On-entry Assessment Program. Accessing and interpreting online reports Handbook

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1 On-entry Assessment Program Literacy Numeracy Accessing and interpreting online reports Handbook The On-entry Website - click on the On-Entry link at det.wa.edu.au/educationalmeasurement Last updated October 2011 Department of Education Western Australia 2011

2 Contents Literacy Numeracy General information 3 Reporting 4 Statewide summary report All students Term How to select a report 6 Student details report 7 Assessment status report 8 Progression or development points by students report 9 Group comparison report 10 Group summary report 12 Student progression report 14 Student assessment summary 15 Class report 16 Summary for parents 18 2

3 General information The On-entry Assessment Program enables the collection of student information to generate online literacy and numeracy reports. An individual report can be accessed once all data on that child has been uploaded. Group and class reports can be accessed once all children s data has been uploaded. This handbook provides: information on each report who the report is available to, the information it provides, and the format/s all represented in the shaded boxes a sample of each report selection screen a sample of the available report. Specific reports can be generated by the classroom teacher to provide information on: an individual student a selected sub group (i.e. gender) all students in the class. Specific reports can be generated by the school principal to provide information on: an individual student a selected sub group (i.e. gender) all students in a class all participating classes in the school. Reports are provided in a range of formats, depending on the information provided, and include: tabular PDF (information presented in a table format) graphical PDF (information presented in a graph format) excel. Literacy Progression points (descriptors) are used in most literacy reports. The literacy assessment items, developed in Victoria, are reported as Victorian Essential Learning Progression Points (VELS). The Literacy Progression Points (VELS) document can be found on the On-entry website. Click on Term , Literacy Module 1 resources. Numeracy Development points are used in most numeracy reports. The Numeracy Development Points are based on the Diagnostic Maps trialled and produced during research for the First Steps resources. The Numeracy Development Points document can be found on the On-entry website. Click on Term , Numeracy Module 1 resources. Summaries for Parents Literacy and Numeracy These summaries are now available as online generated reports. Online data of students moving schools When a student moves from one public school to another, all data entered into the On-entry Assessment Program (online) will be accessible to their new teacher. 3

4 Reporting The online assessment system collates all responses as raw scores (such as 4/7) and then converts these raw scores to Literacy Progression Points or Numeracy Development Points. Each point represents skills and understandings in each mode, and each child is reported against the relevant point according to their responses in the assessment. When converting raw scores to progression points, the range of skills assessed does not always provide the data required to represent all points. This assessment program enables the achievement of all participating students to be monitored over time. Reports from the On-entry Assessment Program are constructed so that a point represents a skill set. For example, a literacy progression point of 0.5 in reading, or a numeracy development point of 1.0 will include the same set of skills and understandings in pre-primary as it will in Year 2. By identifying each student at their point/s of need, teachers are able to develop informed and intentional teaching for play-based programs, designed to foster each child s learning, reflective of individual needs.. Literacy Progression Points and the Numeracy Development Points (Additional information to Table 1) Literacy Progression Points and the Numeracy Development Points The Victorian Essential Learning Standards The Western Australian Numeracy Development (VELS) are presented as progression Points are based on the Diagnostic Maps trialled points, and are based on best practice and and produced during research for the First Steps draw on national and international research resources. about how students learn. Both the Literacy Progression Points (VELS) and the Numeracy Development Points are skill set descriptors that define what students may know and be able to do at particular points, and should be used as a guide, not curriculum. Pre-primary children, by the end of semester 1, may demonstrate skills & understandings at Point 0.5. Pre-primary children, by the end of semester 2, may demonstrate skills & understandings at Point 1.0. Year 1 children, by the end of semester 1, may demonstrate skills & understandings at Point Year 1 children, by the end of semester 2, may demonstrate skills & understandings at Point

5 Statewide summary report - All students Term Progression point Literacy Sp. & List. Reading Writing No. of students % of students No. of students % of students No. of students % of students Development point Numeracy No. of students % of students % % % % % % 0 0% % % % % % % % 0 0% % % % 656 3% % % % 0 0% % % % 0 0% % % % 407 2% % % % 0 0% % % 789 4% 0 0% % 1 0 0% 309 2% 0 0% % % 230 1% 0 0% % % 0 0% 0 0% % % 173 1% 105 1% % % 0 0% TOTALS % % 0 0% % % % 127 1% % % 0 0% % % 0 0% % % 86 <1% TOTALS 2 0 0% 0 0% % % 0 0% % 0 0% % 59 <1% % 0 0% % 0 0% % 0 0% 2.7 TOTALS 0 0% % 0 0% <1% 3 0 0% % % % TOTALS % Table 1 5

