parkhurst state school assessment framework · ‐ enables teachers to use information about...

PARKHURST STATE SCHOOL

Assessment Framework

What is Assessment ?

What do my learners already know ? How well do they know it ? Assessment is the

purposeful, systematic and ongoing collection of information as evidence for use in

making judgments about student learning. Principals, teachers and learners use

assessment information to support improvements in learning. In addition, feedback from

evaluation of assessment data helps to determine strengths and weaknesses in learners'

understanding.

The Melbourne Declaration on Educational Goals for Young Australians defines three

broad purposes for assessment …

Assessment for Learning

‐ enables teachers to use information about learner progress to inform their teaching.

‐ uses assessment to continuously monitor progress of student learning in the classroom

‐ knows where each learner is ‘at’ and what needs to come next for their learning

‐ uses the information to make decisions about, or changes to, planned teaching and

learning.

Assessment as Learning

‐ enables learners to reflect on and monitor their own progress to inform their future

learning goals

‐ develops learners' capacity to monitor the quality of their own learning

‐ shares learning intentions and achievement goals with learners

‐ supports learners in reflecting on and monitoring their progress

‐ supports learners in using feedback to plan the next steps for learning

Assessment of Learning

‐ assists teachers to use evidence of student learning to assess student achievement

against goals and standards

‐ collect evidence of learner achievement against standards for summative purposes

‐ use data to plan the next steps for teaching and learning

‐ use data to evaluate whether standards are being achieved at a whole school level

‐ use evidence in learner responses to inform fair and valid judgments for twice yearly

reporting to parents/carers and the system.

Assessment is not an 'add on'. It must …

‐ be integrated meaningfully into the flow of planned lessons

‐ serve the needs of diverse groups of students to productively inform teaching practice

and the next steps for learning

This Whole School Assessment Plan

‐ incorporates all learning areas

‐ identifies type of assessments to ensure a range of different types are balanced across

the school year

‐ identifies when assessments (both teacher designed and external assessments) will be

implemented

‐ identifies processes for achieving consistency of teacher judgments

Year Level Plans add more detail about each assessment, including the purpose of each

assessment and how, when and by whom the data will be evaluated. Teachers identify

how they will monitor student learning, including literacy and numeracy, in Unit Plans.

Productive Assessments

Assessments must provide valid and dependable information about student achievement.

Productive assessment …

‐ is clearly aligned to curriculum and standards

‐ makes clear to students what is expected by sharing the assessment purpose, standards

and descriptors of quality

‐ assesses the learning that really matters

‐ allows all students to demonstrate what they know and can do

‐ is fair and equitable to all students.

Teachers use assessment feedback to inform the sequencing of teaching and learning

activities appropriate to the learning needs of each student in the class.

The five Dimensions of Teaching and Learning form the basis of every teacher’s

professional practice. At its centre are students. Each dimension links to and supports the

others. No one dimension exists in isolation. There is no fixed starting point. Most teachers

begin by considering the mandated curriculum while taking into account what students

already know and the best teaching strategies to support learning.

Teaching not only involves selecting the curriculum for students but also entails assessing

and evaluating students’ understanding of what they have learned. Attending to these

teaching and learning dimensions becomes an iterative process as teachers ask questions,

evaluate the evidence and think about what, when and how to teach for effective

learning for all students. Ultimately, working in the dimensions of teaching and learning

becomes an organisational routine.

Curriculum Intent

What do my students need to learn ?

‐ Curriculum is all the planned learning that a school offers and

enacts

‐ Curriculum intent is what we want students to learn from the

mandated curriculum

‐ Teachers decide how best to plan and deliver the curriculum to

ensure that all students have opportunities to engage in

meaningful learning. However, curriculum planning is not a linear

process.

‐ Effective teachers plan and enact curriculum that meets the

learning needs of the diverse range of students in their classes.

Feedback

What do my students already know ? What do my students need to

learn ?

‐ How do I teach it ?

‐ Feedback underpins all teaching, learning and assessment

processes. It can be defined as information and advice provided

by a teacher, peer, parent or self about aspects of one’s

performance aimed at improving learning.

‐ Teachers and learners use feedback to close the gap between

where students are and where they aim to be. It is this function

combined with effective instruction that provides

Assessment

What do my learners already know ? How well do they know it ?

‐ Assessment is the purposeful, systematic and ongoing collection of

information as evidence for use in making judgments about

student learning.

‐ Systems, principals, teachers and students use assessment

information to support improvements in student learning.

Sequencing

Teaching and

Learning

What do my learners already know ? What do my learners need to

learn ?

‐ How do I teach it ?

‐ How do teachers ensure that every day, in every classroom, every

student is learning and achieving ?

‐ The relationship between what is taught and how it is taught is

critical in order to maximise student learning.

‐ Effective teachers do not teach one thing and then move on to

another, and another. It is important to find out what students

already know and to set goals for the next steps for learning.

‐ Teachers sequence learning that provides multiple opportunities

for all students to explore and consolidate

‐ ideas, skills and concepts.

‐ Effective teachers challenge and support all students.

