Using Assessment Data | at2backgroundpaper

How Data from Assessments may be Used

Education practices and processes can be positively enhanced when data is used strategically to inform decisions and actions. However, during a recent Queensland College of Teachers (QCT) meeting it was found that “graduates’ use of assessment data represented one of the three standards in which principles found graduates to be least prepared” (QCT, 2013, p. 1).

During this meeting representatives from the Brisbane Catholic Education presented the Employer Sector Perspectives – Classroom Data and Assessment whereby they recommend that pre-service teachers be encouraged to ask to see data and this lack of exposure to education has hindered the ability for graduates to use data analysis in an effective manner. Specifically, teachers need to have the ability to “articulate any causality, identify gaps in the data and modify teaching practices” (QCT, 2013, p. 2).

To overcome these ‘gaps’ in knowledge the University of Queensland issued a final report in December 2013 entitled Teachers using classroom data well: Identifying the key features of effective practices. The report was initiated as an investigation of the practices associated with AITSL Standard 5 and identified four themes: data and accountability, data and assessment literacy, data and numerate teachers, using data.

Data and accountability.

Data informs both vertical and horizontal accountabilities. Vertical accountability refers to the use of externally mandated, high stakes testing. These types of testing are utilised to monitor schools for external purposes. However when vertical and horizontal accountabilities are used within the classroom more appropriately it can help improve students’ learning outcomes.

Data and assessment literacy.

“Ability to select appropriate assessment techniques, to assess students’ learning for summative and formative purposes, to provide feedback to students on their learning and to use effective strategies to make consistent and comparable assessment judgements” (UQ, 2013, p. 9)

Using data.

Strategies that can be used to source and interpret data. For example how can the use of a diagnostic test inform your teaching practices.

Data and numerate teachers.

The requirement for teachers to interpret and analyse the data carefully whilst being mindful of its limitations and to evaluate if the judgements made based on the data is justified.

With this information, it is essential that as a teacher you take into account these four themes. Let's take a look at how Mrs Ray takes these into account to help inform her teaching practices.

Collecting data

Mrs Ray collects data from a range of sources:

Fullest and latest assessment results,
The students other subject assessment results,
Documented stretch goals that the student has agreed to,
Student responses on diagnostic tests, homework tasks and in-class bookwork,
Understanding how the student learns.

This is reflective teaching practices that will inform future teaching practices by gaining an understanding of student learning.

Time is always allocated each week to analyse data.

Consider the data

Mrs Ray interprets the data with consideration of a variety of factors: Is the data reliable, was the student provided with every opportunity to complete the assessment instruments to the best of their ability. For example was the assessment instrument constructed in accordance with the QCAA Principles of quality assessment.

Mrs Ray then uses the data and considers the teaching strategies adopted and questions whether teaching strategies are required to be amended based on the data collected. What can be done to challange the studnet to assist them in achieving their stretch goals, are smaller manageable tasks required?

The data that is collected must be collated into a productive resource. Mrs Ray always consults with the student and it is available for both the student and the teacher to access. Other teachers are also able to obtain the resourse.

Putting obtained data into action

As informed planning has taken place, taking into account all the data available, Mrs Ray is fully aware of what the student is required to achieve at the end of the lessons/unit of work and what evidence is required to be collected to support this.

To further support your knowledge review Five steps for structuring data‐informed conversations and action in education. The Wing Institute (2013) states "Using data strategically to guide decisions and actions can have a positive effect on education practices and processes."

This facilitation guide shows education data teams how to move beyond simply reporting data to

applying data to direct strategic action. Using guiding questions, suggested activities, and activity forms,

this guide provides education data teams with a framework and the tools and vocabulary needed to

support an informed conversation around the data they generate or acquire. The guide walks data

teams through five key steps in using data for informed decision making and strategic action: setting the

stage, examining the data, understanding the findings, developing an action plan, and monitoring
progress and measuring success."

Overall this briefing paper has provided essential knowledge that is required to mark, moderate and use assessment data from 2016. To ensure that graduate teachers at North Hampton State High School develop an understanding of the moderation process, start talking to the experienced teachers within your staff room. Understanding the processes are essential to inform and strengthen your teaching practices. Ensure that you keep abreast of the changes that are going to occur following the ACER (2014) Review and monitor this website regularly.

It is essential that in your role as a new teacher, that you enage in every opportunity to increase your knowledge to enable you to become more aware of how data can be utilised and becoming more assessment literate.

Home