Jenna Tonkes

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EDU5TEB Assessment Task 2

Analysing Classroom Assessment Data
Part 1 Using the Numeracy Class Data sheet provided
1. Analyse your cohort
What does the data tell you about the class?
The data provided informs teachers, students and parents of the mathematical
academic performance of students. The results are separated in different
categories including, homework, statistics & probability, measurement &
geometry, numbers and algebra and general on demand testing. There is a
varying level of results with some students being at a foundation level and
others reaching well above that, with the majority reaching an average of level 67. This could mean that more differentiated teaching and learning tasks need to
be incorporated to ensure that all students are optimally learning. The results
also show that most students are underperforming at the start of Year 8 meaning
that more work needs to be done to ensure the students are ready for the
transition.
What could the gaps in the data indicate?
The gaps in the data could be a result of a number of situations. The first
circumstance that could have occurred is that a student was absent during the
testing time. This could be a result of numerous situations. The student could
have been absent due to a medical condition or illness, the student could have
had anxiety about the testing and therefore skipped the test, refused to do the
test causing inaccurate data or possibly had an unavoidable situation in their life
outside of school.
The second circumstance would occur within the homework data collection.
Many students had gaps in their homework results and this would have been
caused by late or non-submission. When a student does not complete set
homework tasks it can be very beneficial for the students learning for the
teacher to find out the exact reason behind the incompletion. The student may
not have completed the homework because of other commitments outside of
school, they may have poor time management skills, they may not be supported
at home, they may have not organized themselves to remember their homework
tasks or they may have simply found the homework too hard and given up.
What could you do to find out about those students?
To find out about the reasons behind gaps in the data, the teacher could use a
range of strategies. The first thing a teacher could do was speak to the student
privately and discuss the situation. Without first discussing with the student, the
teacher may come to an unfair conclusion and the student may be unfairly
punished and therefor have more of a negative effect on the students. As
Gallagher (2013) states the relationship with teacher and student is very
important for student learning and needs to be strongly developed for an optimal
learning environment. If there is no real reason or the teacher suspects that
there may be another issue, a meeting with the child and their parents may be

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required to discuss the situation with that particular student. With a greater
understanding the teacher may be able to then adapt the task to better suit the
students situation and abilities.

What strategies could you put in place to support those students?

To support students who may need extra assistance or motivation the teacher
needs to first find out the reasoning behind the student missing the test or not
completing tasks. If the student is not completing homework tasks due to
abilities the teacher may need to spend some extra time one on one or in small
groups to help these students. This could mean running lunch time classes or
after school tutoring sessions. It could also mean that the teacher needs to
differentiate the tasks for both in class and homework to better suit the students.
As the class has a range of abilities it is important to make sure that all students
are working in their range of proximal development (Victorian State Government
Education & Training, 2014)) and an effective way of ensuring this is by
differentiating and providing extension activities where necessary.
If the student is missing the test due to anxiety or uncertainty relating to the test
situation the teacher can again work with the student to overcome this issue.
The teacher needs to discuss with the student to determine the underlining
cause of the anxiety and then work together to develop an effective strategy to
remove this uncertainty. Some examples of strategies include, altering the
environment the student completes the test in, creating more tasks leading into
the test to ensure the student is adequately prepared and if possible providing
clarifications during the test to make the student feel more at ease.

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2. Develop a class profile on the mathematical abilities of your

students.
The following table ranks students according to their results from the
mathematical on demand testing and homework. It shows the level that the
students will be at as they enter Year 8. Each different mathematical skill
component has been separated to clearly show the level of each student in each
individual component. This will be a quick and easy access point for a teacher to
clearly see the level of ability in each student for a particular task. It will also be
an effective tool to help group students for tasks which may require different
ability levels.
Mathematic
al
Component
Homework

Level
3&
Below

Level 4

Level 5

Statistics &
Probability

Jack

Adam

Barry
Cal
Darre
n
Eddy
Fred
Georg
e
Harry
Ian

Measureme
nt &
Geometry

Adam
Jack

Gigi
Cal
Ian

Barry
Darre
n
Eddy

Jack
Adam

Level 6

Gigi

Abb
y
Bett
y
Cath
y
Dot
Fion
a
Gigi
Hele
n
Jess
Abby
Cath
y
Dot

Level 7

Barry
Cal
Darre
n
Eddy
Fred
Geor
ge
Harry
Ian

Abb
y
Bett
y
Cat
hy
Dot
Eliza
Fion
a
Izzy
Eliza
Izzy

Izzy
Jess
Eliza

Level 8

Helen
Jess

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Fred
Fion
Georg
a
e
Hele
Harry
n
Numbers &
Jack
Cal
Barry Betty
Harry
Algebra
Adam
Darre Cath
Jess
n
y
Izzy
Fred
Dot
Helen
Eddy
Gigi
Eliza
Geor
Ian
Fiona
ge
Gigi
Abby
General On
Jack
Ian
Izzy
George
Fiona
Barry
Demand
Adam
Eddy
Gigi
Fred
Helen
(Beginning
Cal
Cathy
Eliza
Dot
Harry
Year 8)
Darren
Jess
** Some students did not complete every test and have been left off the
lists. These students will require retesting