‐ An important goal for all teachers is to move their students

towards independent learning through a gradual move from the

teacher directing learning to a point at which the students take

responsibility for their own learning.

Making

Judgments

How will I know how well my students have learned it ?

‐ While assessment is integral to the teaching and learning process,

assessment alone will not progress learning.

‐ Teachers and students use standards to make judgments about

the quality of learning based on the available evidence.

‐ It is the process of judging and evaluating the quality of

performance and depth of learning that is important to promoting

learning.

‐ Teachers make judgments against specified standards on

evidence from multiple sources.

‐ Assessment assists teachers to make judgments and to inform the

next steps for learning.

Source : The Roadmap, Dimensions of Teaching and Learning

Teaching and Learning Branch, Education Queensland, May 2011

Systemic Driven Assessment Overview

Term 1 Term 2 Term 3 Term 4

Prep

C2C English, Mathematics, Science,

History and Geography Assessment

(Refer to Schoolwide Assessment Schedule)

Year 1




Year 2




Year 3

C2C Assessment

English

Mathematics

Science

History

Geography

National

Assessment

Program

Literacy/Numeracy

Year 4

Year 5

National

Assessment

Program

Literacy/Numeracy

Year 6

Annual Parent/Carer Reporting Schedule


Ora

l

Parent/Teacher

Meetings

Face to Face

Parent/Teacher

Interviews

Face to Face

Parent/Teacher

Interviews

Informal Reporting to Parents

Wri

tte

n Semester One

Report Card

Semester Two

Report Card

Year 3/5/7

NAPLAN Report

Please Note

‐ Face to Face Reporting can occur at anytime

PARKHURST STATE SCHOOL DIAGNOSTIC ASSESSMENT SCHEDULE TERM ONE TERM TWO TERM THREE TERM FOUR

First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks

PREP

Tool PM PAT-R PM M100W Sight Words PM PAT-R PM M100W Sight Words

Data Set Fiction Prep Book Non Fiction Number/Colour Fiction Prep Book Non Fiction Number/Colour

Standard Level 2 Scale Score 73-82

Level 4 50 Words Level 6 Scale Score 82-89

Level 9 100 Words Stanine 5 Stanine 6

YEA

R 1

Tool PM PAT-R PM Oxford Word List PM PAT-R PM Oxford Word List

Data Set Fiction Book One Non Fiction Number of Words Fiction Book One Non Fiction Number of Words



Level 21 200 Words Stanine 5 Stanine 6

YEA

R 2

Tool PM PAT-R PM Oxford Word List PM PAT-R PM NAPLAN Revisit Test

Data Set Fiction Book Two Non Fiction Number of Words Fiction Book Two Non Fiction MSS and %U2Bs



Level 26 MSS 383>

Stanine 5 Stanine 6 % U2Bs 40%>

YEA

R 3

Tool PM PAT-R PM Oxford Word List PM PAT-R PM NAPLAN Revisit Test

Data Set Fiction Book Three Non Fiction Number of Words Fiction Book Three Non Fiction MSS and %U2Bs



Level 30 MSS 420>

Stanine 5 Stanine 6 % U2Bs 40%>

YEA

R 4

Tool PROBE PAT-R PROBE NAPLAN Revisit Test PROBE PAT-R PROBE NAPLAN Revisit Test

Data Set Fiction Book Four Non Fiction MSS and %U2Bs Fiction Book Four Non Fiction MSS and %U2Bs

Standard 7.5-8.5 Years Scale Score 117-123 7.5-8.5 Years MSS 467> 8-9 Years Scale Score 123-128 8-9 Years MSS 467>

Option 1 Stanine 5 Option 1 % U2Bs 40%> Option 1 Stanine 6 Option 1 % U2Bs 40%>

YEA

R 5

Tool PROBE PAT-R PROBE SA Spelling Test PROBE PAT-R PROBE NAPLAN Revisit Test

Data Set Fiction Book Five Non Fiction Number/Age Fiction Book Five Non Fiction MSS and %U2Bs

Standard 9-10 Years Scale Score 128-135 9-10 Years 10.9 Years 9.5-10.5 Years Scale Score 144-146 9.5-10.5 Years MSS 515>

Option 1 Stanine 6 Option 1 Raw Score 41 Option 1 Stanine 7 Option 1 % U2Bs 40%>

YEA

R 6

Tool PROBE PAT-R PROBE NAPLAN Revisit Test PROBE PAT-R PROBE NAPLAN Revisit Test

Data Set Fiction Book Six Non Fiction MSS and %U2Bs Fiction Book Six Non Fiction MSS and %U2Bs

Standard 10-11 Years Scale Score 140-144 10.5-11.5 Years MSS 535> 10.5-11.5 Years Scale Score 144-146 10.5-11.5 Years MSS 535>

Option 1 Stanine 7 Option 1 % U2Bs 40%> Option 1 Stanine 7-8 Option 1 % U2Bs 40%>

