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

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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

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General information 3

^Reporting ⁴

Statewide summary report – All students – Term 1 2011 5

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

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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 4 2011, 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 4 2011, 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.

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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

(VELS) are presented as progression

points, and are based on best practice and

draw on national and international research

about how students learn.

The Western Australian Numeracy Development

Points are based on the Diagnostic Maps trialled

and produced during research for the First Steps

resources.

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 1.25.

Year 1 children, by the end of semester 2, may demonstrate skills & understandings

at Point 1.5.

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Statewide summary report - All students – Term 1 2011

Literacy

Sp. & List. Reading Writing Numeracy

P ro g re s s io n p o in t

No. of students

% of students

No. of students

% of students

No. of students

% of students

D e v e lo p m e n t p o in t

No. of students

% of students

0 3 927 19% 2563 13% 10 635 52% 0 134 1%

0.1 1 215 6% 1168 6% 0 0% 0.1 224 1%

0.2 1 393 7% 2425 12% 8 605 42% 0.2 480 2%

0.3 2 194 11% 1929 9% 0 0% 0.3 798 4%

0.4 1 737 9% 3091 15% 656 3% 0.4 1 046 5%

0.5 1 997 10% 2110 10% 0 0% 0.5 882 4%

0.6 2 848 14% 2755 14% 0 0% 0.6 1 669 8%

0.7 1 468 7% 1445 7% 407 2% 0.7 1 425 7%

0.8 927 5% 1094 5% 0 0% 0.8 1 597 8%

0.9 1 003 5% 789 4% 0 0% 0.9 1 878 9%

1 0 0% 309 2% 0 0% 1 1 958 10%

1.1 577 3% 230 1% 0 0% 1.1 1 989 10%

1.2 0 0% 0 0% 0 0% 1.2 1 901 9%

1.3 0 0% 173 1% 105 1% 1.3 1 563 8%

1.4 0 0% 0 0% TOTALS 1.4 1 145 6%

1.5 0 0% 0 0% 20 340 100% 1.5 1 029 5%

1.6 0 0% 127 1% 1.6 353 2%

1.7 0 0% 0 0% 1.7 196 1%

1.8 589 3% 0 0% 1.8 73 0%

1.9 0 0% 86 <1% TOTALS

2 0 0% 0 0% 20 408 100%

2.1 0 0% 0 0%

2.2 0 0% 0 0%

2.3 0 0% 59 <1%

2.4 0 0% 0 0%

2.5 0 0% 0 0%

2.6 533 3% 0 0%

2.7 TOTALS 0 0%

2.8 20 340 100% 0 0%

2.9 35 <1%

3 0 0%

3.1 0 0%

3.2 0 0%

3.3 0 0%

TOTALS

20 340 100%

Table 1

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How to select a report

To select a report, click on the Reports icon

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)

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

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.

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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

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Assessment status report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

Statewide system Individual Group Class School Region State

FORMAT/S

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.

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Progression or Development points by students report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

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.

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Group comparison report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

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.

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The table shows all

three modes.

As graphs, each mode

is displayed separately.

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Group summary report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

R.E. Director/s Individual Group Class School Region

FORMAT/S

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

teacher to show

groups within the

class, or the class.

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’).

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Tabular PDF reports

all modes.

Graphical PDF

reports each mode

separately.

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Student progression report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

SUMMARY

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

End of Year 2011 Mod. 1 Start of Year 2011 Mod. 1

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Student assessment summary

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

SUMMARY

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.

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Class report

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

SUMMARY

Both the literacy and numeracy class reports have been reformatted and will be available from Term 1 2012, 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

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Summary for parents

REPORTS ON Literacy Numeracy

AVAILABLE TO PROVIDES INFORMATION ON

FORMAT/S

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

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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 oral language skills

displayed adequate oral language

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:

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

displayed a sound 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 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:

writing activity displayed adequate writing skills displayed good writing skills

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

Student Name

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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

match quantities & numerals

matched up to 5 quantities &

numerals between 1 & 10

matched up to 9 quantities &

numerals between 1 & 10

matched all quantities &

numerals between 1 & 10 still needed support to count how many

in a small collection

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)

counted orally past 100 Task 3 — Number: Number partitioning

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

understood some position words

understood most position words

understood all position words still needed support

to identify shapes

identified some shapes in the picture

identified most shapes in the picture

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

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