3. Based on this analysis, how will you organise the class to support all
learners?
Classroom structure and organisation are an essential part of creating an optimal
learning environment (Fraser, 2000). An effective way to ensure that all students
are maintaining engagement and retaining information is to teach in the shape
of a horse shoe. In the physical education practical setting, this involves the
teacher standing in front of a gym wall and the students then forming a horse
shoe around them. By having the students face the wall it eliminates distractions
and also allows the teacher to see all students. For the class represented in the
data this will be used as a strategy to allow the teacher to see all of the students
and gives them a better understanding of which students are engaged and
retaining information and which students are struggling. When the task begins
the teacher can then head straight to assist the students who require it.
Another class organisation structure that can be successful in supporting all
learners is grouping students into similar abilities Using the classroom profile
above the teacher will be able to see which students are similar in abilities for
the task area and create small group tasks to suit. This strategy will be especially
beneficial for this class as there is such a range of abilities and it will make it
easier to differentiate tasks to suit the student abilities.
4. In terms of your discipline, outline 3 strategies that you could
implement in class to support the students skills and knowledge in
mathematics.
Physical Education

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Mathematic skills can be an important component of Physical Education
classrooms. Therefore, in this class it will be important to have strategies in place
to support and improve the students numeracy skills. The first strategy will be
implemented when the students are required to use their measurement and
geometry skills. A good example of this is when the class is completing an
athletics unit. Events such as javelin, shot put, long jump and triple jump all
require the use of measurement for the activity to be completed. These
measurements may need to be translated into different forms, (e.g. meters to
centimeters) and this would require the students to have a strong understanding
of the measuring system. For those students who lack the ability or have
difficulty, they will be paired with an abler student and will work together to
complete the task. By including this measurement component into the lesson the
students are gaining more experience using their skills and it is also helping to
advance the students who may be at a lower level.
The second strategy I will use is improving statistics and probability by
incorporating the use of these skills into the Physical Education lesson. Students
will be required to run their own sport unit in year 8 and this will involve creating
and running a tournament of their chosen sport. As it is a tournament, students
will need to use statistics and probability to determine the team ladder, skill
improvement areas and the sequence of finals. In order to ensure that students
skills and knowledge in mathematics are being supported, the teacher will create
teams using the NAPLAN data to enable the teams to have varying abilities and
allowing the students to support each other.
The third and final strategy I will incorporate is numbers and algebra and this will
be supported through the inclusion of fitness testing. The students will need to
be able to identify different number forms including, whole numbers, decimal
places and fractions in order to record their results. As part of their homework
task they will also be required to read and interpret data and recognize number
patterns. This will again help to support the learning they are completing in
mathematics and will reinforce important skills. The homework tasks will be
differentiated to ensure that all students are continuing to be working in their
optimal learning zone.
5. Planning for individual create an Individual Learning Plan for a low
achieving student in your class.
Name: Jack
Date commenced: 1st July, 2016
Review date: 31th August, 2016
Focus
area
linked
to
curricul
um

Specific learning
outcome

Intervention plan,
curriculum adaptations,
teaching strategies,
resources, personnel

Monitoring and
evaluation strategies

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Statistic
s&
Probabil
ity

Select and trial

methods for
data collection,
including survey
questions and
recording
sheets (ACMSP095)
(ACARA, 2016)

Differentiated work:
Jack will have his work in class
altered to ensure he is in his
Zone of proximal
development. This will allow
him to focus on improving his
own ability and not worrying
about the standard of other
students.
Group Work:

Compare data displ

ays
using mean, media
n and range to
describe and
interpret numerical
datasets in terms
of location (centre)
and
spread(ACMSP283)
(ACARA, 2016)

During group activities in the

classroom, Jack will be placed
in a group with similar abilities
to his. This will allow the tasks
to be more suited to his
abilities and focus on
improving and bringing him up
to a better standard over time.
The use of group work will also
make differentiating tasks
more successful for the
teacher.
Homework Tasks:
Jacks homework will be
altered to suit his ability. This
will allow him to be more
comfortable to do this work at
home and will be able to
successfully complete the
task.

Tutoring Sessions:
Discussion with Jacks
mathematics teacher, Jack
and his parents will occur and
the option of tutoring sessions
will be recommended. These
sessions will run either during
lunch time or after school. Jack
can use this time to complete
homework tasks as well as
any work he struggled with
during class time.

