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NAPLAN item analysis insights - areas of need.

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NAPLAN item analysis insights - areas of need.

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Approximately follow state/SSSG trend from 2016 but with a more pronounced decline and more fluctuation year by year

Aboriginality – similar trend but with levels closer to SSSG/state, exceeded state by significant margin in 2022 NAPLAN 9 numeracy

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% correct in low band numeracy questions in NAPLAN 9 often rivals or exceeds SSSG and State

Gap between SSSG and state increases as band difficulty rises approaching 50% state levels by Band 10

Numeracy NAPLAN 7 similar trend without exceeding SSSG or State

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Across 7 and 9 and across years: selection and application of units in calculating perimeters, volumes and areas (x5); classifying 2d shapes and applying properties (x3); calculating and representing probabilities (X3); ordering and reading integers (x2).

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For year 7 the school has less students in the bottom 2 bands, more in middle and less in top for Numeracy.
For year 9 the school has more in bottom, less in middle and less in top for Numeracy.
In 2021 most students in year 7 were at or above expected growth for all exams and same for all but reading in year 9.

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Whatever we were doing in 2018 was working with our students. I believe the build at our school and COVID in the recent years has also affected the results of the students at our school. We’re ok at getting students in the green for their growth rate, but this doesn’t necessarily translate to high bands.

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Why do we have a drop off? What strategies can be taken to ensure students performing to their potential in the top 2 bands. The low engagement in year 9 is affecting their NAPLAN results, what can we do about it?

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Underrepresented in the top bands and over represented in the middle. Drop over last 2 years.

Some improvement over the last 3 years.

Above SSSG in NAPLAN  similar in Check-in

Aborginal in state and SSSG

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The growth of students has declined over the last few years. It is hard to know if this is due to disengagement during Covid or a change in demographics of our main feeder school. Girls are performing better than boys.

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We need to look at improving students’ mathematical literacy as not understanding what the question is asking is problematic. Need to look at how we can engage the lower students more, especially the boys and look at strategies for improving our top results.

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Item analysis doesn;t indicate school patterns, they struggle with most areas. Algebra slightly lower, measurement higher

We could push middle bands by focusing into top bands - focus on particular students

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Numeracy can be found in every aspect of a students schooling and there needs to be more focus on numeracy in all subject areas. We need to make sure we are consistently teaching concepts across the school and try to align programs to help reinforce these concepts.

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Everyone needs to chip in. Identify student needs and focus

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·   Average NAPLAN scores indicate that the school is performing like other schools in the area. The is an increase in the scores of female students compared to male students. The data for EAL/D students show similar trend in school vs similar school results. The average NAPLAN score for Aboriginal students has declined slightly from 2021 to 2022.
The data shows that there has been a shift in the band achievements of students. Students are showing a shift from bottom 2 bands to Middle two bands. This impact could be the result of the numeracy program run by school and COVID ILSP tutoring.

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-       School results on par with similar school results.

-       Shift in middle two bands

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Year 7 has had an increase in the bottom bands with a decrease in the middle and top. Following trend of similar schools in bottom and middle bands.
Year 9 significantly higher in bottom bands in comparison to similar school. This group did miss NAPLAN in 2020.
Significant gaps in Stage 3 and 4 Number and Algebra content.

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Need to increase all students from bottom and middle bands.

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Decreasing numbers, losing students to local selective HS, attendance decrease, college set up and we lose students.

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Overall, the school is seeing a shift in the result of students in NAPLAN. The school is eliminating/minimising results in the bottom 2 bands and making a shift in the middle two bands. Student scores are improving, showing a shift in Band 7 and above

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-       Success stories

-       Area of focus – Measurement and geometric reasoning and Number and algebra.

Whole school Numeracy program.

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NAPLAN scores Yr 9:
Large fluctuations, consistently below state, but only below SSSG in 2019.
Percentage in bands Yr 9:
Bottom Two: Trend seems to be that we were often below SSSG and total number decreasing, but in 2022 more than SSSG with 40% in these bands.
Middle Two: Looks like it could be increasing over time, with more than SSSG and state. Peak in 2021.
Top Two: From 2018 – 2022 no students in top 2 bands. 2011, 2015, 2017 only two times above SSSG.
Student Growth:
Y9 2021: 6/8 at or above expected growth, 1 below, 1 negative growth.

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Large fluctuations in NAPLAN scores over time, but there are times when we have been above the state average, but we tends to stay above the SSSG. Data suggests room for improvement in all years, with some years no students in top two bands. Almost all students have positive growth, with many at or above expected growth.

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A positive is that almost every student in Yr 5, 7 and 9 in 2021 who sat NAPLAN experienced positive growth. How can all KLAs implement numeracy strategies to improve student achievements and help move them up bands in NAPLAN?

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After implementing some numeracy strategies in 2021, this year we have exceeded the Premier’s Priority school target of 87% of Year 9 students in the top two bands for Numeracy – achieved 91%. Up from 81% in 2021

In 2021 we experienced only 38% of students achieving expected growth. The target is 62%. This is our goal that needs focus.

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Our lower performing students seem to struggle with applying abstract concepts or multiple concepts in a single question. The selection of which process to use to solve problems is also a common issue. So critical thinking skills is one focus area we would like to work on.

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Numeracy is across KLAs, and all teachers have a responsibility to contribute to the students' understanding of Numeracy across all subjects.