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.