What learner achievement data do I need to collect?

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What learner achievement data do I need to
collect?
Accountability
Assessment
Module 4
Data
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What learner achievement data do I need to
collect?
Accountability
Assessment
Data
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The aim of this activity is
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• To clarify what is meant by useful data
• To refine existing data collection processes so
  that they become more efficient and useful

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Todays activity will consist of
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• General introduction
• Group focus - What do I need to know?
• Looking first at big picture data
• Looking at individual student detail

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• As individuals and as a school we need to review
  the data we collect and why we collect it.
• We also need to decide what data is most useful
  and how it will be shared.

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• Schools and teachers in particular generally
  collect lots of student related data
• Some of this data is used well
• Some of this data is collected and not used well
• Some of this data tells us what we already know
• confirms existing knowledge
• triangulates, ie validates
• unnecessarily duplicates

Data
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• DATA
• Data takes many forms
• When it is consistently collected, data creates
  an emerging pattern or picture of achievement
• Good data generates good information
• Invalid, unreliable and biased data is unusable
  data

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• Collect only the data you need
• Focus on quality - not quantity

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• Data is used to answer questions about learner
  achievement.
• What I really want to know is...

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• 1. Are my students progressing at the expected
  rate described in the SACSA framework?
• 2. Which students arent making the progress I
  would expect?
• - Why arent these students progressing?
• - What can I/we do to help them?
• 3. What specific strengths are individual
  students demonstrating?
• - How can I/others foster these further?
• 4. What specific learning needs are individual
  students demonstrating?
• - How can I/others help these students?

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• The SACSA Framework provides a mechanism for
  gauging student development across all of the 8
  Learning Areas, incorporating Essential
  Learnings, Equity Cross-curriculum Perspectives
  and EVE (Enterprise and Vocational Education).
• The SACSA Framework provides a means of assessing
  general progress. It is not designed to provide
  detailed diagnostic information to support
  selected students.

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• What SACSA outcomes data is currently being
  collected and what processes exist for sharing
  and analysing this information?
• (Suggest improvements if these are needed).
• Does this information answer the first question,
  ie Are my students progressing at the
  expected rate?

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• The next question might be
• Which students are/are not progressing at the
  expected rate and in which aspects of
  development is this progress expected, advanced
  or limited?
• For these students what more
• do I need to know?...

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Accountability
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