Holly Turner

11521803
Instruction

Analysis of Data to Inform

StudentNameHollyTurner
StudentNumber11521803

SubjectNameAssessmentandReporting
SubjectCodeEEE314
LecturerKarenCain

AssessmentItem3
EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

AnalysisofDatatoInformInstruction

EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

Part A)
The data supplied details the current literacy achievement levels of students in a grade 5 classroom
at the end of Semester 2, as taken from their term 4 assessment tasks. AusVELS (n.d.) outlines that
there are eleven levels in which students will work through between foundation and Year 10. Within
this overview of levels, AusVELS (n.d.) outlines that by the end of grade 5, students should be
working towards the mid point of level 4, or 3.5. Based on this data, an understanding of each
students progress, and achievement in comparison to the expected levels can be made in an effort
to shape their learning (See Appendices 1 and 2).
Part B)
The grade 5 classroom in which this data was retrieved from contains 28 students, consisting of
sixteen boys and twelve girls (Appendix 3). Each students level of ability in reading, writing, and
speaking and listening has been assessed and noted, outlining the development of the class. Based
on the data provided, it is evident that the majority of the class, 26 students consisting of fourteen
boys and twelve girls, are very strong readers, and are reading at a level that is expected of students
in years 6 to 8 (Appendix 2 & 3). However, two students in the class, both boys, are 6 to 12 months
behind the expected reading level, and no students are working at the expected level. In writing,
again, the majority of students are ahead of the expected level, with 20 students, consisting of nine
boys and eleven girls, working 6 months to 2 years ahead of what is expected (Appendix 2 & 3).
Only one student is working at the expected level for writing in this class, who is male, while seven
students, consisting of six boys and one girl, are working 3 to 18 months behind what is expected.
In speaking and listening, the majority of the students are working ahead of the expected level, with
23 students, consisting of eleven boys and twelve girls, working 6 months to 2 years ahead of what
is expected (Appendix 2 & 3). Two students, both boys, are working at the expected level for
listening and speaking, while three students, also all boys, are working 6 to 15 months behind what
EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

is expected. This data shows that, on average, most of the class is working 18 months ahead of what
is expected in reading, 6 to 12 months ahead of what is expected in writing, and 18 months ahead of
what is expected in speaking and listening. The data also shows a pattern in students level of
ability, in that the majority of students seem to be working at similar levels, such as in reading, the
majority of the class (24 students) are working 15 to 24 months ahead of what is expected, in
writing half of the students (14 students) are working 12 to 24 months ahead of what is expected,
and in speaking and listening, the majority of the class (25 students) are working between the
expected level, and 24 months ahead (Appendix 3). For all of the three categories, it can be
understood that the girls are the stronger of the students, with four girls in the class working 24 to
36 months ahead of the expected level for reading, three girls working 24 months ahead of the
expected level for writing, and one girl working 24 months ahead of the expected level for speaking
and listening (Appendix 2 & 3). It is clear from the data that Sam is the strongest boy, and student,
in the class for literacy, as he is progressing 24 to 30 months ahead of the expected level in all three
categories. The strongest female literacy student in the class appears to be Jacinta, who is working
24 months ahead of the expected level in all three categories. The student who appears to be the
most behind the expected level in all three literacy categories for males, and for the entire class, is
Jake, who is working 6 to 12 months behind what is expected in reading, writing, and speaking and
listening. For females, Maddison appears to be the most behind, as she is 3 months behind the
expected level for writing. However, Maddison is ahead in the other two categories (Appendix 2 &
3). This data shows that the girls in the class are achieving at higher levels than the boys, with only
one girl working behind the expected level in writing, in comparison to eight male students who are
working behind the expected level by 3 to 18 months in all three literacy categories (Appendix 2 &
3).
From this data, it can be understood that there is a range of abilities in this classroom in reading,
writing, and speaking and listening. For reading, the students ability ranges from a student in grade
EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

