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2019 Goal: For 60% of Year 10 students to be at Level 5A or above in Algebra.
2019 Goal: For 60% of Year 10 students to be at Level 5A or above in Algebra.
2018: End of Term 1,2 & 3 Algebraic Manipulation Test Results.
2018: End of Term 1,2 & 3 Algebraic Manipulation Test Results.
Last years results are a useful comparison.
Last years results are a useful comparison.
Observations & Comments:
- Term 1 Algebraic Manipulation, Term 2 Solving, & Term 3 EOY included manipulation, solving and graphs.
- There are missing results, and the tests give variable results.
- Some students moved from 3p in term 1 2018 to 5b in term 1 2019, these students improved in the 2018 term 2 and term 3 assessments.
- Many students got similar scores in term 1, 2 and 3 in 2018, however, maintaining performance required new learning.
- Data analysis is flawed, but the big picture informs me this year is successful to date.
Note: The end of year test included manipulation, solving and graphs. Students scores tended to get lower as the content was greater. This does not indicate they went backwards in their knowledge.
2019 Term One: End of Term Algebraic Manipulation Test Results.
2019 Term One: End of Term Algebraic Manipulation Test Results.
Faculty goal: 60% of students at NZC Level 5A or above in algebra by the end of term three.
Faculty goal: 60% of students at NZC Level 5A or above in algebra by the end of term three.
Actions:
- Identify the students who need to make the most improvement. (Red).
- Put in place additional support for these student in order to make the goal accessible.
- Tuakana-teina is used inside and outside the classroom.
- Teacher closely monitors the identified students.
- Current percentages are an indication of the wonderful knowledge and skill which is present within the classroom. This is why I aim for better than 60% at Level 5A or above.
- These grades are the best formal information we have on current student skill level, however, some students suffer from test anxiety so are more capable than their result suggests,
These results were surprisingly good. In order to understand what is going on for these students I looked at their 2018 results (Above). Which ever test you compare these results with, I am delighted with where they are at.
These results were surprisingly good. In order to understand what is going on for these students I looked at their 2018 results (Above). Which ever test you compare these results with, I am delighted with where they are at.
I wonder if playing Prime Climb and focusing on the Learning Habits has helped. I am developing a Card Game which I hope will help students enjoy and continue to excel learning algebra.
Term Two: End of Term Algebra Solving Test Results.
Term Two: End of Term Algebra Solving Test Results.
Comment: The results are significantly lower than in the term one assessment. Here are some thoughts on this:
- To maintain the same grade students needed to learn to solve equations as well as they learned to algebraically manipulate. They also needed to retain the term one learning and build on it.
- Students seemed to be able to understand and complete tasks in class, but they struggled to remember everything at once.
- The concept of studying is new to many students and they are learning how to best prepare for assessments. Some also struggle with the concept of studying at home.
- This test happened on a very disruptive day, there was very wet and stormy weather and many students were cold and wet whilst sitting the test.
Term Three: End of Term Algebra Test Results.
Term Three: End of Term Algebra Test Results.
Comment: Comparing this assessment with the term one assessment is problematic for many reasons.
- They are not exactly the same group of students.
- The End Of Year test includes manipulation, solving and graphs. The Term One test only includes manipulation. This means students needed to learn content in order to maintain their grade.
- The level of difficulty is not the same, as the term one test was deemed to be too easy.
Goal Reached? Is it repeatable?
Goal Reached? Is it repeatable?
The Faculty goal was not reached. However:
The Faculty goal was not reached. However:
- 75% of students are at level 5B or higher. One could expect a student at level 5B to gain credits in NCEA Level One Mathematics.
- 52% of students are at level 5P or higher. One could expect these students to gain Merit or Excellence in Level One Mathematics.
- Looking at the Big Picture, I feel the students made good progress this year and worked well.
Is it repeatable?
Is it repeatable?
- The classes are quite different to each other. 10mm has a bigger tail than 10r, which was the case in 2018 as well.
- The biggest factor in student success is how much strategic effort they put in. I found parents were very helpful if they were engaged with the process of monitoring effort and achievement.
- Students who worked in groups which were motivated to learn together did very well.
- Quiet students need to be monitored closely as they can be quietly failing to keep up.
2018 Test Results:
2018 Test Results:
2018 Term One
2018 Term One
Notice the spread of the grades.
2018 Term Two
2018 Term Two
Best results of the year.
2018 Term Three
2018 Term Three
Solid improvement on Term One.
2019 Test Results:
2019 Test Results:
2019 Term One
2019 Term One
A great start to the year.
2019 Term Two
2019 Term Two
Looked like a backwards step.
2019 Term Three
2019 Term Three
An improvement on Term Two results.
Compare 2018 EOY & 2019 EOY Test Results:
Compare 2018 EOY & 2019 EOY Test Results:
The NZC Levels become one level per year from year 10, however, NZC Level 3 and 4 are expected to last for two years each. If a student went from 3P to 5P in one year, it could be argued they completed 4 years of work in one year. Some students do this, which is to be congratulated. We expect students to jump from Level 4 to Level 5 in one year, and many of them do, however, for the students who are not able to make this leap we must be supportive and allow more time. This perhaps explains that at the end of 2018 47% of students were at Level 4A or above, and at the end of 2019 only 32% were at Level 5A or above. We expect the 47% to increase to 65%, and perhaps this is simply not realistic.
The NZC Levels become one level per year from year 10, however, NZC Level 3 and 4 are expected to last for two years each. If a student went from 3P to 5P in one year, it could be argued they completed 4 years of work in one year. Some students do this, which is to be congratulated. We expect students to jump from Level 4 to Level 5 in one year, and many of them do, however, for the students who are not able to make this leap we must be supportive and allow more time. This perhaps explains that at the end of 2018 47% of students were at Level 4A or above, and at the end of 2019 only 32% were at Level 5A or above. We expect the 47% to increase to 65%, and perhaps this is simply not realistic.
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