EDU5TEB - AT2 - Analysing Assessment Data

Nina Hamilton-Grundy
17751727
PART 1:
1.
Cohort Analysis:
What does the data tell you about the class?
This data represents that a whole class (excluding 2 students) are quite below
the level for the beginning of Year 8 Mathematics. There are also two students
have missed the most recent General OnDemand test in 2015. The average of 20
students equalled into a mean score of 5.28 in Year 7 semester two with the
most recent test average being a 4.8, on average the students are sitting around
the level of the start of Grade 5 or a third way through instead of the expected
level of 8.0. However, for these students that didn't miss the tests and did hand
in their homework, a number of their results are also much lower in their general
testing than in their homework or in testing in a particular area, for example,,
Number and Algebra, this causes the data to be quite inconsistent across the
year 7 year. Homework marks may be different because students may have
access to computers, calculations, notes and extra help from their families when
completing homework that may not get in their testing. NAP (2016) reiterates
that in their FAQ that (NAPLAN) scores provide an indication of students'
achievements, but they provide only one snapshot of selected aspects of what
students know and can do. Most students results in their semester one general
OnDemand test in year 8 have declined. Students would have been at least one
month to two-month school holiday break between their last test and latest test
that may have caused their results to decline due to not doing any maths during
the break.
What could the gaps in the data indicate? What could you do to
find out about those students?
The gaps that have occurred may indicate that the students missed the test or
didnt hand in homework didnt obviously didnt sit a make-up or utilise extension
dates. The students with gaps in the data, in particular Abby, I would check their
absences and speak to colleagues about those students because they may have
a lot of things going on in their lives such as; family problems, suffering from
testing anxiety or another mental illness, therefore impacting performance
results, missing tests and schooling. Brady and Kennedy (2012) discuss the links
with learning and state that learning is impacted by social-emotional context in
which it occurs (p. 77). Masters (2013) also explains that a healthy brain
development depends not only on supportive physical environments (including
good nutrition, adequate sleep and physical exercise), but also on supportive
social and emotional environments (p. 23). I can also check why students had
these certain mathematics results in year 7 and try to get a hold of their Year 7
NAPLAN results, their teacher from last year may also be able to explain some of
the issues. I may also contact old schools to check results from their primary
schools. I may also want to contact parents by email or phone to check in.

Through looking at several years of data I may be able to find out if students
patterns of hating maths or lack of understandings in particular areas that have
caused their results in year 7 or gaps in the data to occur. NAP (2016) states
later in their FAQ that [n]o test is able to perfectly measure a student's level of
achievement (and all tests are subject to a certain amount of measurement
error).
What strategies could you put in place to support the students
that have missed the tests in HPE and OE?
- Make-up tests or possibly look not only their tests that were completed but look
at the workbook to see how they are going in maths.
- Lunchtime and after school tutoring.
- Have one class member that is achieving well being placed in a group with
students who needs assistance to help them with their work, for maybe a period
per week.
- Provide all students with plenty of challenges that relate to the things they do
like to do to increase interest.
- Start a point rewards system for everyone to assist with motivation levels.
This system would not just be about performance but also students effort,
motivation and concepts learnt.
- Set homework and study tasks to improve skills and knowledge.
- Check for understanding through questioning and conclusive activities such as
exit cards or celebrity heads.
- Provide them immediate feedback.
- Include a number of collaborative tasks that involve groups that will work well
together through doing activities such think-pair-share etc.
2.
Develop a class profile on the mathematical abilities of your
students.
Based on the last three general OnDemand testing from Semester 2 in Year 7
students of similar abilities will sit on tables together to complete specific
mathematics problems related to Outdoor Education (OE), Health and Physical
Education (HPE) that will best suit their abilities.
For OE: Particular students may need assistance with measurement and
geometry skills involved with navigation.
For Health: Particular students may need assistance with statistics, number,
measurement and calculations around analysing data.
For PE: Particular students may need assistance with statistics, number,
measurements and calculations around analysing skill performances.
Masters (2013) explained that just because teachers are teaching a certain year
level doesnt mean the students need to be taught it, for example, their
particular year 8 Mathematics curriculum (p. 24). Masters (2013) reiterates that
the students that are not ready for the curriculum will often struggle, not
improve and will become disengaged, however, it is important to think of the
students that more advanced students that will not be challenged enough and
will make little to no improvements (p. 24).

