School Performance

Views:
 
Category: Education
     
 

Presentation Description

Tudor House focuses on Quality Education. This presentation looks at the use of NAPLAN and MySchool as a way of accurately measuring school performance and improvement. The focus leads to a more valid and reliable method of evaluation, using John Hattie's seminal work from Visual Learning. Tudor House views Visual Learning as the handbook for making evidence-based decisions.

Comments

Presentation Transcript

School Performance:

School Performance How do we evaluate and improve our educational offering? In Black and White

NAPLAN – one point in time:

NAPLAN – one point in time Strengths: Is transparent in its reporting Will present your son in relation to others of the same age group Is content specific Detailed in its reporting of your son’s achievement Allows the school to be diagnostic in its provision – great for schools Focus is on two key areas – literacy and numeracy Is preparation for the ‘test taking’ society of learning Celebrates a school’s success – allows us to ‘show’ success and ‘value added’ Allows us to review our programmes with evidence-based data

NAPLAN – one point in time:

NAPLAN – one point in time Weaknesses: Transparency has its own agenda – Govt led Undermines motivation and engagement – I am dumb aged 9 Your son in relation to others is biased – upper levels hit the ceiling Content is not based on NSW Board of Studies Low number of questions creates bias - Will not promote learning – and can have adverse impact Multiple choice – apart from Writing Narrows the curriculum and can lead to “cheating” Is preparation for the ‘test-taking’ society of learning Undermines a school’s confidence in its programme “Value Added” is statistical rather than developmental How can we compare one school to another with any validity or reliability?

Major Issues with NAPLAN:

Major Issues with NAPLAN A point in time – summative not formative Marks skewed by administration, anxiety, issues befalling the child prior to test Small schools are disadvantaged in the reporting when using percentages, e.g. 1 child could be 10% or 1% of a cohort Lateness of results coming to schools – sat in May but no results returned until September Content variations from year to year cannot lead to consistency Consistency is aligned with the school’s administration Benchmarks are Gov’t defined Will narrow curriculum – and emphasise test-taking as good teaching Will develop in learners a belief that tests indicate intelligence Rates children against children – not along developmental milestones, which all differ!! Some data is inaccurate – Tudor House ICSEA rating

Is NAPLAN important?:

Is NAPLAN important? Absolutely! We may not agree with it, and we do want to be the vocal point of difference crying out the importance of well-rounded opportunities for social and emotional intelligence – BUT – we cannot do this until we have excellent NAPLAN results NAPLAN can be (or soon will be) linked to funding NAPLAN results via MySchool2.0 are open to anyone, anywhere, anytime. Without knowing a school a judgement can be made. Good results raise morale and vice-versa Your son’s results will now be stored and accessed for a lifetime and longer. They are now digitised! We will see schools start to ‘select’ based on NAPLAN results

MySchool2.0 – aligned with NAPLAN:

MySchool2.0 – aligned with NAPLAN Weblink - http://www.myschool.edu.au/

MyHome1.0:

MyHome1.0

Slide 9:

Breakdown of the worrying “Read with Me” graph

Data allows us to reflect and improve:

Data allows us to reflect and improve Are we happy with our NAPLAN results? NO What have we done about it? Timetable changes with more Literacy & Numeracy Staffing and strategic positioning for strengths Direct Instruction programmes – Spelling and Maths More focus on the structure and nature of the NAPLAN paper – using these as examination tools Modifications to Learning Support New resources, becoming a centre of excellence for ICT – Computers for Learning NOT Leisure Focus on Quality Teaching Model and Spotlight lessons More involvement of students in their learning Improvements for Attitude and Behaviour, and Plus Scores More opportunities for controlled parental involvement New Scholars Class for peer recognition More mapping and electronic tracking of student data Individual learning programmes – long (LILP) and short (SILP) Changes to Prep supervision and administration Opening of Library for morning sessions Cross the School focus on key elements of the NAPLAN paper in which we under-performed Heightened expectations of success and thematic links via Flag Parade, Dining and Assembly Better focus on Resources – with the new library bring out the resources we have available These are key elements of our SCHOOL IMPROVEMENTS – NOT JUST A FOCUS ON NAPLAN!

Why have we made these changes?:

Why have we made these changes? Before we enter on change – let’s make sure it is not change for change’s sake. I came to Tudor with a focus on the challenge of school improvement. The changes we are making – have to be responsible, valid and reliable. To this end, any change we implement is evidence-based. This is our conviction and pledge so that no boy is being disadvantaged by our actions. This is an ethical stance.

How Reliable is the Data?:

How Reliable is the Data? Let’s look at a new formula for measuring learning improvement. John Hattie’s work on Effect Size in Visible Learning: Post Test – Pre Test Standard Deviation of Post Test

Effect Size Magic Number = 0.4:

Effect Size Magic Number = 0.4

We focus on Hattie’s research to guide our decision making...:

We focus on Hattie’s research to guide our decision making...

Quality Teaching:

Quality Teaching

Should we teach to the test?:

Should we teach to the test?

The importance of Goal Setting:

The importance of Goal Setting

What about withdrawal for one-on-one?:

What about withdrawal for one-on-one?

Diet and Television:

Diet and Television

authorStream Live Help