5.4 Interpret student data
AITSL Standard 5.4 Example 1
I use student assessment data to analyse and evaluate student ability and identify interventions and modify teaching practice. After a Fundamental Movement Skills (FMS) assessment of the students hopping and jumping, as shown in Figure 1 and 2, it was evident that a number of students were unable to hop forward on one leg for more than a few hops and some students were unable to hop at all. Some students were also unable to jump forward on two feet.
Figure 1 - FMS assessment - hops forward on 1 foot
Figure 2 - FMS assessment -hops forward on 1 foot
I modeled hopping and jumping to students during FMS activities and held their hand to assist with balancing. I set up obstacle courses to strengthen leg muscles and focused on balance, hopping and jumping, see Figure 3 from my DWP.
Figure 3- DWP showing obstacle course focusing on balance, hopping and jumping
I added hop scotch, jumping activities and a trampoline to the obstacle course which were used during FMS activities and during recess and lunch times. For students who needed extra practice and support I provided small group time focusing on hopping and jumping forward on two feet and assisted students with balance.
During morning mat session brain break activities I provided the students with yoga exercises to assist with balancing on one leg at a time.
EYLF Outcomes: 1, 2, 3, 4 & 5
NQS Quality Area: 1, 2, 3, 4 & 5
Domains: Language, Personal, Social, Emotional, Cognitive & Physical
Figure 4 - Hop scotch for students who needed extra hopping practice
AITSL Standard 5.4 Example 2
I use student assessment data to analyse and evaluate student ability and identify interventions and modify teaching practice.
Figure 5 - 'satpin' letter sounds post assessment
After a unit of work learning the sounds 'satpin' I conducted a post assessment. I was very surprised to find that most of the students could only identify the sound 's', please see Figure 5, but they knew the actions and could join in with all of the sounds on the carpet during our phonics session. I reflected on my approach to teaching the phonic sounds. I looked at the Jolly Phonic cards, please see Figure 6, and saw that the letter was printed small and the picture cue took up most of the page, which was the visual for the students. The visual for the sound 's' was a snake in the shape of the letter 's', which was the only sound most of the students could identify when I conducted my post assessment.
Figure 6 - Jolly Phonics cards used during phonics lesson
I decided not to use the Jolly Phonics cards any more and focus on using letter cards, however I kept using the actions from the Jolly Phonics as the students were very confident with this. For my phonics lesson I gave the students each a strip of pictures, see Figure 7, and the letters 'satpin' in a small container. I created a Power Point, see Figure 8, with pictures relating to the sound 's'. We said the pictures together and I asked the students what sound they all start with, I showed the students the sound 's' and we said it loudly, quietly, to the ceiling, to the floor then to our partner. We went through the picture strip and found the picture of a snake, which starts with the sound 's'. The students then looked through their letter cards to find a 's' and place it underneath the snake. I repeated this with each of the letter sounds, see Figure 9.
Figure 8 - Example of pages from 'satpin' letters Power Point
Figure 7 - Picture strip for phonics lesson
Follow me
Figure 9 - Sample of student's work at the end of the phonics lesson
EYLF Outcomes: 1, 2, 4 & 5
NQS Quality Area: 1, 3, 4 & 5
Domains: Language, Personal, Social, Emotional, Cognitive & Physical