The general organised groups based on abilities are:

Below Grade 5: Adam, Cal, Cathy, Eddy, Ian and Jack (Blue)
Grade 5/6: Harry, George, Gigi and Izzy (Green)
Year 6/7: Darren, Dot, Eliza and Fred (Red)
Year 7, 8 and 9: Barry, Fiona, Helen and Jess (Yellow)
The following areas list the students that will more assistance based on their
abilities being lower in these particular areas:
Number and Algebra
A. Adam and Jack
B. Cal, Eddy, Fred, Ian and Gigi
Measurement and Geometry
A. Adam, Cal, Eddy, Ian, Jack, Dot and Gigi
Statistics and Probability
A. Adam and Jack
B. Cal, Ian and Gigi
3.
Based on this analysis, how will you organise the class to support
all learners?
I would organise all learners in order to have support in groups with similar
abilities in the area groups listed above in number 2 in my subject areas of OE
AND HPE.
It would also be important to put each students learning styles and what parts
confuse them, what parts they understand and what parts they want to know
more about into consideration.
I would ensure every student has an individual VCAA (2013b) Planning Template
for the particular level they are sitting on for each of the three areas; Statistics
and Probability, Measurement and Geometry, and Number and Algebra to tick as
they have achieved parts of the AusVels Curriculum so that I can be aware of
how the travelling with the mathematics skills in their other curriculum areas
especially Mathematics. I would also ensure both Abby and Betty do a general
test to check if they require extra assistance in any of the three areas.
When doing mathematics work related to specific areas the following students
will group up to together to work mathematics they are capable of working which
was listed above in number 2. In addition, I would also have those in the Blue
and Green groups to sit together so I can monitor them, in both HPE or OE when
are completing tasks involving maths.
I would have resources about the three areas readily available in order to support
the students with their mathematics skills and knowledge within HPE and OE.
Resources may include route cards for OE and charts, tables and statistics in
both subjects of HPE. However, I think its important to consider that these
students may feel less threatened if they dont think these tasks are mathsbased tasks because some of them know they arent good at maths and may
disengage with these tasks.

4.
Three strategies to support students skills and knowledge in
mathematics will completed by:
- Implement maths aspects in HPE and OE curriculum by using different
approaches that involve stirring the focus away from maths by having students
do calculations, estimations and measurements that are relatable to HPE and OE,
for example; look at angles in sports, compare fitness testing results from year 7
and 8 to improve or meet their results, scoring in sports, navigation planning,
preparing food menus and equipment for a school camps and looking at statistics
of HPE and OE. Swan (2011) conference of how mathematics included a
suggestion to improve maths which was provide interesting problems as they
are more likely to be interested in problems [teachers] generate or that are part
of their world (p. 7). Swan (2011) also discussed the issue students not knowing
if they will ever use maths after school stating that [i]t is important that
teachers make these links (p. 8).

- Get students to go through the working out of equations or data interpretation

on the board with the entire class, I can assist in improving their skills and
knowledge to help them to get to the right answer through questioning their
understanding and conclusions. Sullivan (2011) reiterates that teachers should
not tell students how to complete tasks, but they should take an active role in
their learning (p. 51).
- Peer teaching, learning and discussion about set homework and classroom
tasks, how they would approach any particular numeracy problems in OE and
HPE classes. As the teacher, I would travel around the room to hear about their
discussions to ensure there is no confusion or misinterpretations around the
content. I would set up students in groups that will work well together. Boud et
al. (1999) stated that [p]eer learning [or teaching] necessarily involves students
working together and developing skills of collaboration (p. 415). Burton (2012)
explained that there is been clear and convincing proof [found] that having
students teach, individually tutor or academically mentor each other can be an
extremely effective tool for improving learning in the classroom (p. 46).