3, to a student at the end of year 8, for writing, the students ability ranges from a student in grade 3,
to a student at the end of year 7, and for speaking and listening, the students ability ranges from a
student working towards the end of grade 3, to a student at the end of year 7 (Appendix 2 & 3).
Part C)
The data provided outlines that the students in this class vary in their level of ability, and their
development of skills and knowledge. As the teacher of these students, it is crucial that I make
adjustments to the class, and to the curriculum in an attempt to meet each students individual
needs, and cater to their level of ability. In doing this, it is important to set goals for both yourself as
the teacher, and for your students, so as to outline what you wish your class to achieve. As well as
this, it is vital that I consider the ways in which I am going to differentiate the curriculum and my
teaching in an effort to benefit the learning of all students and allow them to develop academically.
Clearly defined learning goals can contribute to selecting relevant content for a subject, structuring
lessons, selecting appropriate assessments, and enhancing student engagement and achievement
(Vice Chancellor for Undergraduate Education, n.d.). Learning goals should be set for, and by, both
the teacher, and the students. As the teacher, I would set learning goals for myself, that would
include, to develop all students level of ability to be working at the expected level or above in at
least one of the three literacy categories by the end of the year. As well as this goal, I would also
aim to develop all students to be working at an ability that is at least half a level above where they
were working in the beginning of the year, in at least one category. For example, Tia is working at a
level of 5.5 in reading, so by the end of the year, I would hope her to be reading at a level 6. I would
also set a goal to spend more time focusing on writing, as, of the students who are working behind
the expected level, seven of them are behind in writing, in comparison to two in reading, and three
in speaking and listening. This data clearly represents that writing is the category in literacy that
students struggle with the most. Furthermore, I would work with the students to set goals, as well as
EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

allow them to develop personal goals. Personal learning goals act to improve student learning and
achievement, by acting to motivate and empower students by allowing them to choose what they
want to achieve, and participate in individual learning (Victoria State Government: Education and
Training, 2013). As the teacher of this class, I would sit down with each student individually and
talk to them about their education, asking them what they enjoy doing, what they do not enjoy, what
they think they have achieved, and where they would like to improve. Based on this reflection,
students can then select one or multiple goals they would like to achieve by the end of the year.
Once all students have selected their learning goals, measures need to be put in place to ensure I
offer students the time and opportunities to meet these goals. Throughout the year, perhaps once a
term, the students will be offered the chance to read over their goals and refine them, reflecting on
how they are working to meet their goal, and what they, and I as the teacher, could do further to
assist them in meeting their goals.
So as to meet the learning needs of each of the students in the classroom, I would instill Brennans
(2012) five powerful strategies to empower students, which are to offer choice to students, allow
students to reflect, allow students to act as teachers, offer self-assessment, and student voice
(Brennan, 2012). Based on these strategies, in this classroom I will work to differentiate the
curriculum and the delivery of content by offering choices and freedom in activities, offering
students to learn using a range of learning styles, implement various lessons that will cater to all
ability levels, allow the students to take control of their learning, and implement curriculum
compacting (NSW Board of Studies, 2012). As well as differentiating the curriculum and adapting
various teaching strategies, the data provided shows that certain students may need an Individual
Literacy Intervention Plan (ILIP). An individual Literacy Intervention Plan is a document that
outlines a students individual learning needs, and may be required for students who are working
below their grade level (Baxter, Bettez, Briggs & Widdielfield, 2007). Students in this class who
may be in need of an ILIP are Jake and Blair, who are developing at the expected level and below in
EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

all three literacy categories. This plan will outline what these students wish to achieve by the end of
the year, how they aim to achieve it, and further information about their education. For other
students who are working six months and more below the expected level in only one category,
including Adam, Lucas, and Peter, goals based around learning in this specific area can be made,
allowing them to focus the majority of their attention on improving the area that they struggle with
the most. Students will also be offered a choice in the differentiation in learning. As the teacher of
this class, I will allow students to participate in teacher-student interviews, whereby the students
will be offered time to reflect on their learning, assessing how they enjoy their learning, and if I as
the teacher am assisting them to meet their goals (Brady & Kennedy, 2012). In this classroom, I will
use the role of feedback as an empowering tool, by recognising and encouraging effort and
proactive students (Denti, 2012). I will work with the students during their reflection time to give
feedback to them on their performance, and how I feel they are developing towards meeting their
goals, while they will offer feedback to me, assessing if my teaching strategies are effective.
I will shape my classroom to be a space where each student will learn differently, and will be
working towards meeting different goals and expectations. Throughout the year, students will
participate in a range of reporting, including formative and summative, allowing them to
demonstrate that they are working towards, or have met, their goals, and show if, or how they have
developed to a higher level of ability.

EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

References
AusVELS. (n.d.). Levels. Retrieved on 27/09/2015 from
http://ausvels.vcaa.vic.edu.au/Overview/Levels
Baxter, J., Bettez, M.L., Briggs, J. & Widdiefield, L. (2007). Coventry Public Schools: Personal
Literacy Plan Guidelines. Retrieved from http://www.coventryschools.net/resources/plp.pdf
Brady, L. & Kennedy, K. (2012). Assessment and Reporting: Celebrating Student Achievement (4th
ed.). Frenchs Forest: Pearson Australia.
Brennan, C. (2012). Empower Students: 5 Powerful Strategies. In The Whole Child Blog. Retrieved
from http://www.wholechildeducation.org/blog/empower-students-5-powerful-strategies
Denti, L.G. (2012). Proactive Teaching and Empowering Students. In Proactive Classroom
Management K-8. Retrieved from https://au.sagepub.com/sites/default/files/upmbinaries/46479_denti_ch_1.pdf
NSW Board of Studies. (2012). Differentiated Programming. Retrieved from
http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/
Vice Chancellor for Undergraduate Education. (n.d.). Learning Goals/ Outcomes. In Berkeley
University of California: Center for Teaching and Learning. Retrieved from
https://teaching.berkeley.edu/learning-goalsoutcomes

EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

Victoria State Government: Education and Training. (2013). Personal Learning Goals. Retrieved
from http://www.education.vic.gov.au/school/teachers/support/pages/goals.aspx

Appendices

EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

Appendix 1

EEE314 Assessment and Reporting

Holly Turner

11521803
Instruction

Analysis of Data to Inform

Appendix 2
Data Analysis

Reading

Writing

EEE314 Assessment and Reporting

Listening and

Holly Turner

11521803
Instruction

Sheet
36 months
ahead
30 months
ahead
24 months
ahead

Speaking
Elizabeth
Sam
Jacinta
Natalie
Tia

18 months
ahead

Cody
Leigha
Ayden
Braiden
Clare
Thanaphon
Chelsey
Rachel
Adam
Jason
Jill
Gemma
Casey
Oliver
Aleyah
Maddison
Michael
Lucas
Peter
Andrew
Kynan

15 months
ahead

12 months
ahead

9 months ahead
6 months ahead

Sam
Elizabeth
Jacinta
Natalie
Tia
Cody
Leigha

Sam
Jacinta

Peter

Lucas
Andrew

Ayden
Braiden
Clare
Thanaphon
Chelsey
Rachel

Elizabeth
Braiden
Rachel
Jill
Gemma

Adam
Jason
Jill
Gemma
Oliver
Aleyah

At Expected
level
3 months
behind
6 months
behind
12 months
behind
15 months
behind

Analysis of Data to Inform

Andrew

Natalie
Tia
Cody
Leigha
Ayden
Clare
Chelsey
Jason
Maddison

Michael
Thanaphon
Casey
Oliver
Aleyah

Kynan
Blair

Casey
Maddison
Michael
Kynan
Jake
Blair

Peter
Jake
Blair

Jake
Adam

EEE314 Assessment and Reporting

Holly Turner

18 months
behind

11521803
Instruction

Analysis of Data to Inform

Lucas

EEE314 Assessment and Reporting

Holly Turner

11521803

Analysis of Data to Inform Instruction

Appendix 3
Data Analysis Sheet

Reading

36
months
ahead

30
months
ahead

24
months
ahead

18
months
ahead

15
months
ahead

1
student
(F)

1
student
(M)

3
students
(3 F)
4
students
(1 M)
(3 F)
2
students
(1 M)
(1 F)

13
students
(7 M)
(6 F)
3
students
(1 M)
(2 F)
9
students
(3 M)
(6 F)

8
students
(6 M)
(2 F)
1
student
(M)

End of
Year 7

Year 7
level

Year 7
level

Writing

Speaking
and
Listening
Other
Observati
ons That
will Inform
Instructio
n

End of
Year 8

28
students
in total
16 boys,
12 girls

Year 8
level

Most
students
18
months
ahead in
Reading

2
students
(2 M)

12
months
ahead

6
students
(3 M)
(3 F)
5
students
(1 M)
(4 F)
End of
Year 6
Most
students
12
months
ahead in
writing

Most
students
18

EEE314 Assessment and Reporting

9
months
ahead

1
student
(M)

Year 6
level

6
months
ahead

At
Expecte
d level

6
students
(3 M)
(3 F)
4
students
(3 M)
(1 F)

1
student
(M)

Year 6
level

End of
Year 5

Most
students
6
months
ahead in
writing

Not
many
students
working
at the
expecte
d level,
majority
are
working

3
months
behind

6
months
behind

12
months
behind

1
student
(M)

1
student
(M)

4
students
(3 M)
(1 F)

2
students
(2 M)

Year 5
level

15
months
behind

2
students
(2 M)

18
months
behind

1
student
(M)

1
student
(M)

1
student
(M)

1
student
(M)

Year 5
level

End of
Year 4

Year 4
level

2
students
behind
expecte
d level
in
reading

7
students
behind
expecte
d level
in
writing

3
students
behind
expecte
d level
in S&L

Year 4
level

Holly Turner

11521803
months
ahead in
L&S

EEE314 Assessment and Reporting

Analysis of Data to Inform Instruction

above