Using Formative (Diagnostic) Data to Plan for Instruction: NAPLAN Reading, Numeracy, Spelling

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Using Formative (Diagnostic) Data to Plan for
InstructionNAPLAN Reading, Numeracy, Spelling
Grammar and Punctuation

• Presented by
• Philip Holmes-Smith
• School Research Evaluation and Measurement
  Services

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Overview of Session

• Using Diagnostic Data to Plan for Instruction
• Item Analysis looking for guessing and
  misconceptions.
• Item Analysis looking for required skills
• Zone of Proximal Development - Summarising
  strengths and weaknesses.

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Item Analysis Looking for guessing and
misconceptions
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The Item Analysis Report
Roughly equal numbers selecting each of the wrong
answers guessing
Nearly all students who got this wrong gave the
same wrong answer common misconception
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Item Analysis Looking for required skills
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Year 3 Reading (Q16) Year 5 Reading (Q10)
Correct ? Most common incorrect ?
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Year 3 Reading (Q16) Year 5 Reading (Q10)
A B C D
Year 3 25 7 58 8
Year 5 15 2 80 3
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Year 5 Reading (Q25) Year 7 Reading (Q19)
Correct ? Most common incorrect ?
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Year 5 Reading (Q25) Year 7 Reading (Q19)
A B C D
Year 5 27 16 5 51
Year 7 17 13 3 67
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Year 3 Numeracy (Q24) Year 5 Numeracy (Q18)
Correct ? Most common incorrect ?
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Year 3 Numeracy (Q24) Year 5 Numeracy (Q18)
Responses A B C D
Year 3 48 25 12 13
Year 5 80 13 4 3
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Year 7 Numeracy (N08) Year 9 Numeracy (N07)
Correct ? Most common incorrect ?
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Year 7 Numeracy (N08) Year 9 Numeracy (N07)
Responses A B C D
Year 7 23 10 3 64
Year 9 17 5 2 75
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Year 7 Numeracy (N23) Year 9 Numeracy (N18)
Correct ? Most common incorrect ?
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Year 7 Numeracy (N23) Year 9 Numeracy (N18)
Responses A B C D
Year 7 40 39 4 16
Year 9 49 33 4 14
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Year 3 Numeracy (Q21) Year 5 Numeracy (Q15)
Correct ? Most common incorrect ?
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Year 3 Numeracy (Q21) Year 5 Numeracy (Q15)
Responses A B C D
Year 3 9 57 27 6
Year 5 4 73 20 3
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Suggested School activities

• Meeting Groupings
• Primary Schools
• Prep, Yr1, Yr2 Yr3 teachers meet together to
  review Yr3 tests.
• Yr4, Yr5 Yr6 teachers meet together to review
  Yr5 tests.
• Secondary Schools
• All staff meet under the guidance of the English
  Faculty to review Literacy tests.
• Maths Faculty meet together to review Numeracy
  tests.
• Meeting Tasks
• Look at questions where there are clear
  misconceptions.
• Look at every question to ascertain what skills
  and what knowledge students need to have to
  answer the question correctly.
• Review your own scope and sequence to determine
  if there are omissions in your curriculum.

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The Student Response Report
Choose Student Response Report
Choose dimension and then either Item Order or
Difficulty order
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The Student Response Report
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Data sorted by Item Difficulty and Student Ability
Mostly correct

Mostly incorrect
Increasing Level of Ability
Increasing Level of Difficulty
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Zone of Proximal Development (Vygotsky)
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Summarising strengths and weaknesses see SPA
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Year 3 Reading The Known (What students can
already do independently)
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Year 3 Reading The Unknown (What students are
incapable of learning before prior concepts are
taught)
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Year 3 Reading The Zone of Proximal
Development (What students are capable of
learning with the assistance of explicit
instruction from the teacher scaffolding
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Diagnostic Testing (Feedback)

• Hattie (2003) shows that our most effective
  teachers (in terms of improving the learning
  outcomes of students) constantly use diagnostic
  information (Feedback) to inform their teaching.
• Hattie (2009) shows that using feedback
  (i.e. using diagnostic information about what
  each student can and cant do to inform teaching)
  has one of the biggest impacts on improving
  student learning outcomes. (Effect size 0.73)

2003 http//www.acer.edu.au/documents/RC2003_Hatt
ie_TeachersMakeADifference.pdf 2009 Hattie,
John. (2009). Visible Learning A synthesis of
over 800 meta-analyses relating to achievement.
NY Routledge.


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Suggested School activities

• Use the currently available diagnostic tools such
  as
• Fountas Pinnell Benchmark Assessment System,
• Marie Clay Obs. Survey,
• English Maths Online (Government schools) SINE
  (CEO schools),
• Probe 2,
• Stars Cars,
• On-Demand Linear Tests.
• Develop your own diagnostic tests
• As part of your curriculum planning process,
  think about the knowledge and skills you will be
  covering in the upcoming unit of work and put
  together a pre-test to determine who knows what.
• Using diagnostic information
• Whether you are using a pre-existing test or your
  own pre-tests, use this diagnostic information to
  inform your teaching and learning activities and
  use them to inform your student groupings.