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Inaugural TAP Conference

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Title: Inaugural TAP Conference


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Inaugural TAP Conference Peter Knapp Director
Educational Assessment Australia
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Assessment and Reporting Challenges for Schools
  • Assessing how to measure student performance in
    the core curriculum areas
  • 2. Reporting - how to provide students and
    parents with accessible diagnostic and
    comparative assessment data on academic
    achievement
  • 3. Moderating school-based assessments how to
    incorporate external assessment data
  • Tracking performance and value-adding how to
    measure individual student and year-level
    performance over time
  • School improvement and annual school reporting
    identifying strengths and weaknesses and
    providing evidence of relative school performance
    measured over time.

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Australian Education Union
Re The Schools Assistance Act 2004 Draft Form of
Regulations and Approaches to Monitoring
Compliance with Commitments and Educational
Accountability Requirements May 2005
  • It is clear and uncontroversial that
  • parents are entitled to and should be provided
    with timely, meaningful information about their
    childrens progress at school, including on a
    comparative basis against state-wide benchmarks,
    in critical areas of their education.
  • 2. teachers and schools need information about
    student progress and achievement as an integral
    component of the ongoing planning and
    modification of educational programs and
    practices
  • 3. schools systems need accurate and reliable
    data on system-wide performances and the
    effectiveness of system-wide policies, special
    programs and resource allocations over time, for
    monitoring and planning purposes.

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NSW Audit Office
  • We recommend that the Department of Education and
    Training
  • strengthen the role of school annual reports in
    promoting
  • public accountability by
  • reporting within a more rigorous framework for
    monitoring
  • and reporting the performance of schools
    consisting of
  • annual student performance reporting
  • annual reports of progress against the
    School Management Plan
  • results of external evaluation

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Audit Offices Better Practice Guide for Annual
Reports
  • report objectives that are clear and measurable
  • focus on results and outcomes
  • discuss results against expectations
  • be complete and informative
  • explain changes over time
  • provide evidence of value for money and
    benchmarking
  • discuss strategies, risks and external factors.

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  • Reviewing and analysing data for publication
  • Before performance information is published it
    should be reviewed in order to decide how it
    could be best reported, taking into account
    factors such as
  • Trend data to allow comparison with previous
    years
  • Comparison with statewide data
  • Interpretation of the data within the school
    context
  • Implications of patterns of performance
    outcomes and what follow-up action or strategies
    might be taken in the future.

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A E Reporting Policy
  • Policy Standards reporting
  • 3.2.2 Years 1 10
  • Schools will use the following achievement scale
    to report to parents for students in Years 1
    10. The achievement of students is to be assessed
    in relation to syllabus standards.
  • A or Outstanding The student has an extensive
    knowledge and understanding of the content and
    can readily apply this knowledge. In addition,
    the student has achieved a very high level of
    competence in the processes and skills and can
    apply these skills to new situations.
  • B or High The student has a thorough knowledge
    and understanding of the content and a high level
    of competence in the processes and skills. In
    addition, the student is able to apply this
    knowledge and these skills to most situations.
  • C or Sound The student has a sound knowledge and
    understanding of the main areas of content and
    has achieved an adequate level of competence in
    the processes and skills.
  • D or Basic The student has a basic knowledge and
    understanding of the content and has achieved a
    limited level of competence in the processes and
    skills
  • E or Limited The student has an elementary
    knowledge and understanding in few areas of the
    content and has achieved very limited competence
    in some of the processes and skills

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NSW Board of Studies K-6 English Syllabus
Student work samples Stage 2 (Yrs 3/4) Writing
C or Sound is what might typically be expected
of students (as described by syllabuses). In
practice a C would be awarded if the student is
performing reasonably well with the work that has
been taught based on the syllabus expectations.
Some of the work may have needed some extra
revision or even some individualised instruction,
but the student has understood the main concepts
and has demonstrated a sound level of competence
in the desired skills.
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NSW Board of Studies A-E student samples English
- Writing Stage 2 (Yrs 3/4) D or Basic
In practice, a D would be awarded if the
students performance is inconsistent. There will
be some gaps or lack of depth in his or
her understanding of the work that has been
taught and there is evidence that this has been
occurring across a range of assessments.
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Seeking Solutions for the Challenges of Schools
and the Community EAAs Student and School
Reports
  • Student Reports
  • Each student participating in ICAS receives a
    detailed report outlining
  • The students responses to each question
  • The correct answer to each question
  • The skill assessed by each question
  • The percentage of students who answered each
    question correctly in the country

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Student Report Page 1
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This graph tracks the students performances on
the assessment in previous years. This allows for
the measurement of the students growth and
progress over time relative to others in the
region.
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Student Report Page 2
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Online Student Reports myICAS
https//www.eaa.unsw.edu.au
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Diagnostic Reports
  • School Reports
  • Schools involved in ICAS receive a set of
    detailed statistical reports and the information
    from these reports enables teachers to
  • Monitor and compare students performance in
    the school
  • Identify areas for growth and revision within
    the school
  • Identify students with particular talents who
    may be under achieving at school
  • Compare students performance with those in the
    rest of the country.

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Online School Reports ICAS Online
www.eaa.unsw.edu.au
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EAAs Total Assessment Partnership With Schools
  • TAP Consultants visit TAP schools to advise
    schools on making the best use of their
    assessment data
  • Professional Development provide PD programs to
    schools on assessment and measurement issues
  • TAP website to provide downloadable resources
    including PP presentations on developing
    assessment items and constructing valid
    assessments
  • Provide a professional help line to schools where
    EAAs curriculum-based assessment experts and
    data analysts can assist with interpreting
    assessment results and other assessment and data
    issues.
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