5. INDIVIDUAL LEARNING PLAN

Name:
Date commenced SEM 1 2015
Review date End of SEM 1 2015
Jack
Year 8
Year 8
Team participants:
Through Jacks latest results in year 8 in the OnDemand test being
2.9, this means he is sitting at Level 3 standard almost. In semester 2
of Year 7 Jack achieved a 3.3 in a general OnDemand testing.
What Jack will have problems with in year 8 OE and HPE curriculum,
based on only being up to a Level 3.3 standard:

Focus
area(s)
linked to
curriculum

Specific
learning
outcome(s)
- Related to
AusVels
Curriculum

HPE AusVels (2012) HPE 8.5 Progression Points:

Movement and Physical Activity
- identification of various training methods used to improve fitness.
- identification of skills and strategies used in specific game
situations.
Health knowledge and Promotion- identification of patterns of food
consumption in, for example, consumption of fruit and vegetables or
take-away food.
Geography/OE AusVels (2012b) Geography 8.5 Progression Points:
Geographic Knowledge and Understanding
- identification and comparison of development issues from around
the world and ways to measure differences; for example, the
relationship between socio-economic status and life expectancy.
Geospatial Skills
- collection, collation, presentation and interpretation of fieldwork
data to explain a geographic situation.
There are two main areas that Jack needs to really work on that are
implemented within OE and HPE:
- Measurement and Geometry:
Health:
- Measuring out food consumption; e.g. 24 hr food recall
- Looking at and calculating what they eat from fast food restaurants
such as; McDonalds etc.
PE
- Various training methods including fitness testing, repetitions,
timings, programs, resistance etc.
- Analysing sporting contexts such as many manoeuvres in AFL e.g.
marks, handballs, possessions, goals and points made in a Sport
Education in a Physical Education Program (SEPEP) unit
Geography/OE:
- Looking at the different ways to measure development issues in
order to consolidate the comparisons involved.
- Measuring of fieldwork data and any mapping requirements.
- Statistics and Probability:
Health:
- Analysing statistics involved with fast food and alcohol consumption
in young people.
PE:
- Analysing sporting contexts statistics in fitness training.
Geography/OE:
- Statistics involved in socio-economic status and life expectancies.
- Identifying statistical research of fieldwork data and mapping
aspects.
ACT Department of Education & Training (n.d) make reference to
these aspects of ILPs explaining what should be addressed and
considered to ensure a good plan or program gets created and
regularly modified (p. 12)
Intervention plan:
- Remove distractions and monitor behaviour.
- Place them in a learning environment that they work best in (if
required).
- Explain anything that is confusing to Jack and other students when
queried.

