The key elements of data analysis are: Cohort analysis: This identifies this year (point-in-time), trend data (different cohorts over successive years) and value added growth (changes in matched-student scores of the same cohort, e.g. Year3, 2008 ad Year 5, 2011). Item analysis: This identifies strengths and weaknesses for school priorities and possible targeted intervention. Student Analysis: Identification of students the NMS’ and the NMS’ and who ‘At ‘Below have not achieved expected growth for possible learning support intervention. In analysing NAPLAN results at the school the following process outlines the phases undertaken to firstly identify the specific issues from the data, then to develop a literacy/numeracy plan and implement the appropriate and targeted strategies. The final phase involves critical reflection on the measurable changes in student achievement and, importantly, the impact of these on teaching practices within the school. This process is important in developing, implementing and evaluating the school's literacy/numeracy plan. A key element is to lead the integration of such information across curriculum and classroom-based pedagogy. Current Year Analyse testing results Identify issues for follow-up Formulate whole-school response involving critical mass of staff Develop specific strategies to implement Literacy/Numeracy Plan Determine adjustments to pedagogy to meet learning of students Subsequent Year Implement Literacy/Literacy Plan Explore links between NAPLAN and classroom pedagogy Integrate teaching strategies with curriculum delivery Monitor and evaluate improvements in student achievement: evidence of change Critique impact on teaching practices It is important that the school's Leadership Team:
The key elements of data analysis are: Cohort analysis: This identifies this year (point-in-time), trend data (different cohorts over successive years) and value added growth (changes in matched-student scores of the same cohort, e.g. Year3, 2008 ad Year 5, 2011). Item analysis: This identifies strengths and weaknesses for school priorities and possible targeted intervention. Student Analysis: Identification of students ‘At the NMS’ and ‘Below the NMS’ and who have not achieved expected growth for possible learning support intervention. In analysing NAPLAN results at the school the following process outlines the phases undertaken to firstly identify the specific issues from the data, then to develop a literacy/numeracy plan and implement the appropriate and targeted strategies. The final phase involves critical reflection on the measurable changes in student achievement and, importantly, the impact of these on teaching practices within the school. This process is important in developing, implementing and evaluating the school's literacy/numeracy plan. A key element is to lead the integration of such information across curriculum and classroom-based pedagogy. Current Year Analyse testing results Identify issues for follow-up Formulate whole-school response involving critical mass of staff Develop specific strategies to implement Literacy/Numeracy Plan Determine adjustments to pedagogy to meet learning of students Subsequent Year Implement Literacy/Literacy Plan Explore links between NAPLAN and classroom pedagogy Integrate teaching strategies with curriculum delivery Monitor and evaluate improvements in student achievement: evidence of change Critique impact on teaching practices It is important that the school's Leadership Team:
naplan_analysis_manual.docx