TEACHERS KNOWLEDGE OF ACCESSING DATA

Graduate knowledge of how data can be accessed relates to considering the cultural, technical and political challenges that teachers at all levels can be exposed to (UQ, 2013). The identified barriers to effective use of data by teachers as detailed in the University of Queensland report, include technical and political challenges whereby data on student learning is unavailable, not-measurable or not available due to the time required for data collection and analysis (UQ, 2013). Some of this is applicable and therefore it is crucial that teachers are aware where gaps in the assessment for learning process exist to ensure that there are sufficient diagnostic tools utilised to ensure appropriate student differentiation and management of deficiencies in student learning. 

Given the current NAPLAN testing regime that exists in Australia and indeed additional non-mandated standardized testing, there is no longer any real argument to state that that Teachers or indeed Graduate Teachers do not have access to data at least up to Year 10 level or that it is unavailable. There is a perception of reliability about NAPLAN data and consequently a failure to use it may be a fundamental defect in teaching practice (UQ, 2013).

Figure 1: Example Student Naplan Report (QCAA, 2014c)

Most graduate teachers are now familiar with the NAPLAN regime of national standardized testing taking place at Year 3, 5, 7 and 9. Practice in most Education Queensland requires the preparation of class dashboards and the preparation of student profiles using OneSchool as detailed in Figure 2 & 3. This type of profiling is crucial to track students’ progress and is now required in many schools.

Figure 1: Example Student Profile

Figure 3: Example Student Profile

The data compiled using OneSchool utilised NAPLAN for the last two tests but this must also be viewed in conjunction with other data from classroom tests and data in respect of absences and behaviour. This compilation of data is consistent with the view expressed by Bedwell as cited in the UQ report (2013) that teachers need to more systematically collect data to facilitate high-quality decisions. Students and schools are provided with copies of NAPLAN reports for distribution to parents or carers (QCAA, 2014c). In the event of student transfers NAPLAN results should move with that student but if required additional copies can be downloaded from OneSchool or obtained by contacting the QCAA (QCAA, 2014c).

Professional development can ensure that graduate teachers understand how to access this data so that it can be successfully accessed by use of the mentoring programs (UQ, 2013). Further it was indicated during practical training that a number of schools supplemented the diagnostic testing of NAPLAN by implementing additional tests like the Progressive Achievement Tests in Reading, or PAT-R test that could be marked externally. The implementation of externally marked diagnostic assessments led to literacy interventions in some cases prior to attendance at high school by literacy specialist teachers (UQ, 2013).

Figure 4: PAT-R test

After Year 10 additional data can be obtained by close examination of classroom results and assessment data combined with data previously collated. The last standardized external testing element that Queensland Secondary School students are exposed to is the Queensland Core Skills Test. Given its timing the QCS does not of itself act with a diagnostic purpose to improve student learning but this does not consider the whole picture (Masters, 2013). 

Discussions with the Deputy Principal of a Regional High School has indicated that preparation for the test commencing in Year 11 does play a diagnostic role to pinpoint students that may require additional assistance. Some schools use alternative diagnostic testing of literacy and numeracy  completed at the commencement of Year 11 utilising the Stanford Abbreviated Test of Academic Skills so that appropriate interventions can be implemented if required (2014). 

Figure 5: Standardized Test Booklet

The data created from these tests are readily accessible by teachers to inform practice simply by contacting relevant Heads of Department or Deputy Principals. Effective profiling should ensure that additional targeted assistance if required is accessed early (QCAA, 2014a). Graduate teachers should become aware of the possible assessment regimes that may be utilised to ensure they are aware of all data available which is then able to be interpreted to improve student learning by modifying teaching practice (ATSIL, 2014).