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Using Data to Support Learning (Conference Proceedings) Australian Council for Educational Research (ACER) ACEReSearch 2005 - Using data to support learning 1997-2008 ACER Research Conference Archive 2005 Using Data to Support Learning (Conference Proceedings) Australian Council for Educational Research (ACER) Follow this and additional works at: https://research.acer.edu.au/research_conference_2005 Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Australian Council for Educational Research (ACER), "Using Data to Support Learning (Conference Proceedings)" (2005). https://research.acer.edu.au/research_conference_2005/2 This Book is brought to you by the 1997-2008 ACER Research Conference Archive at ACEReSearch. It has been accepted for inclusion in 2005 - Using data to support learning by an authorized administrator of ACEReSearch. For more information, please contact [email protected]. Australian Council for Educational Research ACEReSearch 2005 - Using data to support learning Research Conferences 8-28-2008 Using Data to Support Learning (Conference Proceedings) Australian Council for Educational Research (ACER) Recommended Citation Australian Council for Educational Research (ACER), "Using Data to Support Learning (Conference Proceedings)" (2008). 2005 - Using data to support learning. http://research.acer.edu.au/research_conference_2005/2 This Book is brought to you for free and open access by the Research Conferences at ACEReSearch. It has been accepted for inclusion in 2005 - Using data to support learning by an authorized administrator of ACEReSearch. For more information, please contact [email protected]. RESEARCH CONFERENCE 2005 Research Conference 2005 Conference Research Using Data to Using Data to Support Learning Support Learning 7–9 AUGUST, 2005 GRAND HYATT HOTEL, MELBOURNE,VICTORIA Conference Proceedings ConferenceConference ProceedingsProceedings Contents Foreword v Keynote papers 1 Gage Kingsbury 2 Benchmarks and growth and success…Oh, my! Lorna Earl 6 From accounting to accountability: Harnessing data for school improvement John Hattie 11 What is the nature of evidence that makes a difference to learning? Concurrent papers 23 Gabrielle Matters 24 Good data, bad news, good policy making… Lynn Tozer and Marilyn Holmes 32 Moving on from Count Me In Too: Evidence-based teaching and learning in numeracy in the early and middle years of schooling Max Smith 38 Getting SMART with data in schools: Lessons from NSW Glenn Rowley and Peter Congdon 46 Data-driven school improvement through the VCE Data Service Rosemary Cahill 58 ‘Getting it Right’ Symposium – Paper 1 Getting it Right … using the right data effectively Lawrence Ingvarson 63 ‘‘Getting it Right’ Symposium – Paper 2 Getting professional development right Marion Meiers 72 ‘Getting it Right’ Symposium – Paper 3 Evaluation of the Getting it Right Literacy and Numeracy Strategy in Western Australian schools Concurrent papers continued Wayne Craig 84 Data and school improvement – A school perspective Reg Allen 87 Using the evidence of student achievement for improvements at individual, class and school level John DeCourcy 93 Using HSC data to give principals leverage Michele Bruniges 102 An evidence-based approach to teaching and learning Philip Holmes-Smith 106 Assessment for learning: Using Statewide Literacy & Numeracy tests as diagnostic tools Carmel Richardson 111 Data-informed research and practice: Evaluating student achievement in secondary schools Jim Tognolini 126 Using online assessment to inform teaching and learning in primary and secondary classrooms David Axworthy 127 Turning data into information that improves learning:The WA experience Ken Rowe 131 Evidence for the kinds of feedback data that support both student and teacher learning Hilary Hollingsworth 147 Learning about teaching and teaching about learning: Using video data for research and professional development Teresa Angelico 152 An evidence-based approach to improvement:A case study of the Victorian Catholic Sector Poster presentations 157 Conference program 161 Conference delegates 165 Research Conference 2005 Planning Committee Professor Geoff Masters CEO, Conference Convenor, ACER Dr John Ainley Deputy CEO and Research Director National and International Surveys, ACER Dr Ken Rowe Research Director, Learning Processes and Contexts, ACER Ms Margaret Forster Research Director, Assessment and Reporting, ACER Ms Marion Meiers Senior Research Fellow, ACER Ms Carmel Richardson Senior Research Fellow, ACER Ms Kerry-Anne Hoad Manager, Centre for Professional Learning, ACER Copyright © 2005 Australian Council for Educational Research 19 Prospect Hill Road Camberwell VIC 3124 AUSTRALIA www.acer.edu.au ISBN 0-86431-684-4 Design and layout by Integral Graphics and Wendy McGregor Editing