Performance Indicators in Primary Schools

Final (end of year) assessment feedback

 

The feedback at the end of the year contains raw and standardised score tables, as well as line graphs and scatterplots.

Line graphs enable you to see how students have progressed from their first assessment to their final. Line graphs are important because they contain that year's class data, as well as the cohort average against which students can be compared.

Scatterplots (with a line of best fit and 95 per cent confidence intervals) allow teachers to see whether students have progressed as expected, given their performance on the first assessment. All feedback is produced for each class and for the whole school.

Graph 08

Results table - Final (End of Year) Assessment

This is much the same as the table provided for the Baseline Assessment, with some additional information. It provides the raw scores for the Baseline Assessment in both Numeracy and Reading, and both the raw and standardised scores for the second assessment Numeracy and Reading sections. Also included is a totals column for both assessments’ raw and standardised scores.

Because the End of Year Assessment allows the calculation of value-added, the End of Year results table represents this relative progress. Value-added for both Numeracy and Reading is shown by:'- -', '-', 'average', '+', '++'If the teacher has decided to use the optional "Attitudes" assessment section, the result will be shown by way of the position of a 'smiley' face on a scale.

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Graph 04-thumb

Line graphs

These charts are a powerful means of seeing the rate of progress of your students in comparison with other students in your class, school and the state. They are produced for both Numeracy and Reading.

The left vertical axis represents the Baseline Assessment score; the right vertical axis represents the End of Year Assessment score.

Each student is represented by a black line going from their start of year score to their end of year score. Coloured lines represent both the class and state/cohort average.

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Graph 02

Scatterplots

Again, these graphs are produced for both Numeracy and Reading. The vertical axis shows the End of Year Assessment score. The horizontal axis shows the start of year standardised total score.

Students' names are plotted at the point where their 1st and 2nd assessment scores meet.

The middle blue line is the line of best fit, and it is this line that is used to calculate value-added.

Students who fall on or close to this line are making progress as expected given their starting point. Students who fall significangtly above this line are making more progress than expected (positive value-added or residual), and students who fall significantly below the line are making less progress than expected (negative value-added or residual).

The two outer blue lines are the 95 per cent confidence bands. Within them are 95 per cent of the students. Students scoring above the top blue line are performing far above expectations; students falling below the bottom line are performing well below expectations.

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Value-added

The concept of value-added in the PIPS assessment relates to a student's expected rate of progress compared with the actual amount they make. The concept of value-added is linked to the concept of 'relativity'. It is therefore important to remember that scoring '+ +' can mean good progress from a weak score, while scoring '- -' can mean poor progress from a good score. In other words value-added looks at progress compared with other similar students. It therefore measures relative progress.

Progress is represented by either a '- -', '-', 'average', '+', or '++' symbol in the value-added column in the End of Year Assessment results table.

Value-added is calculated using standardised, not raw, scores. Reading value-added is calculated by comparing a student's End of Year standardised Reading score with their Start of Year standardised total score. Numeracy value-added is calculated by comparing a student's End of Year standardised Numeracy score with their Start of Year standardised total score. It may seem funny to compare the End of Year Assessment Numeracy and Reading scores with the Baseline Assessment total score, rather than Numeracy with Reading etc. However, the standardised total score is the best predictor of later performance in Numeracy and Reading.

Scoring '- -' means the students made much less progress than expected, given their starting point. Scoring '-' means they made less progress than expected, given their starting point. 'average' means they made as much progress as expected, given their starting point. This is a good result. Attaining a '+' means they made more progress than expected, given their starting point. Scoring '+ +' means they made much more progress than expected, given their starting point.

If students scored a "+" or "+ +" it suggests they have made considerably more progress than the already large amount they were expected to make.

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Performance Indicators in Primary Schools
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Last updated:
Friday, 20 August, 2010 2:09 PM

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