6 To select a report, click on the Reports icon How to select a report The Reports selection screen will be displayed, enabling selection of reports 1. Select a Report from the drop down menu - the school and class will automatically be displayed 2. Select the Assessment period and Module 3. Use the drop down boxes to select any Filters required (for sub-group reports only) 4. Click on Run Report to generate a report (when displayed, a report can be printed) Please note: When a Student progression, Student assessment summary or Summary for parents report is selected, the class list will drop down to enable individual student selection. Clicking on a student s name and then on Run Report will generate the selected report. When a report is selected, a format box will appear (select the drop down menu to access a different format). Depending on the format, teachers may select from: a table (tabular PDF) a graph (graphical PDF) an excel spreadsheet 6

7 Available reports Student details report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report: shows personal and demographic details about each child in the participating cohort including name, DOB, gender, EAL/D, identified disability - with all details imported from SIS displays a list of all completed assessments. TOTALS 7

8 Assessment status report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report: provides a summary of the progress of both the literacy and numeracy assessments of individual students - assessments not started, incomplete or finalised displays student exemptions. 8

9 Progression or Development points by students report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report identifies individual students. The literacy report shows the progression points on the three modes assessed speaking and listening, reading and writing. The numeracy report shows the development points of numeracy. 9

10 Group comparison report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report does not identify individual students. This report is available according to grouping by gender, ATSI, LBOTE, EAL/D or disability. The literacy report shows the comparisons of progression points within a Module between two selected groups. The numeracy report shows the comparisons of development points within a Module between two selected groups. For the screen shot on page 11, the report filter gender was selected, generating a report showing progression points of males and females. 10

11 The table shows all three modes. As graphs, each mode is displayed separately. 11

12 Group summary report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School R.E. Director/s Individual Group Class School Region Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report does not identify individual students. This report is available according to grouping by gender, ATSI, LBOTE, EAL/D or disability. The literacy report shows the number and percentage of children achieving all progression points in a cohort, with each mode displayed. The numeracy report shows the number and percentage of children achieving all development points in a cohort. A report can be generated by the principal to show groups within the school, (select a group from the filters); or all classes (select Pre-primary from Year level ). A report can be generated by the teacher to show groups within the class, or the class. 12

13 Tabular PDF reports all modes. Graphical PDF reports each mode separately. 13

14 Student progression report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report identifies individual students. The literacy report links progression points achieved in each mode of each completed assessment over time to show the development of literacy skills and understandings. The numeracy report links development points of each completed assessment over time to show the development of numeracy skills and understandings. Start of Year 2011 Mod. 1 Start of Year 2011 Mod. 1 End of Year 2011 Mod. 1 Start of Year 2011 Mod. 1 End of Year 2011 Mod. 1 14

15 Student assessment summary REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report identifies individual students. The literacy and numeracy assessment summary reports provides detailed information on: the mode and aspect of each task and question the skill assessed in each question the recorded response to each question the maximum score achievable for each response the actual score achieved for each response. 15 Maximum score Student s score

16 Class report REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School Statewide system Individual Group Class School Region State FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY This report identifies individual students. Both the literacy and numeracy class reports have been reformatted and will be available from Term , with each task usually reported on a separate page. This will allow for increased detail on each question to be included. This report provides specific information to assist teachers in planning targeted activities to develop specific skills or understandings. This report provides information on: each question, and each response to that question possible scores for each response the response (represented by a dot in the appropriate column) from each student for each question the number of students that responded the same to each question 16

17 17

18 Summary for parents REPORTS ON Literacy Numeracy AVAILABLE TO PROVIDES INFORMATION ON Teacher/s Individual Group Class Principal Individual Group Class School FORMAT/S Tabular PDF Tabular excel Graphical PDF SUMMARY The summary for parents for both literacy and numeracy are now available as an online generated report. Use is optional; this decision should be made at a school level. Accompanying letters to parents (available as word documents to enable changes to be made to suit individual school needs i.e. the addition of the principal or teacher name and the school logo ) are available on the website in the Communicating with parents section. These letters include: a letter from the principal before the assessment AND a letter from the teacher after the assessment requesting an interview, with the Summary/ies for parents attached OR a letter from the teacher after the assessment with the Summary/ies for parents attached OR a letter from the teacher after the assessment requesting an interview, with the Summary/ies for parents not attached OR a letter from the teacher after the assessment 18

