1. Staff Learning: Student DATA analysis
27th February 2017

2. WHAT are we Doing? You need a charged laptop
We will be exploring the ACER data provided from students PAT R (Progressive Achievement Test in Reading Comprehension) results, e-write results and PAT Maths results.
We will, in the future, be using these results to support the differentiation of teaching and learning as an element of Design for Learning learning sequences.
The aim for this session is for each staff member to:
Log in to the ACER data
Revisit/Gain an understanding of what each test assesses
Recall/Develop an ability to navigate the data available
Identify some potential development areas for students at the class and student level

3. Please Log In to the Following SITE1.
2. Username: Your teacher code, eg. CHAE
3. Password: datagathering1!

4. Something to Remember!
The way that we are accessing the reports has changed
This is to better facilitate the use of tags and help you to access your classes more accurately
Please refer to the following slides closely

5. The results
Identify a class group that you teach that you would like to review the data of, and then keep in mind the specific test that you would like data from: the tests are PAT-R Comprehension, PAT Maths and ewrite.
Select “Students”

6. The results: Selecting your class
Click on the magnifying glass next to the “tags” column heading and locate or type in the subject code as it appears in compass (eg. 08ATZG) or group code (eg. B07) relevant to the group you wish to analyse

7. The Results: Selecting your class
Click on the option to “select all xx students”
Then click on “Generate Report”

8. The Results: Select the test that you would like to view

9. The results: Select group report

10. ENTER the data
The first drop down box will give you the same test as you entered at the start.
Select the relevant test using the handout. There may be a range of tests in this drop down box due to past tests that students have undertaken over the last year.
Click and drag over the relevant time period that you want to look at
Then click generate report and click it a second time to view report

11. What next??
Select a group to compare results to, the screen shot is looking at year 7 data, but from the beginning of the year, so the results are being compared to year 6 results.

12. Exploring the data
You can now start to explore the report, any of the circled sections below allow you to sort the data by the given heading, in this example the data is sorted by Scale score

13. Creating a guttman chart:
Click on the scale score difficulty level to arrange the questions from easiest to hardest
Click on percentile to rank the students

14. View the ZPD
Zoom Out

15. What does this tell me?
By looking at the nature of the question – the literacy or numeracy skill that it is testing - you are able to identify a pattern of the literacy skills that the students are more capable answering, and other skills that students are weakest in.
This begins to give you an idea of the literacy or numeracy that you need to be aware of when teaching these students.

16. What is the value of a Guttman chart?
Guttman charts can be used at the start, middle and end of learning sequences to;
Differentiate the Learning
By identifying the needs of your students individually and as a group, you are better informed when targeting specific learning outcomes for each student or group.
The Guttman chart will also support your ability to create groups that are reflective of the skills and understandings that the students need to achieve
Support close analysis and interpretation of the key learning areas and standards that are being assessed in the CAT
By establishing the skills that you are assessing against at the start of the learning sequence, you are better equipped to assess in a manner which accurately reflects these skills and understandings.

17. The questions
You can click on a question number (in blue) to see the text, the scale score of the question, the classification of the question and the correct answer, as well as a description of the skill required to answer the question

18. Select “View charts”

19. MORE EXPLORING
You can now see the class performance in a range of ways, use the drop down menu to see the class question performance by: Question number, Percentage Correct, Question Classification and Question Difficulty
Consider:
What do these charts suggest to you about the class and their reading abilities?
What is the class generally able to do well?
Where does the class group need the most support?
What are the patterns or trends?
Are there any surprises?

20. What about individual students?
We are now going to look at an individual student and get a sense of the information that the PAT-R test can provide on an individual level:
Select a student, perhaps look at a student who performed close to the 50th percentile score for the year level:
With the Year 8 Banksia data I will look at Arvan Shetty with a percentile of 58
To look at the individual report,
click the name of the student

21. The individual report Notes:
Read the legend at the bottom of the report
The height of the question indicates the difficulty
You can look at the individual results in different ways, using the drop down menu
The options are:
Classification (the types of questions)
Difficulty (of the questions)
Question number
Unit (the reading text)

22. Considerations What does the individual report suggest to you? E.g.
What is the student able to do well? (in terms of skills – consider the question classification report)
Where does the reading, writing or math skill focus need to be for this student? (in terms of skills – consider the question classification report)
What do the results suggest you need to consider in your planning for teaching and learning in your learning area?
For example,
what will this reading data suggest you will need to do in reading the text book in your next maths lesson,
or the instructions you give in science,
or the way you scaffold the inferences in history?

23. Specific information on e-write: How is the writing marked?
O&E: Orientation and Engagement /4
TS: Text Structure /3
ID: Ideas /3
VOC: Vocabulary /3
PARA: Paragraphs /3
SENT: Sentence Structure /4
SPUNC: Sentence Punctuation /2
PINS: Punctuation in Sentences /2
SP: Spelling /4

24. Specific information on e-write: How is the writing marked?
The marking scale on the previous slide is an overview, the scale does vary according to the writing type.
All students were asked to complete Narrative writing (Task B) and Persuasive writing (Task E)
The link below will take you through to look at the full marking guide. (You will need to log in/be logged in)
de.pdf

25. Viewing The TESTS
Go to “Students”

26. You can also preview the test that the student completed: Click Tests, then Preview

27. Select PAT-R comprehension, PAT Maths 4th Edition or ewrite

28. THEN CHOOSE A TEST, then CLICK PREVIEW
Tests that students completed in 2017:
See handout

29. Previewing the test
You are now going to have a look through the test that was completed by a year level of students, to begin click the green box in the bottom right hand corner.

30. Have a look at a few of the texts and questions by clicking the question numbers at the top of the page. This is an example of the PAT-R style test

31. Spend The remainder of the session exploring the data with your teaching team/s
Things to consider…
Make sure you look at the question classifications/categories:
Hover over each to see the description, and remember you can click on the question number to see what the question asked students to do
Sort by different “headings” and consider what this shows/suggests
For instance - Sort by question difficulty and zoom out to see patterns/Zone of Proximal Development
Are there patterns or trends? Are there any surprises?
Should some students have been given a different text to gain more accurate results?