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‘The best schools in Australia are not necessarily those with the best ATAR or NAPLAN scores. They are those that enable their students to make the greatest progress in learning. Wherever a student starts from on the first day of the year, he or she deserves to have made at least a year’s worth of progress by the end of it.’
‘The best schools in Australia are not necessarily those with the best ATAR or NAPLAN scores. They are those that enable their students to make the greatest progress in learning. Wherever a student starts from on the first day of the year, he or she deserves to have made at least a year’s worth of progress by the end of it.’
(Targeted Teaching, The Grattan Institute, 2015, page 1)
(Targeted Teaching, The Grattan Institute, 2015, page 1)
How do you work with data to gain evidence of growth at a school level?
How do you work with data to gain evidence of growth at a school level?
Aim
Aim
- To consider effective monitoring for growth for all learners
Intended Outcomes
Intended Outcomes
By the end of this module, participants will have:
- Considered how to implement a growth culture at a whole school level
- Reflected on why it is important to track growth as well as achievement
- Gained experience interpreting a data set to determine effect size
Learning Experience 1: Engaging with the magic quadrant
Learning Experience 1: Engaging with the magic quadrant
Introducing the "Magic Quadrant"
Introducing the "Magic Quadrant"
This particular chart, which we call the “Magic Quadrant”, measures effect size from one NAPLAN test to another and compares it to achievement (attainment). The legend explains what each quadrant represents.
Each blue dot on the chart below represents a student.
By using the calculation for Effect Size (ES) as a measure of progress (vertical axis) and plotting a student's NAPLAN score (horizontal axis) against it, and comparing that against National averages, this chart shows the relative progress of each student in one subject area.
Task:
a) When you look at this “magic quadrant”, which quadrant/s of students have actually been the most successful?
b) What is the difference here between success and growth?
c) What questions would you pose about the students in the pink quadrant? How might this differ for students in the blue quadrant?
Reflection: Share your thinking with your team.
Learning Experience 2: Exploring a data set
Learning Experience 2: Exploring a data set
The same formula has been applied to study effect size from one ACER test to another in this document.
The Reference to measuring effect size is as follows:
Average score (test 2) minus Average score (test 1) divided by the standard deviation (spread of scores)
(NB: An effect size of 0.4 in 12 months is regarded as average)
Task:
On viewing the sample data, is there a student who:
- is making high achievement but low growth
- is making low achievement and high growth
- is making high achievement and high growth
- is making low achievement and low growth
Reflection: Share your responses with your team, and discuss why it is important to track growth as well as achievement.
Learning Experience 3: Establishing a school culture of growth- 'Statement of Intent'
Learning Experience 3: Establishing a school culture of growth- 'Statement of Intent'
Group Task:
Document either in paragraph or list form your statement of intent to introduce or maintain a growth culture at your school.
(NB: For this activity - the following questions might be useful to guide your response, teachers could consider their class culture and leaders the whole school culture)
- What is the purpose for using growth data and who will be affected?
- What additional resources will be needed to implement and maintain a growth model in your school?
- What will be seen and heard in classrooms and the school grounds as evidence of a growth culture?
- How will teachers, leaders, and other stakeholders be trained on how growth data will be calculated and used effectively?
- How will the growth data be disseminated to leaders, teachers, and the community at-large?
Adapted from Measuring student growth: A guide to informed decision making
Reflection
Reflection
Post your school growth culture 'statement of intent'. Consider how this learning impacted on your area of research/inquiry?
Sharing of learning / work
Sharing of learning / work
Teams post their work/learning on the project google+ community and then respond to someone from their own team and another team’s work using the Ladder of Feedback.
Leaders: Consider also how you will share this learning within your school community.
Resources and further reading:
Resources and further reading:
- Mapping progress-G Masters https://drive.google.com/file/d/0B3TLsOjU53P-blN6RjNLTUJtNUE/view
- A commitment to growth: G masters https://www.teachermagazine.com.au/geoff-masters/article/a-commitment-to-growth
- Measuring student growth: A guide to informed decision making http://www.centerforpubliceducation.org/Main-Menu/Policies/Measuring-student-growth-At-a-glance/Measuring-student-growth-A-guide-to-informed-decision-making.html
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