Data data everywhere…...but does it lead to active analysis or analysis paralysis? My professional inquiry is about collecting and analysing NCEA L1 data to inform my teaching practice so that there is a shift in academic achievement of Maori Learners to meet our 2017 school target of 80% achieving NCEA L1 Numeracy. 50% of our Maori Learners achieved L1 Numeracy the previous year compared to our national decile equivalent of 68.7%
Profiling: understanding patterns of student achievement and other valued learning outcomes in detail
The use of year 10 data from Progressive Achievement Tests (PATs), the previous year were used as a guide to learners’ prior achievement in mathematics where the scale score was 55.9; 9.5 points below the national norm of 65.4.
Maori NCEA L1 Bivariate Statistics data from the previous year were used as a benchmark and is shown in the table below:
Learners set themselves a goal as to what grade they hoped to achieve for the Bivariate standard; that was to give them something to work towards. A range of grades from Achieved to Excellence was selected. A few, however, did not select a grade.
Hypothesis generation and testing: identifying and systematically testing possible explanations for the problem
Lack of subject-specific vocabulary
Lack of success in the subject
Lack of knowledge about achievement criteria for success
Lack of responsibility for learning
Lack of "managing self" skills
Redesigning practice: Using research evidence to design refined and highly tailored responses to issues identified in the profiling
The two literacy strategies (word definition and mnemonic) were used constantly and consistently and were the norm for learning activities each day.
Word definitions included:
variables, bivariate, statistics, data, interpolate, extrapolate and outlier.
Feedback given to learners was based on their effort and how confidently they used the PPDAC cycle for each activity
Learners had to create a Bivariate Statistics Google sheet to evidence five weeks of learning. Sheet 1 showed the achievement criteria for the standard and learners had to rename that sheet with the grade that they were going to work towards eg Achieved, Merit or Excellence and hopefully gain that grade for the summative assessment.
Learners had to “self-manage” their learning by tracking their progress on the Bivariate Class Task sheet and follow the Statistics Bivariate Daily Planner. Feedback for all work was consistent with the achievement criteria for the standard and was in the form of Achieved, Merit or Excellence.
Conferencing was done with groups or with individuals when learners felt that they needed additional support.
Evaluation & Re-redesign
To be completed after Student voice is collected next week, prior to learners sitting their first NCEA L1 summative assessment task.
Learners will take more ownership of their learning by
Setting an achievable goal
Stating the action that needs to follow
Finding a buddy to hold them accountable