In his second article on data-driven school improvement, Patrick Sanders from Brighton Grammar School shares examples of how staff have used data to influence decision-making and improve the teaching, learning and wellbeing of the school community.
In the first of two articles on data-driven school improvement, Patrick Sanders (Associate Head of the Crowther Centre, Curriculum and Assessment at Brighton Grammar School) shares the steps that have been taken to capture better quality, and more actionable, data to inform decision-making.
Findings from an action research project in three West Australian schools suggest the use of quality mentor texts when explicitly teaching how to write narratives can improve students’ storytelling ability. Ron Gorman and Dr Sandy Heldsinger share more details about the teaching and assessment strategies used, and samples of student writing.
In this Q&A we speak with Dr Katie Richardson about looking at student assessment data from different angles, identifying patterns in data, and why working collaboratively to interpret assessment data is a useful technique.
Our connections with others have an influence on our own behaviour. Social networks form in lots of different contexts, including at school and in the workplace. Social Network Analysis (SNA) is now offering insights into these important, but often invisible relationships.
Scotland has implemented a new approach to assessing children’s progress with the launch of an online national assessment tool that places teacher professional judgement at the centre. We find out what this means for educators in this episode of Global Education.
In today’s article, we find out how leaders and teachers at a Canberra primary school are using a range of data to identify and meet the needs of children from preschool – to great effect.
In the first of two articles exploring how educators are using local early years data to inform practice, Teacher finds out how one Adelaide primary school is bolstering students and their families as they transition to school.
Genazzano FCJ College’s Mary Jones shares her experience of being involved in a Data Collective with three other schools, and how the support of Lyn Sharratt has helped to strengthen staff use of data to drive learning and teaching.
Boys remain less likely to be developmentally ready for school than girls, the latest results of the Australian Early Development Census show.