Differentiated work:
This will involve both
formative and summative
assessment. The teacher
will use questioning to
gauge Jacks
understanding of his
differentiated tasks and
summative assessment
will be used twice a term.
This will involve a task
being graded and Jack will
be informed of the task in
advanced to allow for
adequate preparation.
Group Work: As it is
group task the best
evaluation strategy would
be formative assessment.
Jack will be observed on
his contribution to group
activities and supported
or monitored accordingly.
Homework Tasks: This
will be assessed using
summative assessment.
Jacks homework tasks will
be marked according to
criteria and they will be
recorded to monitor his
progress.

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6. In regards to the Australian Curriculum General capabilities, how will

you ensure the overall development of
Literacy
All teachers have a role in teaching literacy in their classrooms (James & Manson,
2015). In physical education students are often required to read, write, listen and
speak. These main literacy skills are important in all aspects of school as well as
being extremely important for the success of the student once they have
completed their education. There are many strategies I will use to ensure that
the students in my physical education classes are continuing to develop their
literacy skills.
One of the strategies I will incorporate is ensuring that the students are either
completing theory lessons or are being set homework task which require reading
and writing. The Australian Curriculum and Assessment Authority (2016) states
that physical education should help to improve literacy skills amongst students
through introducing new terminology specific to the subject. Therefore, during
theory lessons, the students will be required to learn terminology to expand their
vocabulary, complete notes on the lesson content and also complete assessment
tasks which will require short and extended answer responses. These will all
ensure that students are continuing to develop their literacy skills and I will
provide timely feedback on both their physical education knowledge and literacy
skills during written examinations.
During practical lessons literacy will be incorporated by giving the students task
notes which require them to interpret and understand the activity before
completing it. These tasks will be done in small groups so the students will have
to work collaboratively; improving their speaking and communication skills.
Personal and Social Capability
Developing personal and social capabilities are a strong component of physical
education. When students are completing a physical education practical class
they are constantly working together in either teams or small groups to gain
successful outcomes. This leads to the development of a range of personal skills
such as communication, teamwork, negotiation and leadership (ACARA, 2016).
For these reason I will ensure that all of my classes have elements of
collaborative learning, whether it is in the practical or theory lessons. I will also
endeavor to teach my students the importance and benefits of teamwork and
strategies, especially during practical classes.
The Australian Curriculum and Assessment Authority (2016) states that while
participating in movement based activities students can become more aware of
their own personal strengths as well as others strengths and abilities. This
benefits the students as they have a more open mind to the different capabilities
of individuals in society and also helps them to have another a deeper

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understanding of society as a whole. The Australian Curriculum and Assessment
Authority (2016) also outlines the importance of Physical Education in the
development of student identity. It has been found through research that during
such classes, students learn to recognize, understand and respond to their own
and other individuals emotions and values. This leads to the students being able
to establish who they are and discover their self-concept for the future. During
my classes I will also ensure that I incorporate activities for students to find their
own strengths. I will do this by completing a range of different movements and
sports to ensure that I am catering for all individuals.

References
Australian Curriculum and Assessment Authority (ACARA). (2016). Curriculum:
Mathematics. Retrieved from http://v75.australiancurriculum.edu.au/mathematics/curriculum/f-10?
layout=1#level4
Australian Curriculum and Assessment Authority (ACARA). (2016). General
Capabilities.
Introduction. Retrieved from:
http://www.australiancurriculum.edu.au/generalcapabilities/overview/intro
duction
Australian Curriculum and Assessment Authority (ACARA). (2016). Health and
Physical Education; Overview. Retrieved from http://v75.australiancurriculum.edu.au/health-and-physical-education/generalcapabilities
Fraser, D. (2000). Curriculum integration. What it is and is not. set: Research
Information for Teachers, 3, 34-37. Retrieved from
http://www.nzcer.org.nz/system/files/press/abstracts/Chapter%202.pdf
Gallegher, E. (2013). The effect of Teacher-Student Relationships: Social and
Academic Outcomes of
Low-income Middle and High School Students. Department of Applied
Psychology. Retrieved from:
http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/gallagher
James, A. & Manson, M. (2015). Physical Education. A Literacy-Based Approach.

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Urbana: Sagamore Publishing. Retrieved from
https://www.sagamorepub.com/files/lookinside/492/peliteracy-galley13.pdf
Victorian State Government Education and Training. (2014). Literacy Professional
Learning Resource
Key Concepts- AusVELS Levels 7 to 10 - Zone of Proximal Development
and Scaffolding. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipl
ine/english/proflearn/Pages/velszopds56.aspx