MODERATED DEMAND WRITING TASKS, WORDS THEIR WAY (WTW), COMMON MATHS ASSESSMENT TASKS (C-MAT) AND PAT-M ONLINE TERM ONE TERM TWO TERM THREE TERM FOUR First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks First 5 Weeks Second 5 Weeks

PREP Moderated Writing

C-MAT; WTW Moderated Writing (Phonics/Sight Vocab)

Moderated Writing C-MAT Moderated Writing Moderated Writing

C-MAT Moderated Writing (Phonics/Sight Vocab)

Moderated Writing C-MAT, WTW

YEAR 1 Moderated Writing

C-MAT, WTW Moderated Writing (Phonics/Sight Vocab)

Moderated Writing C-MAT Moderated Writing Moderated Writing

C-MAT Moderated Writing (Phonics/Sight Vocab)



C-MAT, WTW PAT-M

Scale Score 23-26 Moderated Writing

C-MAT Moderated Writing Moderated Writing C-MAT

PAT-M Scale Score 32-35



C-MAT, WTW PAT-M






C-MAT, WTW PAT-M






C-MAT, WTW PAT-M






C-MAT, WTW PAT-M





NAPLAN Revisit Test Data to be entered into CQ3S

School/Classroom Assessments


Pre

p Y

ea

r

M100W Words M100W Words M100W Words M100W Words

PM Benchmark PM Benchmark PM Benchmark PM Benchmark

Phonics Checklist Phonics Checklist Phonics Checklist

PMAP Speech PAT-Vocab PAT-R

C2C Maths Assessment C2C Maths Assessment C2C Maths Assessment C2C Maths Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

Moderated

Writing Task

Moderated

Writing Task

Moderated

Writing Task

Moderated

Writing Task

Ye

ars

1 t

o 3

Parkhurst C2C

Spelling List

Parkhurst C2C

Spelling List

Parkhurst C2C

Spelling List

Parkhurst C2C

Spelling List

Oxford Word List Oxford Word List Oxford Word List Oxford Word List

PAT-Vocab

Running Record Running Record Running Record Running Record

PM Benchmark PM Benchmark PM Benchmark PM Benchmark

PAT-R PAT-R

Phonics Checklists Phonics Checklists Phonics Checklists Phonics Checklists

Words Their Way Words Their Way


C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

Moderated Demand

Writing Task

Moderated Demand

Writing Task

Moderated Demand

Writing Task

Moderated Demand

Writing Task

NAPLAN Resit NAPLAN Resit

Ye

ar

4 t

o 6

Running Record Running Record Running Record Running Record

Probe Fiction Probe Non Fiction Probe Fiction Probe Non Fiction

PAT-R PAT-R

PAT-Vocab

Words Their Way Words Their Way


C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C Science

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C English

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C History

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

C2C Geography

Assessment

Moderated Demand

Writing Task

Moderated Demand

Writing Task

Moderated Demand

Writing Task

Moderated Demand

Writing Task

Parkhurst C2C

Spelling List Parkhurst C2C

Spelling List

Parkhurst C2C

Spelling List

Parkhurst C2C

Spelling List

NAPLAN Resit NAPLAN Resit

‐ PMAP Speech facilitated by SEP Staff

‐ PAT Vocab facilitated by Support Teacher (Literacy/Numeracy)

Other School/Classroom Assessments

The Arts Technology

(Not ICT) ICT LoTE HPE

Pre

p Y

ea

r

Music

(Specialist)

Class Teacher

(Across KLAs)

Inquiring

Creating

Communicating

Ethics & Issues

Operating

Physical Activity

(Specialist)

Visual Art

Dance

Drama

Media

(Class Teacher)

Health

Personal

Development

(Class Teacher)

Ye

ars

1 t

o 3

Music

(Specialist)

Class Teacher

Knowledge

Understanding

Investigating

Designing

Producing

Evaluating

Reflecting

Physical Activity

(Specialist)

Visual Art

Dance

Drama

Media

(Class Teacher)

Health

Personal

Development

(Class Teacher)

Ye

ars

4 t

o 6

Music

(Specialist)

Year 5 and 6

(Specialist)

Physical Activity

(Specialist)

Visual Art

Dance

Drama

Media

(Class Teacher)

Health

Personal

Development

(Class Teacher)

Reporting Achievement Codes

A B C D E N

PR

EP

Applying

The student applies a

thorough

understanding of the

required concepts,

facts and procedures.

The student

demonstrates

a high level of skill that

can be transferred to

new situations.

Making Connections

The student makes

Connections using

the curriculum

content and

demonstrates a clear

understanding of the

required concepts,



high level of skill in

situations familiar to

them, and is

beginning to transfer

skills to new situations.

Working With

The student can work

with the curriculum

content and

demonstrates

understanding of

aspects of the

required concepts,


The student can

apply skills in situations

familiar to them.

Exploring

The student is

exploring the

curriculum content

and demonstrates

understanding of

aspects of the

required concepts



varying level of skill in


them.

Becoming Aware

The student is

becoming aware of

the curriculum

content and

demonstrates a basic

understanding of

aspects of required

concepts facts and

procedures. The

student is beginning

to apply skills in


them.

