"Everyone will have an opinion about what is going on for learners – what we need is to make sure that we have rich sources of evidence to back up our opinions." – Timperly, Kaser & Halbert (2014, p.7)
Gathering, analysis, and sharing of achievement and pastoral data provide the evidence that informs effective inquiries.
The red line shows where they should be at. There is a gap between where they're at and where they should be.
This graph (right) shows the levels that our learners have achieved for term 4 2020. However, the red line tells us where they should be by the end of 2021.
The gap is widening for our lower readers. Looking through their running records, their decoding is above 96% however the comprehension questions they struggle with, especially inferencing and application questions.
If we had to break it even further, analyzing their PAT results:
From the graph, we can see instantly that over 50% of our students passed 2 retrieval questions. Where 1 local and global questions, over 50% have passed this question. We can also see that 4 questions (3 local and 1 global question) that no one passed it.
This graph (right) displays the results from our Year 4 readers. We can see that 2 out of 3 retrieval questions were answered over 50%. The first question was asked, "How long do you soak the peanuts for?" It was a procedural text. Still uncertain why 0% of readers got this answer incorrect. However, only 2 questions were answered correctly by over 50% of the students.
From this, I am able to see where my class is struggling with the skill of inferring with multiple texts such as narrative, procedural, report, explanation, recount and poem. reports, inferencing questions (local & global inferencing).
Where to now ... Will definitely incorporate more different text types in our reading aloud, shared reading and reading groups.
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