I started my data journey by analysing my target groups beginning of year STAR and PAT reading comprehension tests. I am always interested in find out raw scores (how many questions were actually answered correctly), the scale scores and stanines. Here are the results of my target group.
Unfortunately we had a technical glitch which didn't allow Student G1 to complete her test in order to generate a mark.
One of the things I always find fascinating in analysing students test results is to look at their raw scores. How many questions our of the 37/38 questions in the test, did they actually get correct. As shown in the table above, only half the students managed to get more than 10 questions correct.
It's important to also note that the students whose test was out of 37 questions sat a slightly easier test that the rest who had 38 questions. This was because the students had already been identified as high needs in reading and writing in general.
Another source of data gathering I conducted was collecting student voice. The list of questions and answers will be discussed in my next blog post.
My weekly reflections have been very useful. I have used my groups modelling books to take notes of vocab/attempts students have made as well as ideas being shared. This was to initially help with report writing comments coming up later in the term, but I've also found upon reflection that it works with my next steps for some students.
One of the things which I didn't count on was having a student teacher. This meant I had 2 weeks of observing while she taught my classes. This gave me an opportunity to get some 1-1 time with my target learners, unpacking some of their thinking processes and ideas around school and reading in particular. This also will be discussed together with the student voice survey carried out.
