Analysis of NAPLAN Data

Institutional affiliation 

EDU5AAC Assessment 2 : Analysis of individual NAPLAN data.
Name:
NAPLAN TEST:                                                                     Year Level:  3
What is the student able to do, based on the details of the report and linking to curriculum documents for the subject being tested? What can they do?	The student’s performance when it comes to reading is wanting since it is below the school’s average as well as the national average. The student had difficulty in finding information that is clearly stated, connecting ideas and drawing conclusions, recognizing sequence of events and recognizing different opinions. Persuasive writing is a strength to the student given that the performance is way above the national and the school’s performance. This means that the student is capable of structuring a persuasive text, developing ideas and points of argument. The student demonstrated capabilities of utilizing written language and making effective word choices. Language conventions of the the student were withing the national and school’s average. The performance was in the fourth band for spelling and on the fifth band when it comes to grammar and punctuation. This means that the student was able to correctly spell frequently used words, identifying and correcting spelling errors, and recognizing the correct use small types of punctuation. All the above assessments fell withing the national range. In numeracy assessment, the student’s performance surpassed the national range and was way above the schools and national average indicating the student’s impeccable performance in numeracy assessments. The student was able to solve addition and subtraction problems, use simple plans to find a location, use simple metric units, reading calenders and analogue clocks, and understand outcomes relating to chance among others.
With explicit reference to relevant curriculum documents based on the NAPLAN test that you have been working on, what knowledge and skills should the teacher (you) be teaching this student to move them forward in this curriculum area?  What do they need to be able to do in this subject according to the relevant curriculum documents?	To handle this part, I will use ACARA (2015). The first three assessments will be evaluated since it is where the student needs the most assistance. In numerical assessment, the student has demonstrated that the current method is working.  In Language, the student need  to receive sufficient teaching in language variation where he/she will be taught how to be conversant with visual communication systems, how to use language for social interactions, how to differentiate texts between audience, cohesion of tects and spelling among others as stipulated under ACELA1475-1484, ACELA1790, and ACELA1826-1827. The student will need to be coached on appropriate use of literature. This is well captured by ACELT1594-1601, ACELT1791, ACELY1675-1685. On these specific literature aspects, the student will be taught aspects which include; the use of texts and how they reflect on the context of culture and situation they are created, the student will learn the art of making connections between personal expericences, and words, develop reading processes, be in a position to edit, handwrite, and use software which processes words among many other competencies.
Why is this information important for teaching and learning?	According to Borrello (2018), NAPLAN analysis provides important information to education stakeholders more so the teachers. To begin with, the program tests the literacy and numeracy skills of students. As a result, a teacher is able to pin-point the areas that each and every student needs further assistance or change in teaching style. Borrello (2018) goes ahead to explain that the annual testing is designed to help governents and schools to determine whether important educational outcomes are being met by the educational system. Important stakeholders, particulary schools and parents, are able to track learning by making comparisons between individual students and their classmates as well as to the national average. At the end of his discussion, Borrello (2018) quotes an education expert who claimed that NAPLAN analysis enables there to be a means of verifying claims made by those responsible for education in territories and schools. The officials might make claims to the effect that schools under their jurisdiction are brilliant but NAPLAN helps in putting reality to such exclamations.
What teaching strategies (3 or more) could you use for improved student outcomes in this curriculum area?	For improved student outcomes, strategies such as personalized learning, appealing to different senses within lessons and creating paths that allow introverts to participate in class can be used. Personalized learning, according to Curriculum & Leadership Journal (2011), is very different from individualized learning. The journal goes ahead to mention that it is concerned with aspects such as putting the learner at the center of the system, developing high expectations for every child, allowing individual interpretetions of the goals and values of schooling, metacognition, and moulding teaching in accordance to how young people learn Appealing to different senses during learning is a ploy that educators can use to ensure that there is continued use of different senses to ensure understanding and stimulation of thinking. A lesson resonates with more students when it targets multiple senses, such as visual, auditory, tactile, and kinesthetic senses instead of only one (Guido, 2016). This can be achieved through the use of videos, infographics, audiobooks, acting, physical objects and uncontrolled play. Some students can be particulary hard to bring on board during learning, for instance, introverts. As such, it is easy to have them miss important interactions in class. Farber (2018) explains that introverts can be stimulated to participating in class through technology such as google classroom and padlets. Encouraging introverts to practice social interactions as well as providing down time has proven useful when handling introverts (Farber, 2018).
Give an example of two activities that you could do in your class/ method area to help this student develop the knowledge and skills in the NAPLAN area that you are analysing.       Include links to online           resources if used.	Activities such as having sufficient play time and making students play the right way as explained by Terada (2018) as it can be seen here https://www.edutopia.org/article/are-you-doing-recess-right-new-tool-can-helpThe other activities is ensuring that there is sufficient innovation as described by https://www.britishcouncil.org/voices-magazine/ten-innovations-have-changed-english-language-teaching
How will knowing this information about the student’s NAPLAN results, assist your teaching practice in regards to: – planningteaching resourcesknowledge of studentsclassroom organisation such as MaterialsResources SeatingGrouping	The results of NAPLAN assessment are critical in establishing means to plan, allocate resources, knowledge of the students, and classroom organization. With the results, it is easy to determine the right combination of teaching methodologies. It has been mentioned earlier that the need to appeal to different senses exists to ensure that all students are brought on board as explained by Guido (2016). With this in mind, it will be possible to plan for teaching resources which will fit into the different sensory needs of the students. Guido (2016) explains that students with similar learning styles need to be grouped together to encourage collaboration and avoiding confusion and conflicts. Like minded students support each other’s learning which consequently frees up time for the teacher and in so doing, the teacher can offer optimal instructions which suit each group’s common preferences and needs (Guido, 2016).
Explain what types of formative assessment you could use during your classes to ensure that your teaching strategies are working?	According to Looney (2011), formative assessments can take the form of observations, peer assessments, discussions, questioning, visual representations, four corners, and constructive quizzes among many others. All these processes provide a means to provide information that a teacher can utilize to adjust teaching and learning. It is a means to check for understanding during the learning process. formative assessment processes are important in determining how ti make decisions about future instructions.

References

ACARA . (2015, December). Content for Year 3 – Learning area content descriptions. Retrieved from Australian Curriliculum Assessement and Reporting Authority Website: http://docs.acara.edu.au/resources/Content_for_Year_3_-_Learning_area_content_descriptions.pdf

Borrello, E. (2018, June 23). NAPLAN review explained: What it will look at and why. Retrieved from ABC News Website: http://www.abc.net.au/news/2018-06-23/naplan-review-explained:-what-will-it-look-at-and-why/9900702

Curriculum & Leadership Journal. (2011, March 18). Personalised learning revisited: is technology the answer? Curriculum & Leadership Journal, 9(7). Retrieved July 2018, from http://www.curriculum.edu.au/leader/personalised_learning_revisited_is_technology_the,33058.html?issueID=12377

Farber, K. (2018, June 22). Creating Paths to Participation for Introverts. Retrieved from Edutopia Website: https://www.edutopia.org/article/creating-paths-participation-introverts

Guido, M. (2016, October ). 20 Differentiated Instruction Strategies and Examples. Retrieved from Prodigy: https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/

Looney, J. W. (2011). Integrating Formative and Summative Assessment: Progress toward a Seamless System? OECD Education Working Papers, No. 58. OECD Publishing (NJ1).