N

Insufficient evidence

to make a judgment.

YEA

R 1

-3

Very High

The student

consistently

demonstrates a very

high level of

Knowledge, skills and

understanding and is

able to apply them

independently in a

wide range of

contexts.

High

The student

demonstrates a high

level of knowledge,

skills and


able to apply them

independently in most

contexts.

Sound

The student

demonstrates a

sound level of

knowledge, skills and


able to apply them, in

some contexts.

Developing

The student is

developing

knowledge, skills

and understanding

and is able to apply

them, with support, in

some contexts.

Support Required

The student requires

significant support to

develop knowledge,

skills and

understanding.

N


to make a judgment.

YEA

R 4

-6

A

Evidence in a

student’s work

typically

demonstrates a very

high level of

knowledge and

understanding of

concepts, facts and

procedures, and

application of

processes.

B

Evidence in a

student’s work

typically

demonstrates a high

level of knowledge

and understanding of

concepts, facts and

procedures, and

application of

processes.

C

Evidence in a

student’s work

typically

demonstrates a

sound level of

knowledge and

understanding of

concepts, facts and

procedures, and

application of

processes

D

Evidence in a

student’s work

typically

demonstrates a

limited level of

knowledge and

understanding of

concepts, facts and

procedures, and

application of

processes.

E

Evidence in a

student’s work

typically

demonstrates a very

limited knowledge

and understanding of

concepts, facts and

procedures, and

application of

processes.

N


to make a judgment.

Adopting and Adapting C2C Assessment Tasks

The C2C materials include summative assessments with marking guides specific to each task.

Teachers adopt and adapt C2C materials to meet local contexts and particular student needs.

Schools may develop alternative or additional assessment tasks. Adjustments to a C2C unit may

require corresponding changes to the C2C assessment task. This could involve changing the

type of assessment, the context, the conditions or the learning that is being assessed. Changes

made to C2C assessments may require changes to the whole school curriculum, assessment and

reporting plan and to the year level plan.

Special Provisions in the Conditions of Assessment

All students are entitled to show their knowledge, understanding and skills in response to

assessments. Accordingly schools and teachers ensure that all students are able to participate in

assessment and demonstrate the full extent and depth of their learning.

Special provisions in the conditions of assessment reflect differentiation, or adjustments, made in

teaching and learning.

Special provisions are not adjustments to the standards on which student work is judged. They do

not involve compensating for what the student does not know or cannot do.

Special provisions in the conditions of assessment are applied consistently across the school.

Types of Special Provisions

Special provisions in assessment are made through the way the assessment is presented, the way

students are allowed to respond, the physical conditions and/or the time allocated for the

assessment tasks. Special provisions in the conditions of assessment may include …

‐ Presentation - changing how an assessment appears or is communicated to a student from

the regular format. For example, being read to rather than reading unless reading itself is what

is being assessed.

‐ Response - allowing students to complete assessments in different ways such as using

computer software or an assistive device to solve and organise problems when this does not

compromise what is specifically being assessed

‐ Setting - changing the location including the physical or social conditions in which the

assessment is completed

‐ Timing - allowing the student a longer time to complete the assessment, or change the way

the time is organised or when the assessment is scheduled.

Who should be considered for Special Provision ?

Any student who has a specific educational need should be considered for special provision

including students …

‐ with disability such as those of a sensory, motor or neurological nature

‐ with educational needs arising primarily from socio economic, cultural and/or linguistic factors

such as students of Aboriginal and/or Torres Strait Islander backgrounds, with language

backgrounds other than English, who are migrants or refugees, from rural and remote

locations, in low socio economic circumstances.

‐ with short term impairments such as glandular fever or fractured limbs

‐ who are gifted or talented

‐ with life circumstances that impact on equitable assessment

Learning Support Driven Assessments On Initial Referral Classroom Teacher’s Assessment Data

Following

Decision to

further

Investigate

Years 1 – 3 Years 4 – 6

‐ PM Benchmark Kit

‐ Analysed Running Records

‐ Analysed Writing Samples

‐ Dictation Tasks

‐ Concepts about Print

‐ Letter Identification Test

‐ Duncan Word Reading Test

‐ Writing Vocabulary Test

‐ Hearing and Recording Sounds in

Words Test

‐ First Steps Maths Assessment Tasks

‐ Words Their Way Primary Spelling

Inventories

‐ Neale Analysis

‐ South Australian Spelling Test

‐ Peabody Picture Vocabulary Test

‐ Analysed Running Records

‐ Analysed Writing Samples

‐ PM Benchmark Kit

‐ Probe Diagnostic Tools

‐ Waddington Diagnostic Test

‐ Holbourne Reading Test

‐ Words Their Way Spelling

Inventories

‐ Other tools as appropriate

Assessment and Monitoring Process

Learners engage

in purposeful,

contextual,

learning

experiences

and investigations

that promote

active

engagement

Teacher/School generated

Assessment Task/s are

connected to

student learning.

(eg; Oral Task, Test

or work sample)

Success Criteria is made

explicit to all learners

(ie; What students are

expected to know and do)

(WALT, WILF and TIB)

Learner response judged using Teacher Judgement, Criteria Sheet or Marking Guide.

