STAR and PAT test

What? 

For ELT today we worked in groups to analyse the STAR and PAT test data so that we could come up with responsive interventions.

So what?

We analysed the STAR  reading test data for the year 3 learners in the following categories:

Word recognition

Sentence comprehension

Paragraph comprehension

Vocabulary

For each category we identified which learners were critical and who were the learners in the safe zone.

For PAT we analysed Reading comprehension, Reading vocabulary and Maths dat for our Year 4 learners. We named the learners who were achieving at above average (stanine 7-9) and those who were achieving below average (stanine 1-3). We then created a summary of what the results indicate, what considerations we need to make to our literacy programmes and some responsive interventions that could take place. We had to also decide when and how we will share results with parents and learners.

Now what?

For the STAR reading test we need to think about what considerations we need to make in our literacy programme and what interventions need to take place.

For the PAT test data we need to comment on the achievement of our Maori and Pacific learners compared with achievement levels in our learning habitat. We have to also comment on any trends demonstrated in our learning habitat’s results that indicate gender achievement differences.

Assessment

What?
For ELT today we looked at assessments that we did last year and discussed what needs to be changed when assessing our learners this year.

So what?
First we discussed the 7 principles of learning which are:

• Make learning central, encourage engagement, and be where

      learners come to understand themselves as learners

• Ensure that learning is social and often collaborative
• Be highly attuned to learners’ motivations and the importance of

      emotions

• Be acutely sensitive to individual differences including in prior

      knowledge

• Be demanding for each learner but without excessive overload
• Use assessments consistent with its aims, with strong emphasis on

      formative feedback

• Promote horizontal connectedness across activities and subjects, in-and out-of-school

Then we discussed: 

What are our Non-Negotiables?

What assessment do we use to group and inform teaching?

Does assessment look different for our target learners?

What do we do once assessment is complete? 

Finally we discussed what narrative assessments are, some of the things that we can use as evidence, what needs to be in a narrative assessment and looked at some examples of narrative assessments from previous years.

Now what?
As a school we need to look at what assessments did not work for us and needs to be changed.