Analysis

of 2014/2015 Assessment Data

Overview of Assessment Tools

ACER PAT R Comprehension Test

The ACER PAT-R Comprehension Test is an online assessment that is used to monitor progress in
reading comprehension. The test is administered at the start and end of each academic year and
data is compared against norm data (at a national level) to determine the students stanine level. At
the start of the year, assessment results are compared against norm data for a year level below the
students current year level. Results from the test completed at the end of the year are compared
against norm data for the students current year level.

The test comprises of multiple-choice questions and assesses students ability in the following
areas.
Interpreting explicit information
Retrieving directly stated information
Interpreting by making inferences
Reflecting on texts

Fountas and Pinnell Benchmark Assessment System (BAS)

The Fountas and Pinnell Benchmark Assessment is conducted at a one-on-one level with each
individual student at the beginning of each academic year. At the start of the test, each students
reading level is determined based on the number of high frequency sight words successfully
recognized. The student is then required to read and answer comprehension questions based a text
that matches his/her reading level. A running record of words read is noted and reading accuracy is
calculated on completion. BAS assesses students ability in the following areas.

Ability to recognize high frequency sight words
Fluency and accuracy in reading
Answer comprehension questions on texts read
















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Summary of Assessment Data

Fountas and Pinnell Benchmark Assessment Results -

ACER PAT-R Comprehension Test Results Year 1

Beginning of 2015


ACER PAT-R Comprehension Test Results Year 2

Beginning of 2014

End of 2014

Beginning of 2015

ACER PAT-R Comprehension Test Results Year 3

Beginning of 2014
















End of 2014

















Beginning of 2015


The above assessment data reflects the following.

All students who were at ACC in 2014 at the time of the initial Benchmark assessment have
progressed in the reading level scale and show an improvement in their fluency and
comprehension skills.

Over the three sittings of the ACER PAT-R comprehension test, the stanine of the overall
cohort has improved.

Developing comprehension skills is an area of focus for the Year 1, 2 and 3 cohort.

Students achieving year level standards (decoding and comprehension)

o Year 3 - Izzy, Jamie and Courtney
o Year 2 Mike, Trae, Silas, Navajyoth, Lily, Brianna
o Year 1 Akuol, Phoebe, Wyatt

Students achieving below year level standard (decoding and comprehension)

o Year 3 Tekoah and Bella-Marie
o Year 2 Matthew and Ava
o Year 1 Devajyoth and Caleb

The above assessment data will be used for the following purposes.

Evaluate teaching practices

Determine students independent and instructional reading levels

Group students for reading instructions

Identify students needing intervention

Monitor student achievement over the year and across year levels

Inform parent-teacher meetings

Affects on teaching practices -

Intervention for Students Achieving Below Standard:

Based on evidence gathered from the two assessment tools, the learning program for
students achieving below average standard will be as follows.
Bella-Marie will follow the Year 2 Literacy Program
Tekoah, Matthew and Ava will follow the Year 1 Literacy Program

The above adjustments will allow these two students to grasp key foundational skills and
engage in learning experiences at a pace/depth that is compatible with their current ability.
Progress will be continuously monitored and students will be moved to a higher level if
deemed necessary.

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Devajyoth and Caleb will receive one-on-one assistance with the Sound Waves program to
assist recognizing letter-sound matches and applying the same when reading.

Teaching Comprehension Strategies in a Small Group Setting:

With the focus of further improving the Year 1, 2 and 3 students comprehension skills,
teaching practice will be adjusted where in addition to the guided reading sessions, each
week students will engage in comprehension lessons in a small group setting. The purpose
of this adjustment is to facilitate students to gain comprehension skills and further develop
their ability to interpret explicit information, retrieve information by making inferences and
reflect on the overall context of the text.

Forming Guided Reading Groups:

The Year 1, 2 and 3 students are split into 4 ability-based groups during guided reading
lessons. Texts for guided reading are sourced from the Reading Eggs Library and BugClub
Literacy Program. Based on their current reading abilities as reflected on the BAS data, the
Year 3 students will be added to the following groups.
o Level 1 Tekoah
o Level 3 Bella-Marie
o Level 4 Izzy, Jamie and Courtney

Parent Partnership Assisting Student Learning:

During the Learning Review held in Term 1, data gathered from the ACER PAT-R
Comprehension Test completed at the end of Term 4 in 2014 and BAS data gathered at the
start of Term 1 in 2015 are discussed with the parents. The following strategies are put in
place to encourage parents to assist student learning and reinforce concepts learnt in the
classroom.
o Parents to assist students to recognize the list of sight words and home reader
(based on reading level) included in the homework pack each week. Parents also
received an e-mail at the start of the year on the importance of reading to/with
their children and strategies to develop comprehension skills were suggested.
o Ava, Matthew, Tekoah and Bella-Maries parents were also shown how to access
the Reading Eggs Library on the iPad to encourage further reading at home.
o Devajyoth and Calebs parents were provided with guidance on practicing letter-
sound recognition.