A tentative assessment is given.

Student work presented at Year Level Moderation Meeting.

Rating is either confirmed or modified.

Information presented to Special Needs Action Group as appropriate.

Sensitive feedback given to the learner.

Feedback from all stakeholders to influence future planning

and support decision making regarding individual student needs

Report to learners, parents and carers

through ...

‐ Written Report Cards

‐ Face to Face interviews

‐ Individual Learning Plans

‐ Culminating performances

‐ Class Presentations

‐ Individual Learning Profiles

Report to the teacher for the next year

through …

‐ Individual Learning Profiles

‐ Work samples

‐ OneSchool Assessment Data

‐ Assessment and Monitoring records

Individual Learning Profiles (ILPs)

Individual Learning Profiles are a valuable source of information for teachers as they provide

comprehensive information regarding learner achievement as they progress through Parkhurst

State School. A range of data including academic achievement and support

strategies/programs provide data and pertinent information for teachers to make decisions

about individualising teaching and learning programs.

Developing Individual Learning Profiles

‐ Every learner must have a Learning Profile, preferably in a Display Folder or managed

electronically in OneSchool. It may be necessary to contact the Office to collect a Folder

to transfer and house available information for newly enrolled learners.

‐ The Individual Learning Profile Overview must be updated regularly by the Child’s Class

Teacher at least once a Term.

‐ The Individual Learning Profile Cover Sheet is the first document in the Folder and is placed

at the front for easy reference.

‐ The sections within the folder should be divided by Cover Sheets. If no relevant information

is held for a particular section, omit this cover sheet.

‐ The Class Teacher is the person responsible for inserting copies of Student Reports, ‘Special

Reports’ and current work samples.

‐ Administration will provide Teachers with copies of any Custody Orders, Medical Reports,

and Special Notes from Parents/Carers, etc. Some of this information may also be housed in

Class Rolls.

‐ The Head of Special Education Services (HoSES) or delegated case manager is responsible

for providing IEP and EAP details to the Class Teacher for inclusion into the profile.

‐ The Guidance Officer is responsible for providing a copy of any relevant reports to the class

teacher for inclusion into the profile.

‐ The Support Teacher (Literacy/Numeracy) is responsible for providing a copy of any

Diagnostic Reports for inclusion in the profile.

‐ The Class Teacher is responsible for the inclusion of the Support Plans.

‐ Work samples added to the profile must be dated and preferably annotated.

‐ Any sensitive information about a child (eg; Child Protection issues) should not be included

in the profile. This can be alerted to the next teacher by indicating there is a confidential file

held on this student and recording the contact details of the appropriate person.

‐ Profiles should be culled annually, before passing onto the next teacher. Any sensitive

material should be shredded at the Office.

‐ Never cull Systemic Reports other ‘official’ Reports.

‐ Profiles must be passed onto the next Class Teacher before the end of the school year to

enable teachers to familiarise themselves with their class needs before school

recommences. This will be done as a whole school process in the last weeks of school.

‐ Any student departing Parkhurst State School for another State School should have their

Profile passed to the Office by the Class Teacher for postage to the next school. Never

provide this profile to the Parent/Carer.

‐ Any student departing Parkhurst State School for a Non State School should have their

Profile passed to Office by the Class Teacher for archiving.

‐ Any student departing Parkhurst State School for a secondary school should have their

profile passed to Office by the Class Teacher for archiving. This profile will be provided to

the Secondary School only on request.

‐ Profiles are kept at the school for ten years after the student has left Year Twelve as per

Education Queensland policy.

‐ Masters and Templates for cover sheets and profile sheets are available from the Teacher

Aide Room.

Running Records

Running Records are important in monitoring the reading progress of learners. They have both

practical and theoretical uses for teachers.

Why undertake Running Records ?

‐ Evidence for reporting to parents. Running Records allow teachers to describe how the child

is working on text.

‐ Determining child's instructional reading level.

‐ Information on what strategies the child is using to work on text.

‐ To assist with organisation of reading groups, and the type and/or level of instruction

necessary for each group.

How do I analyse and use the completed running record ?

‐ You need to look at every error the child makes and ask yourself “Now what led the child to

do (or say) that ?”

‐ Work out whether the text is hard (<89%), instructional (90-94%) or easy (95-100%).

The formula for this is … Number of words in text - errors

Number of words in text X 100

‐ If the text is too easy or hard, an additional running record will be necessary to determine at

what level the child is reading, and so determine the reading level of instruction for grouping.

‐ Is the learner using mainly meaning, structure and/or visual/graphophonic information ? This

is determined by analysis of errors and self corrections.

‐ Are substitutions meaningful ?

‐ Is the child maintaining the structure of the text ?

‐ Is the child using visual/graphophonic information predominantly ?

Meaning

‐ Does the learner use meaning ?

‐ If what he/she reads makes sense, even though it is inaccurate, then

he/she is possibly applying word knowledge to his/her reading.