by Caroline Glascodine Printed by Print Impressions ForewordForeword v Geoff Masters Australian Council for Educational Research Research Conference 2005 is the tenth national Research Conference.Through our research conferences, ACER provides significant opportunities at the national level Geoff Masters is Chief Executive Officer of the for reviewing current research-based knowledge in key areas of educational policy Australian Council for Educational Research and practice. A primary goal of these conferences is to inform educational policy (ACER). Professor Masters is an international and practice. authority in educational measurement and student assessment and has published extensively Research Conference 2005 brings together key researchers, policy makers and in these fields. Early in his career he developed teachers from a broad range of educational contexts from around Australia and the widely-used partial credit model for the overseas.The conference addresses the theme ‘Using data to support learning’. statistical analysis of rating scales and professional judgements. Although much of his research has We are sure that the papers and discussions from this research conference will been focused on questions of validity and make a major contribution to the national and international literature and debate reliability in large-scale tests and surveys, on the effective use of data. Professor Masters has a special interest in using developments in modern measurement We welcome you to Research Conference 2005, and encourage you to engage in theory to construct improved tools for conversation with other participants, and to reflect on the research and its professional practitioners. connections to policy and practice. Professor Geoff N Masters Chief Executive Officer, ACER Research Conference 2005 vi KeynoteKeynote paperspapers 1 Benchmarks and growth and success … Oh, my! Abstract easy one, it is clear that it involves the amount that a school helps students In order to inform decisions in our grow in their knowledge, and in their schools, information about student love of learning. It seems clear that a achievement has to be accurate and model for school success that doesn’t timely.The information also has to be include the growth of an individual child presented in a fashion which encourages is not a very useful model. teachers and schools’ personnel to make the best possible decisions. One This paper will discuss some recent G. Gage Kingsbury of the most basic pieces of information research concerning US attempts to University of Minnesota concerns whether the school is doing a use student proficiency standards to good job educating its students. identify schools that are struggling. It will also discuss a model that combines G. Gage Kingsbury (Ph.D., Psychology, University This paper will discuss some recent of Minnesota, 1984) is the Director of Research growth and standards to improve our research concerning attempts in the for the Northwest Evaluation Association ability to identify successful schools. (NWEA). He served as a member of the United States to use student proficiency Finally, it will discuss the use of an NWEA board of directors for seven years. His levels and content standards to identify assessment system that fosters primary area of focus is in the application of Item schools that are struggling. It will also improvement in education. Response Theory to practical assessment discuss a model that combines growth applications. Since developing his first and standards to improve our ability to computerized adaptive test in 1976, Gage has Research on US identify successful schools. Finally, it will designed adaptive achievement tests that are attempts to identify currently in use by over 1000 agencies discuss the use of an assessment system throughout the United States. This includes the that fosters improvement in education. struggling schools development of the first adaptive test used As long as there have been schools, operationally in K-12 education. In addition, he The US federal government has used has developed procedures for adaptive testing there has been the question of which several approaches to identifying that are currently in use in many operational school is the best. From sports teams ‘schools at risk’ in the past.To use less adaptive tests used in selection, certification, and to beautiful grounds to academic loaded language, let’s call this the ‘search licensure, from military testing to the health competitions, this question is discussed for schools that aren’t very successful’. professions. daily in coffee shops around the world. The current approach that the ‘feds’ are Gage has published or presented over sixty While it is clear that there is no using to identify less successful
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