PART 1 References:
ACARA. (n.d). General Capabilities in the Australian Curriculum Health and Physical
Education. Retrieved from
http://www.acara.edu.au/_resources/HPE_-_GC_learning_area.pdf
ACARA. (n.d.b). Numeracy - In the learning areas. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/numeracy/introduction
/in-the-learning-areas
ACT Department of Education & Training (n.d). Individual Learning Plans. Retrieved from
http://www.ainslies.act.edu.au/__data/assets/pdf_file/0008/238148/ILP_guidelines.
pdf
AITSL. (2014). Documentary Evidence Examples Proficient Teachers. Retrieved from
http://www.aitsl.edu.au/docs/default-source/registrationresources/documentary_evidence_proficient_teachers.pdf
Boud, D., Cohen, R., & Sampson, J. (1999). Peer Learning and Assessment, Assessment &
Evaluation in Higher Education, 24(4), 413-426. Retrieved from
https://blogs.deakin.edu.au/innovation-in-psychology/wpcontent/uploads/sites/24/2013/11/Boud_2006.pdf
Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating student
achievement. Frenchs Forest, NSW: Pearson Australia.
Burton, B. (2012) Peer teaching as a strategy for conflict management and student reengagement in schools. Aust. Educ. Res., 39, 45-58. Retrieved from
http://download.springer.com.ez.library.latrobe.edu.au/static/pdf/582/art
%253A10.1007%252Fs13384-011-0046-4.pdf?originUrl=http%3A%2F
%2Flink.springer.com%2Farticle%2F10.1007%2Fs13384-011-00464&token2=exp=1468194837~acl=%2Fstatic%2Fpdf%2F582%2Fart
%25253A10.1007%25252Fs13384-011-0046-4.pdf%3ForiginUrl%3Dhttp%253A
%252F%252Flink.springer.com%252Farticle%252F10.1007%252Fs13384-01100464*~hmac=5d038f70ecc44b9b4fca10a317eaed5c175d6219ffdd0446beb4eb60c
32991ef
DEECD. (2013). Student Support Group Guidelines. Retrieved from
http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/di
versity/studentsupportguidelines2013.pdf
Lui, A.M., & Bonner S.M. (2016). Preservice and inservice teachers' knowledge, beliefs,
and instructional planning in primary school mathematics. Teaching and Teacher
Education, 56, 1-13. Retrieved from
http://ac.els-cdn.com.ez.library.latrobe.edu.au/S0742051X16300154/1-s2.0S0742051X16300154-main.pdf?_tid=e19862fc-457b-11e6-ba6300000aacb35f&acdnat=1468031085_d2c1c20d7cb0a1e16d0987681db9e262
Masters, G.N. (2013). Australian Education Review: Reforming Educational Assessment:
Imperatives, principles and challenges. Melbourne, VIC: Australian Council for
Educational Research (ACER). Retrieved from
http://research.acer.edu.au/aer/12
Sullivan, P. (2011). Australian Education Review - Teaching Mathematics: Using researchinformed strategies. Melbourne, VIC: Australian Council for Educational Research
(ACER). Retrieved from
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1022&context=aer

Swan, P. (2004, December). I Hate Maths! Paper presented at 2004 MAV Annual
Conference, Monash University, Clayton Campus. Retrieved from
http://www.mav.vic.edu.au/files/conferences/2004/Swan.pdf
NAP. (2016). Frequently Asked Questions: NAPLAN results reports performance.
Retrieved from
http://nap.edu.au/information/faqs/naplan--results-reports-performance
VCAA. (2010). Students with disabilities guidelines. Retrieved from
http://www.vcaa.vic.edu.au/Documents/auscurric/disability_guidelines.pdf
VCAA. (2012). AusVels: Standards and progression point examples - Health and Physical
Education. Retrieved from
http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/hpeprogressio
npoints.pdf
VCAA. (2012b). AusVels: Standards and progression point examples The Humanities Geography. Retrieved from
http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/geographypro
gressionpoints.pdf
VCCA. (2013). Mathematics Resources. Retrieved from
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/resources/maths.aspx
VCCA. (2013b). Mathematics Planning Templates F-10. Retrieved from
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/resources/templates/m
aths.aspx