Structure

‐ Is what he/she said possible in an English sentence ? If it is, his/her oral

language is probably influencing his response. If it is not, there could

be two reasons. His/her language skill could be limited and his/her

personal ‘grammar’ does not contain the structures used in a text. Or,

if he/she is paying close attention to detail (or to word by word

reading), he/she may not be allowing his/her control over English

syntax to influence his/her reading choices.

Word Memory

‐ Does he/she read word by word, as if he/she is recalling each word

from his/her memory bank of words, unrelated to what has been read

before ? He/she may not realise that reading is like speaking, and that

his/her own language is a rich source of help when choosing the

correct response in reading.

‐ Determine the level of self correction, appeals for help or waiting to be

told the word. This tells you that the child is monitoring his/her reading.

‐ The number of rereads, or repeats. This tells you that the child is using

the meaning to help to work out difficult text.

‐ Using only initial letter/s. This tells you that the child needs to search for

further visual information. (eg; find part of the word they know, look

further than the first part of the word, think of a similar looking word.)

‐ Is the child attending to punctuation ?

‐ Is the child's reading phrased and fluent ?

Visual Information ‐ Does he/she use visual information from the letters or words or the

layout of print ?

Questions to Guide Analysis of Running Records

‐ Does the child read many high frequency words easily and quickly ?

‐ Does the child monitor the reading using knowledge of letters, sounds and words ?

‐ Does the child use single letter and word parts to figure out new words, even difficult,

unfamiliar words ?

‐ Does the child process words rapidly and fluently ?

‐ What kind of information does the child seem to be using at the point of error ?

‐ Is the child actively sorting and relating sources of information ?

‐ Is there evidence that the child made an attempt using one source of information and then

checked it against another ?

‐ What might the child have noticed? What led to self correction of an error ?

‐ Is the self correction at the point of error (indicating the ability to hold meaning and

structural information ‘in the head’ while engaging in complicated word solving), or does

the child go back in the text and repeat ?

What evidence is there that the child is searching for information ?

‐ Does the child stop and wait for help, or try something ?

‐ Is there evidence of repetition to search, self correct or confirm ?

‐ How accurate is the reading ?

‐ Is the text easy/hard/instructional ?

‐ How phrased and fluent is the reading ?

What do I now do with all this information ?

‐ Look at your groupings for reading instruction. Consider different groupings for instructional

level and teaching skills.

‐ Look your teaching and planning for each group. What skills and strategies do they need to

be taught ? How can I best incorporate this into my planning ? Can they read and problem

solve independently ?

How can I incorporate this information into my teaching ?

Reading Behaviours Teaching Strategies

Child is not reading for

meaning

Teacher Instruction

‐ Prompt, "What would make sense ?"

‐ Get child to reread from the start of the sentence

‐ Group cloze activity using big book and ‘Post Its’ to cover words

‐ Book introduction and discussion prior to reading

Possible Follow Up Activities

‐ Cloze reading passages

‐ Use picture books without text to compose own stories

Child is not looking for

visual/graphophonic

information beyond

initial letter/s of word, or

not using this source of

information at all

Teacher Instruction

‐ Prompt, part of that word that you know ?"; "Do you know a

word like that ?"; "Look right through the word."


‐ Parts of speech/word endings

‐ Compound words

‐ Word Families

‐ Synonyms, antonyms and homonyms

‐ Singular and plural

‐ Prefixes and suffixes

‐ Contractions

‐ Syllabification

Reading Behaviours Teaching Strategies

Child is not using

structure (eg; tense,

generic structure,

grammar, etc)

Teacher Instruction

‐ Prompt, "Does that sound right ?"

‐ Use a variety of reading genre. Study the generic structure of

different types of text

‐ Use texts written in different tense. Study those written in first,

second or third person.


‐ Parts of speech/word endings

‐ Sentence correction to keep tense consistent

‐ Using text written in first, second or third

‐ Use different genre activities

Child is not looking for

or using all three

sources of information

(meaning, structure,

visual/graphophonic

information)

Teacher Instruction

‐ Prompt, "Does that make sense, sound ‘right’ and look ‘right’ ?"

‐ Prompt, "That page/paragraph was nearly right, but can you find

the word that didn't look right/make sense/sound right ?”

Child is not attending

to the accuracy of

what they’re reading

(monitoring)

Teacher Instruction

‐ Prompt, "That makes sense and sounds right; but does it look

right ?"

‐ Prompt, "Did that make sense ?"

Child is not attending

to punctuation

Teacher Instruction

‐ Prompt, "Does that sound ‘right’ ?

‐ Instruction on the use of various types of punctuation when

reading


‐ Punctuation activities

‐ Proofreading

Child's reading is not

phrased and fluent

Teacher Instruction

‐ Prompt, "Make it sound like talking" or "make it sound interesting"

Running Records at Parkhurst State School

‐ All Classroom Teachers are required to take running records per school year as per the

Assessment Schedule.

‐ Classroom Teachers are responsible for taking running records. Please refrain from using

Teacher Aides, parents, Learning Support or SEP Staff to take your running records.

