students within the class varies dependant on the strand area, so for each strand the
students will be grouped:

Statistic and Probability

Making little progress Making some Close to meeting Meeting and
towards meeting progress towards level standards may exceeding level
standards. May come meeting level require more time standards and
to meet standards standards, may meet and effort needs to be
with changes to the standards with challenged
instructions and additional time to
amendment to tasks, perform tasks, minor
assignments changes to teaching
instructions
Jack Adam, Cal, Ian, Gigi Barry, Darren, Eddy, Eliza, Fiona, jess
Fred, George, Harry
Betty, Cathy, Dot

Measures and Geometry

Making little progress Making some Close to meeting Meeting and
towards meeting progress towards level standards may exceeding level
standards. May come meeting level require more time standards and
to meet standards standards, may meet and effort needs to be
with changes to the standards with challenged
instructions and additional time to
amendment to tasks, perform tasks, minor
assignments changes to teaching
instructions
Jack, Adam Barry, Cal, Eddy, Ian, Fred, Betty, Izzy Darren, George,
Dot, Gigi Harry, Cathy,
Eliza, Fiona,
Helen, Jess

Numbers and Algebra

Making little progress Making some Close to meeting Meeting and
towards meeting progress towards level standards may exceeding level
standards. May come meeting level require more time standards and
to meet standards standards, may meet and effort needs to be
with changes to the standards with challenged
instructions and additional time to
amendment to tasks, perform tasks, minor
assignments changes to teaching
instructions
Jack, Adam Cal, Eddy, Fred, Ian, Darren, Cathy, Izzy Barry, George,
Gigi Harry, Betty, Dot,

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 Eliza, Fiona,
Helen, Jess

To support all learners in the class it is acceptable to pair or group students who are doing
better in a strand area with students who are weaker in that strand.
From the data we can see that individual students have strength and weaknesses in
different strand areas for example Barry has attained a level 7 in Numbers and Algebra but
is working at a level 6.5 in Statistics and probabilities and at a level 6 in Measures and
geometry. Since he is not that far behind from attaining a level 7 for year 7, it would be
appropriate to team him up with a student that is performing at a level 7 in those areas that
he is weak in. He could be teamed up with Eliza, who is performing at a level 7 for both Stats
and probabilities and measures and geometry.
So for students that are not far off from attaining a level 7 in a strand area it suggested that
they work alongside other students who have attained that level.

To accommodate the differing levels, the students are at in the classroom, differentiated
instructions can be employed to ensure that all students learning needs are being met.
Differentiated instructions allows for changes to be made to
Content-What students are learning
Process- How students are learning
Product-The end result of the learning
Instructional Strategies Include;

Tiered lesson (Tomlinson 1999)

Students learn the same skills and concept, but the way they are taught and the activities
they are presented with is altered to accommodate all levels of learning.

4. In terms of your discipline, outline 3 strategies that you could implement in class to
support the students skills and knowledge in mathematics?

In the discipline of science before each class it is possible to recap on the importance and
use of numbers in science.
An example is to conduct an exercise for converting measurements or temperature as this is
important for conducting experiments in the laboratory.
Depending on the students levels instructions can be given by modelling and working
through the process out loud, then allowing students to do the same in pairs or groups.
Could prompt students to determine what the temperature is today in Celsius is and have
the students convert that to Fahrenheit.
Could employ visual activities involving measurements for example planting a seed and
having the students measure its rate of growth over several weeks
Could also look at the rate of growth for population over a few years having students at a
lower look at the difference while students with higher level plotting graphs to represent
the data.

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5. Planning for individual- Create an individual Learning plan for a low Achieving Student
in Your Class.

Jack is underperforming in all aspects of maths; as a science teacher I would like to

implement activities in his learning to help improve his maths. I will focus on getting him to
process and analyse data that way he will be working with numbers.

INDIVIDUAL LEARNING PLAN

Student Name: Jack Year: 8 Subject: Science Date:

Standard: Processing and analyzing data and information

Summarise data, from students own investigations and secondary sources, and use
scientific understanding to identify relationships and draw conclusions (ACSIS145)

Focus Area: Students summarise data from different sources and construct
representations of their data to reveal and analyze patterns and trends, and use
these when justifying their conclusions.

Specific Learning outcome:

To use data and plot graphs
To investigate, Collect Data and present Graphically
To analyze Data and Graphics to identify relationships
To make conclusions based on the data and graphic representation

Teaching Strategies:
Model Instructions
Scaffold instructions
Work with student
Pair the student with student working at higher level

Activities:

The student will be presented with data from a secondary source, e.g. temperature
over a one-month period. The student is to plot the temperature versus days of the month.
Comment on the change he observes on the graph.

Student will be given a sheet of reading pertaining to a particular Scientific subject, he

will be required to choose words of interest to him and calculate how many times the words
are used in the document. He will make a choice how to graphically represent the
information.

Field trip student will map an area using measurements to create a quadrant, and
identify the different plant species in that quadrant. Will collate the date calculate percentages
and present the data in a graphical format.

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Part 2: In regards to the Australian Curriculum General Capabilities, how will you
ensure the overall development of

a) Literacy
To assist students, develop their literacy skills it is important to determine their
interest as students will want to read more about topics that they are interested in.
Provide the class with a reading list that covers all interests
Ensure that different modalities are used to present information
e.g. Videos, Audio,
Encourage students in presenting information graphically, orally, written
Communication skills with in a group or in pairs by conducting think out loud
activities.
Students to maintain a journal for new words.
Scaffolding instructions
Present them with different forms of text structures.
Encourage different forms of writing, essay, reports, formal and non-formal.

b) Personal and Social Capability

Requires that a teacher encourages students in the class, so that they feel confident
of their abilities and the possibilities of improving in their learning
Allow students the responsibility of making choices about activities they may
undertake to complete a task for example Quilt board.
Implementing group tasks so that students can work with others sharing the
responsibilities in completing group work. Being involved in the delegation of tasks
and knowing that they are an integral part of that group, and they have a
responsibility to the group.
It is important to encourage to engage in independent learning
In addition, the student should be able to reflect and self-evaluate, and be involved in
decisions with regards to his learning.
Involving students in class discussions, teaches them respect because they have to
listen to what other students have to say, and even if theyre in disagreement with
the point of view presented they learn to accept it.

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REFERENCES:

Tomlinson, Carol Ann. (1999) The differentiated Classroom: Responding to the

Needs of All Learners. Alexandria, VA: ASCD,

McMunn, N.D.B.S.M 2011 Teachers Guide to Classroom Assignment Pp 113-157

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