PART 2: Australian Curriculum General Capabilities Section

a) Literacy
In terms of develop support and improvements in Literacy in HPE and OE I will
need to implement a number of strategies that ensure references are made to
ACARA (n.d) explanations of Literacy in HPE (p. 2). Explanations around the use
of terminology by explaining what the terms mean and what contexts they relate
to. Introduce the use of language to communicate efficiently in HPE (ACARA, n.d,
p. 2) NSW Department of Education and Communities (1997) suggested that
teachers can find ways to activate prior knowledge and understanding whilst
the same time ensuring a visual record of the students responses is shown
and also make explicit links between the students current [specific]
understanding and terminology (p. 5).
NSW Department of Education and Communities (1997) also discussed that
literacy in HPE involves in speaking, reading, writing, listening and reintroducing
students to many forms of texts e.g. visual, spoken and written (p. 6-7), and this
can all be drawn out from their own previous experiences (p. 10).
These above strategies were developed to ensure many aspects of Literacy meet
the ACARA (n.d.d) Personal, Social and Community Health and Movement and
Physical Activity strands and their associated sub-strands of HPE in Australian
Curriculum that Literacy falls under. It will include aspects of some of the
associated sub-strands:
- Being healthy, safe and active
- Communicating and interacting for health and wellbeing
- Contributing to healthy and active communities
- Moving our body
- Understanding movement.
- Learning through movement
b) Personal and Social Capability
In order to develop support and improvements in Personal and Social Capabilities
in HPE and OE I will need to implement a number of strategies that ensure
references are made to ACARA (n.d) explanations of Personal and Social
Capabilities in HPE (p. 4). Create tests for students to learn about what strengths
and abilities they show, by themselves and about others, this also includes
emotions and values (ACARA, n.d, p.4). Create inclusion for student diversity and
cross-curriculum priorities (ACARA, 2013) Encourage students to relate to each
other and work well with team or group members. Promote the development of
interpersonal and intrapersonal skills. Create and reinforce classroom
expectations that meet these capabilities to main a safe learning environment
for everyone that embodies positive student interactions (AITSL, 2004, p. 14).
Have students express their emotions and viewpoints in situations thy feel
comfortable to do so. Ensuring student have consideration of others Regularly
monitor and encourage students to continue to set goals throughout each year
for both schooling and out of schooling in contexts of HPE and all subjects.
Ensure students do not discriminate anyone and that they show respect for
diverse cultures and identities.
These above strategies were developed to ensure many aspects of Personal and
Social Capabilities meet ACARA (n.d.d) Personal, Social and Community Health
and Movement and Physical Activity strands and their associated sub-strands of
HPE in Australian Curriculum that Personal and Social Capabilities falls under. It

will include aspects of most of the associated sub-strands:

- Being healthy, safe and active
- Communicating and interacting for health and wellbeing
- Contributing to healthy and active communities
- Moving our body
- Understanding movement.
- Learning through movement

PART 2 References:
ACARA. (2012). The Shape of the Australian Curriculum Health and Physical
Education. Retrieved from
http://www.acara.edu.au/_resources/Shape_of_the_Australian_Curriculum_
Health_and_Physical_Education.pdf
ACARA. (2013). General Capabilities in the Australian Curriculum Literacy.
Retrieved from
http://v7-5.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Literacy
ACARA. (2013b). General Capabilities in the Australian Curriculum Personal and
Social Capabilities. Retrieved from
http://v7-5.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Personaland-social-capability
ACARA. (n.d). General Capabilities in the Australian Curriculum Health and
Physical Education. Retrieved from
http://www.acara.edu.au/_resources/HPE_-_GC_learning_area.pdf
ACARA. (n.d.b). Literacy - In the learning areas. Retrieved from
http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introdu
ction/in-the-learning-areas
ACARA. (n.d.c). Personal and Social Capabilities - In the learning areas. Retrieved
from
http://www.australiancurriculum.edu.au/generalcapabilities/personal-andsocial-capability/introduction/in-the-learning-areas
ACARA. (n.d.d). F-10 Curriculum: Health and Physical Education (v.8.2). Retrieved
from
http://www.australiancurriculum.edu.au/health-and-physicaleducation/curriculum/f-10?layout=1
NSW Department of Education and Communities. (2011). PDHPE Teaching
Literacy in PDHPE. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/cros
scurriculum/literacy/index.htm
NSW Department of Education and Communities. (1997). Teaching literacy in
PDHPE in Year 7. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/asse
ts/pdf/lit_002.pdf