19 Student Name On-entry Literacy Interview Summary for Parents Pre-primary - Term 4, 2011 I have again spent some time with your child completing the Literacy interview to identify their current literacy skills in reading, writing, and speaking and listening; as well as to provide evidence of the development of these skills throughout their time in Pre-primary. Remember your child is unique, and as they move into Year 1 they will continue to develop as an individual, at an individual rate. Task 1 Oral Language I listened to your child in conversation about day to day things. Your child: still needed support with their displayed adequate oral language oral language skills skills displayed good oral language skills Task 2 Rhyming Words Together we worked on words that rhymed. Your child: still needed support with this rhyming activity displayed adequate rhyming skills displayed good rhyming skills Task 3 Cup Cakes We looked the book called Cup Cakes and talked about some parts of the book, including a picture, a letter, a word, and the story title. Your child: still needed support with this reading activity displayed adequate reading skills displayed good reading skills Task 4 Words & Sounds We talked about sounds in simple words, and letter names and sounds. Your child: still needed support with this words and sounds activity displayed a basic knowledge of words and sounds Task 5 Clever Max I read the story Clever Max to your child before asking them to tell me the story. We talked about parts of the story, and why some things happened. Your child: still needed support with this comprehension activity displayed adequate comprehension skills displayed a sound knowledge of words and sounds displayed good comprehension skills Task 6 Writing After reading Clever Max to the class, your child attempted to write their name, draw a picture about the story, and to write. Your child: still needed support with this displayed adequate writing skills displayed good writing skills writing activity Some ways to be involved at home! All children are learners, and learn best when they feel supported, encouraged, and have an adult who spends time talking, listening, playing, and reading with them. Enjoy this time with your child while continuing to help them develop essential early literacy skills. Have a special daily time at the dinner table where each person takes a turn to share the best part of their day, while everyone else listens. Let your child have a turn at asking each person a question about their day. Read to them. Share a special story at bedtime; make it something that you both look forward to at the end of the day! Encourage them to retell you the events of a story What happened at the beginning/in the middle/the end? Sometimes, talk about the stories that you read together. Ask questions that require more than just a yes or no answer. Why do you think he/she did/said that?... Show that writing serves a purpose - make a list together (your child could draw a picture of some items next to the words); have them write a simple note to a friend or family member (it may just be pictures and some words), and mail it! Teacher s signature Principal s signature 19

20 On-entry Numeracy Interview Summary for Parents Pre-primary - Term 4, 2011 I have again spent time with your child completing the Numeracy interview to identify their current mathematical skills as well as to provide evidence of the development of these skills throughout their time in Pre-primary. These skills include the recognition of quantity, numbers, counting, measurement, position and shapes. Remember your child is unique, and as they move into Year 1 they will continue to develop as an individual, at an individual rate. Task 1 Number: Number & quantity We looked at recognizing small quantities at a glance, matching numerals to quantities, and counting how many in a collection. Your child: still needed support to recognise small quantities recognised, at a glance, up to 5 quantities (to 10) recognised, at a glance, up to 9 quantities (to 10) recognised, at a glance, all quantities to 10 still needed support to matched up to 5 quantities & matched up to 9 quantities & matched all quantities & match quantities & numerals numerals between 1 & 10 numerals between 1 & 10 numerals between 1 & 10 still needed support to count how many in a small collection Student Name was able to accurately count how many in a collection up to 9 was able to accurately count how many in a collection up to 17 Task 2 Number: The number sequence We looked at counting orally, recalling numbers before or after another, and counting backwards. Your child: still needed support to sequence counting numbers to 10 counted orally to 10 counted orally to 13 counted orally into the decades (10s) Task 3 Number: Number partitioning counted orally past 100 This task involved your child showing any early understanding of collections being made up of smaller collections (partitioning). e.g. 8 can be made up of 6 & 2/2 & 6, 4 & 4, 3 & 5/5 & 3. Your child: still needed support to partition identified some partitions of a given number identified all partitions of a given number Task 4 Measurement: Length & Mass Your child compared the length of two items in order to tell me which was longer; and the mass of three items to tell me the one that they thought was the heaviest. Your child: still needed support to compare length and height could compare length could compare height still needed support to compare and order mass could compare mass could order mass Task 5 Geometry: Shapes and Positional language This task included showing an understanding of words to describe the position of objects, and identifying common shapes in a picture. Your child: still needed support with position words still needed support to identify shapes understood some position words identified some shapes in the picture understood most position words identified most shapes in the picture understood all position words identified all shapes in the picture Some more ways to be involved at home: All children are learners, and learn best when they feel supported and encouraged, and have an adult who spends time talking and playing with them. Enjoy time with your child while involving them in fun and meaningful activities that continue to develop essential mathematical skills. Involve your child in using numbers for real reasons, such as counting the number of friends coming to a party, saying how many chairs are needed and then counting them, recognising numbers on houses or single numbers on a number plate, and counting objects in story books. Encourage them to see that a quantity can be made up of smaller quantities e.g. a collection of 8 objects could be 1 and 7 (or 7 and 1), 2 and 6 (or 6 and 2), 3 and 5 (or 5 and 3), 4 and 4, as well as 0 and 8. Provide opportunities to compare objects to see which is longer/shorter, heavier/lighter, holds more/ less e.g. in a bath, in a sandpit, in a shed. Ask your child to identify regular shapes in the environment e.g., squares, circles, rectangles; and to give and follow simple directions. Teacher s signature 20 Principal s signature

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