‐ File the most current running record in each Student’s Folio at the end of the year.

‐ Upload PM Benchmark Running Record data to OneSchool each Term. This information will

enable easy access for future teachers and support personnel.

Entering Diagnostic Assessments in OneSchool

Please upload assessment data and information regularly into OneSchool. This information is

easily accessible by all staff and is easily transferred with learners should they depart the

school. These can be entered through ‘Curriculum and Assessment’ ‘Assessment’ ‘List

Assessment Records’ ‘Diagnostic/Standardised Assessments’

Helpful Hints for Taking Running Records

1. Information gained from one running record can be misleading.

2. Before making judgments compare a number of records taken at different times.

3. It is best to take a running record using a book a child can read with 90 to 100% accuracy.

Then try a harder book and an easier book. These three samples highlight strengths (easier

book) and weaknesses (on the harder book).

4. The interval between taking running records with students will vary. It may range from

once or twice a term for students who are making satisfactory progress to once a fortnight

for a child with specific problems.

5. The taking of running records is mostly an observation task. It is possible to be supportive,

only intervening when it is necessary to get the reader going. Teaching or giving

assistance to the reader must not take place during the taking of a running record.

6. If taking running records with older students or fast readers, there is no need to tick words

read accurately, just mark the specific behaviours in relevant places. These are often

referred to as ‘blind’ running records.

7. You may find it useful to have a range of texts available so that you can choose a

suitable text for the reader.

8. Running records can be taken on a familiar or unfamiliar text providing the learner is

scaffolded with a book introduction or the text relates directly to the context of the

current class program.

Assessment Techniques and Tools

Assessment Technique Assessment Tools

Observation involves listening and watching

learners while they are engaged in learning. Most

observation is incidental while some, however is

planned carefully in order to gather particular

kinds of information.

‐ checklists

‐ notes

‐ anecdotal records

‐ journal/diary entries

‐ video

Consultation involves teachers in spoken

interactions with learners, colleagues, parents

and specialists. Consultation is used to provide an

insight into a student’s mastery of skills and may

assist to confirm impressions made from previous

observations.

‐ conference logs

‐ checklists,

‐ anecdotal records

‐ ‘quick’ notes

‐ journal/diary entries

‐ group discussions

‐ interview notes

Focused Analysis involves teachers in examining

specific details in work samples. Information from

focused analysis may help teachers to confirm or

reject perceptions from observation and

consultation. Occasionally, information may be

inconclusive and may require further assessment.

‐ running records

‐ criteria sheets

‐ direct questions

‐ notes

‐ work samples

‐ focused activities

‐ ‘demand’ tasks

Self and Peer Assessment may involve

observation, consultation or focused analysis. It

also requires reflection and collaborative

discussions. Learners may have opportunities to

monitor their own progress and growth, identify

aspects in which they require support and

develop a commitment and understanding of

how to manage their own learning.

‐ checklists

‐ questions

‐ reflective writing

‐ diaries/journals

‐ work samples

‐ written records

‐ discussions

‐ learning logs

Differentiation Surfboard

Individual Learning Plan Teacher Aide

Individualised Materials SEP Staff

Extension/Tiered Activities STLaN

Cross Curricula Projects Classroom Teacher

Higher Order Thinking Activities Gifted Education Mentor

Fast Finisher Activities Guidance Officer

Small Group Targeted Extension

Multimedia/ICT Projects

Learning Contracts/Centres

Individual Challenges

Fast Finisher Activities Teacher Aide

Higher Order Thinking Activities SEP Staff

Individualised Materials Classroom Teacher

Extension/Tiered Activities STLaN

Peer Tutor

Learning Contracts/Centres

Set Individualised Targets Teacher Aide Positive Descriptive Feedback SEP Staff Explicit Revision of New Skills Classroom Teacher Specific Learning Goals ICT

Small Group Intervention Teacher Aide In Class Teacher Aide Support STLaN Reduced Content SEP Staff Individualised Material Classroom Teacher Buddy/Peer Tutor Modified Tasks Alternative/Varied Assessment Use of Technology ‘Support A’ Programs

1:1 or Small Group Intervention Teacher Aide In Class Teacher Aide Support SEP Staff Reduced Content STLaN Individualised Material Classroom Teacher Buddy/Peer Tutoring Modified Tasks Alternative/Varied assessment ‘Support A’ Programs Use of Technology Individual Learning Plan Individual Learning Guarantee Specific Learning Goals

PARKHURST STATE SCHOOL Common Assessment Tasks - Maths

Common Assessment Tasks – Maths (CAT-Ms) are a

component of the school’s annual Diagnostic Assessment

Schedule. CAT-Ms are assessment for learning. These tasks

are designed to enable Learning Neighbourhoods to

moderate learner Maths achievement in the area of

Number and use the information collected to inform future

Mathematics curriculum offerings, differentiation and

intervention programs.

Administering Common Assessment Tasks - Mathematics

‐ Every learners receives a back to back copy of the CAT-M.

‐ Some tasks require a face to face interview, with observations being made of

learners and consultations through questions to clarify and probe.

