What learner What learner achievement data do I achievement data do I need to collect?need to collect?

Module 4

What learner What learner achievement data do I achievement data do I need to collect?need to collect?

The aim of this activity is:The aim of this activity is:

To clarify what is meant by useful To clarify what is meant by useful datadata

To refine existing data collection To refine existing data collection processes so that they become processes so that they become more efficient and usefulmore efficient and useful

Today’s activity will Today’s activity will consist of:consist of:

General introductionGeneral introduction Group focus - ‘What do I Group focus - ‘What do I needneed to to

know?’know?’ Looking first at big picture dataLooking first at big picture data Looking at individual student Looking at individual student

detaildetail

As individuals and as a school we need to As individuals and as a school we need to review the data we collect and why we review the data we collect and why we collect it.collect it.

We also need to decide what data is most We also need to decide what data is most useful and how it will be shared.useful and how it will be shared.

Schools and teachers in Schools and teachers in particular generally collect lots of particular generally collect lots of student related datastudent related data

Some of this data is used wellSome of this data is used well Some of this data is collected and Some of this data is collected and

not used wellnot used well Some of this data tells us what Some of this data tells us what

we already know:we already know: confirms existing knowledgeconfirms existing knowledge triangulates, ie validatestriangulates, ie validates unnecessarily duplicatesunnecessarily duplicates

DATADATA Data takes many formsData takes many forms When it is consistently collected, When it is consistently collected,

data creates an emerging pattern data creates an emerging pattern or picture of achievementor picture of achievement

Good data generates good Good data generates good informationinformation

Invalid, unreliable and biased data Invalid, unreliable and biased data is unusable datais unusable data

Collect only the data you needCollect only the data you need

Focus on quality - not quantityFocus on quality - not quantity

Data is used to answer questions about Data is used to answer questions about learner achievement.learner achievement.

What I really want to know is...What I really want to know is...

1.1. Are my students progressing at the ‘expected Are my students progressing at the ‘expected rate’ described in the SACSA framework?rate’ described in the SACSA framework?

2.2. Which students aren’t making the progress I Which students aren’t making the progress I would expect?would expect?

- - Why aren’t these students progressing?Why aren’t these students progressing?

- What can I/we do to help them?- What can I/we do to help them?

3.3. What specific strengths are individual What specific strengths are individual students demonstrating? students demonstrating?

- How can I/others foster these further?- How can I/others foster these further?

4.4. What specific learning needs are individual What specific learning needs are individual students demonstrating?students demonstrating?

- How can I/others help these students?- How can I/others help these students?

The SACSA Framework provides a The SACSA Framework provides a mechanism for gauging student mechanism for gauging student development across all of the 8 development across all of the 8 Learning Areas, incorporating Essential Learning Areas, incorporating Essential Learnings, Equity Cross-curriculum Learnings, Equity Cross-curriculum Perspectives and EVE (Enterprise and Perspectives and EVE (Enterprise and Vocational Education).Vocational Education).

The SACSA Framework provides a The SACSA Framework provides a means of assessing general progress. means of assessing general progress. It is not designed to provide detailed It is not designed to provide detailed diagnostic information to support diagnostic information to support selected students.selected students.

What SACSA outcomes data is What SACSA outcomes data is currently being collected and what currently being collected and what processes exist for sharing and processes exist for sharing and analysing this information? analysing this information?

(Suggest improvements if these are needed).(Suggest improvements if these are needed).

Does this information answer the Does this information answer the first question, ie: first question, ie: Are my students progressing at the Are my students progressing at the ‘expected rate’?‘expected rate’?

The next question might be:The next question might be:

Which students are/are not Which students are/are not progressing at the ‘expected rate’ progressing at the ‘expected rate’ and in which aspects of and in which aspects of development is this progress development is this progress expected, advanced or limited?expected, advanced or limited?

For these students what moreFor these students what more

do I need to know?……...do I need to know?……...