Waikanae Primary School The children of today are the leaders of tomorrow. Ngā mokopuna o te ra nei Ngā rangatire o āpōpō.

Waikanae School Aggregated Student Achievement Data 2016

 

Click here to be taken to an analysis of  OTJS in Reading Writing and Maths against National Standards December 2015.  All students have been given an end of year assessment for Reading, Writing and Maths.  The assessments are Overall Teacher Judgements (OTJs) and are the teacher’s judgement as to whether the student is likely to meet the relevant National Standard at the end of the year.

 

Click here to be taken to an analysis of  PAT Mathematics  assessment against National Norms for October-November 2016.PAT Mathematics Stanines enable a student’s achievement to be compared against National Norms, Year Group Equivalents and Indicative National Standards for Years 6,7 and 8 only. They also enable teachers and parents to compare student performance across cohort groups. Stanines and their associated test scores have been scaled and ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. PAT Mathematics Scaled Scores enable both individual student’s and groups of student’s progress to be measured over time.

 Form A was used for the March Assessment while Form B was used for the November Assessments. There are various components within the test which are used by teachers to target teaching and learning.  These are Number Knowledge, Number Strategies, Algebra, Geometry/Measurement and Statistics.  As the NZCER have supplied the Scaled Score match to National Standards we are able to provide the Indicative National Standards grades of Well Below, Below, At, and Above for Years 5 to 8.  As a result of the NZCER Scaled Score Matches we are also able to supply Comparisons to Equivalent Year Group End of Year Performance.NZCER have also supplied the average rate of progress for between each year level which enables us to measure both progress and accelerated progress against normed expectations.

 

 

Click here to be taken to an analysis of  the  Numeracy Best Fit Levels December 2016

These tools are relatively ‘soft’ assessment tools that rely on the teacher’s observations as well as one –one assessments taken over time. Due to the time consuming (10 to 15 minutes per student) nature of ‘one on one’ assessments these tools are used sparingly. This particularly so for the senior school where it becomes impractical to spend 15 minutes with each student when you have 29-32 students per class.  Nevertheless, the tools and the ‘Best Fit Numeracy Level generated gives a good indication of a student’s level of Number Knowledge and the sophistication of their Number Strategies. 

JAM = Junior Assessment in Mathematics Years 1 and 2. The JAM assesses the achievement of a student in relation to levels one and two of The New Zealand Curriculum (NZC) and the mathematics standards for years 1–3. The assessment consists of 11 modules. Each module can be used as a separate assessment, or the modules can be combined to provide a broader assessment. 

NumPA = The Numeracy Project Assessment Years 3and 4. NumPA is a diagnostic tool that is designed to give quality information about the knowledge and mental strategies of the students. This information is aligned to The Number Framework. NumPA takes the form of an individual interview with student 

GloSS = The Global Strategy Stage. Years 5,6,7,8. (GloSS) assessments are a set of face-to-face interviews designed primarily to assist classroom teachers in determining students’ best-fit strategy stages on the Number Framework. GloSS is designed for students in Years 1 to 8, but may well be used with secondary students, especially those in Years 9 and 10

 

 

 Click here to be taken to an analysis of  the  Reading Ages by Running Record March 2016.The achievement data collated in the following graphs has been collected by way of one on one Running Records. The Running Record is a relatively ‘soft’ assessment tool that relies on the teacher’s observations and interpretation of a student’s reading ability in both decoding and comprehension. It is highly effective and widely used throughout the Junior School. It is primarily a diagnostic tool for the teaching of reading and its use tends to tail off as students become proficient readers (reading age of 12 years plus).  

 

Click here to be taken to an analysis of  STAR Assessment against National Norms February 2015. This report analyses student achievement using the same assessment tool (STAR) in February and then again in October and compares these performances to National Norms.  They also enable teachers and parents to compare student performance across cohort groups. Stanines and their associated test scores have been scaled and ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. 


Click here to be taken to an analysis of  PAT Listening Comprehension Assessment against National Norms for February 2016. This test became available in its current form to schools in 2010. This test assesses a student’s listening comprehension ability (understanding pieces of taped text that are pre-recorded). It is a useful assessment tool in that it enables us to identify students who perform well in oral situations but poorly in written situations. We look for a disparity between this test and the other tests (STAR, PAT Reading Comprehension and Reading Vocabulary). Students with a range of Stanine scores are often students with average to above average intelligence but who may have difficulties with reading or writing. As a result this test helps teachers to identify students who may need targeted teaching and learning e.g. Specialised Group Work, Rainbow Reading, Extension/Remedial Programmes, SPELD tutoring etc

Click here to be taken to an analysis of  PAT Mathematics Assessment against National Norms for February 2016.PAT Mathematics Stanines enable a student’s achievement to be compared against National Norms, Year Group Equivalents and Indicative National Standards for Years 6,7 and 8 only. They also enable teachers and parents to compare student performance across cohort groups. Stanines and their associated test scores have been scaled and ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. This test became available in its current form to schools in 2007. There are various components within the test which are used by teachers to target teaching and learning. These are: Number Knowledge, Number Strategies, Algebra, Geometry/Measurement and Statistics.

Click here to be taken to an analysis of  PAT Reading Vocabulary Assessment against National Norms February 2016. PAT Reading Vocabulary Stanines enable a student’s achievement to be compared against National Norms, Year Group Equivalents and Indicative National Standards for Years 6,7 and 8 only.This test became available in its current form in 2007.  They also enable teachers and parents to compare student performance across cohort groups. Stanines and their associated test scores have been scaled and ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. This test assesses the extent of a student’s vocabulary (word knowledge). This is the seventh time that this test has been used at Waikanae School and it provides excellent insights into the next steps for learning and teaching.

Click  here to be taken to an analysis of  PAT Reading Comprehension Assessment against National Norms for February 2016. PAT Reading Comprehension Stanines enable a student’s achievement to be compared against National Norms, Year Group Equivalents and Indicative National Standards for Years 6,7 and 8 only. They also enable teachers and parents to compare student performance across cohort groups. Stanines and their associated test scores have been scaled and ‘normed’ to fit the ‘Bell Curve of Normal Distribution’. This test became available in its current form to schools in 2008. This test assesses a student’s level of reading comprehension.