‐ Some tasks can be administered as a whole class or in small, supervised groups.

‐ Learners must see CAT-Ms as an opportunity to show what they know and a

celebration of achievement (glow) and growth (grow).

‐ Administration of tasks must not be onerous or in any way a negative

experience.

‐ When administering the test, the instructions, except for numbers and

mathematical symbols, can be read to students.

Some Key Reflective Questions to consider AFTER administering the CAT-Ms

1. Where is each learner at in in the strand of Number

2. What needs to come next for their learning and your teaching ?

3. What changes need to be made to your Mathematics Program now and for

the next five weeks ?

4. What learning goals (grow) will be established for individual learners ?

5. How will you celebrate achievement ?

Curriculum Assessment

‐ Reporting information (A to E) for Mathematics can only be determined from a

variety of assessment sources.

‐ The Australian Curriculum, delivered through C2C Units outlined in the school’s

Mathematics Program forms the basis of curriculum delivery and assessment.

‐ Classroom Teachers document curriculum alterations in the form of adaptions

and adoptions.

‐ Criteria within C2C Maths Assessment Tasks reflect ‘A to E’ ratings and

Australian Curriculum Year Level Content Descriptors and Assessment

Standards.

‐ These tasks are intended to assist Classroom Teachers to diagnose and

differentiate and are not intended as the only form of Mathematics Assessment.

PARKHURST STATE SCHOOL Prep Common Assessment Tasks

Common Assessment Tasks – Mathematics (CAT-Ms)

Parkhurst State School's own Common Assessment Tasks - Maths (CAT-Ms) are distributed

as class sets in Week Five, with results reported as part of the second Five Weekly Data

Capture at the end of each Term.

Tasks are developed for every year level with a range of consistent tasks focusing on …

‐ Number

‐ Operations

‐ Mental Computations

‐ Word Problem Solving

Purposes

‐ Identifying which learners have mastered current Australian

Curriculum content and skills as outlined in the school’s Mathematics Scope and

Sequence

‐ Identifying the which learners require differentiated Mathematics Programs and

targeted teaching/intervention

‐ Assist teachers during moderation to make informed decisions for academic reporting (A

to E) to ensure consistency in teacher judgements to determine ‘satisfactory’ Year level

expectations

‐ Ensuring our school improvement agenda is on track by developing a shared teacher

understanding of the ‘satisfactory’ Australian Curriculum standard

Australian Curriculum - Number and Place Value

Establish understanding of the language and processes of counting by naming

numbers in sequences, initially to and from 20, moving from any starting point

Connect number names, numerals and quantities, including zero, initially up to 10 and

then beyond

Subitise small collections of objects

Compare, order and make correspondences between collections, initially to 20, and

explain reasoning

Represent practical situations to model addition and sharing

Patterns and Algebra

Sort and classify familiar objects and explain the basis for these classifications.

Copy, continue and create patterns with objects and drawings

http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Point

http://www.australiancurriculum.edu.au/glossary/popup?a=M&t=Number


Five Weekly Data Captures

This form is used by Class Teachers to report on every learner’s reading comprehension achievement

every five weeks or twice every term.

Class Teacher Date

Current Achievement Where is each learner in your

class currently performing

in terms of their reading ?

Reading Evidence What reading comprehension

and assessment tools have

you used to assess reading

for your Year Level/s and

what has been the outcome ?

(ie; level/score/stanine/mean)

Goals and Target/s What individual and/or group

reading goals

and target/s have you

set for each learner to

achieve by the next five

week data capture ?

Future Actions What will you now do in

light of this information ?

(eg; curriculum

adjustments)

Re

ad

ing

Ra

tin

g

(A

)

(B

)

(C

)

(D

)

(

E)

School Wide Reading Targets

‐ 80% of all learners in every class achieving at or above a (‘C’ Standard) by the end of 2015

‐ 45% of all learners in every class achieving either (‘B’ Standard) or (‘A’ Standard) by the

end of 2015



This form is used by Class Teachers to report on every learner’s writing development every five weeks

or twice every term.

Class Teacher Date



in terms of their writing ?

Writing Evidence What writing assessment tools

have you used to assess

writing for your

Year Level/s and what

has been the outcome ?

Goals and Target/s What individual and group

writing goals and target/s have

you set for each learner to

achieve by the next five week

data capture ?



(eg; curriculum

adjustments)

Wri

tin

g R

atin

g

(A

)

(B

)

(C

)

(D

)

(

E)

School Wide Writing Targets



end of 2015



This form is used by Class Teachers to report on every learner’s numeracy achievement every five

weeks or twice every term.

Class Teacher Date



in terms of their numeracy ?

Numeracy Evidence What numeracy assessment

tools have you used to

assess numeracy for your Year

Level/s and what

has been the outcome ?

Goals and Target/s What individual and group

numeracy goals and target/s

have you set for each learner

to achieve by the next

five week data capture ?



(eg; curriculum

adjustments)

Nu

me

rac

y R

atin

g

(A

)

(B

)

(C

)

(D

)

(

E)

School Wide Numeracy Targets



end of 2015

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