Analysis of Data to Inform

Instruction
Part A Colour Coded AusVELS Data
SPEL Writin
L
g
VCA
A
Mod
Student
READ
WRITE
S&L
T4 2012
Score
Age
VCAA
6
5.5
5.5
967
49 11.11
4.3
4.2
5.25
Sam
6.5
5.5
4.5
960
47
12.7
4
4
3
Elizabeth
5.5
5.5
5.5
56
15.2
5.2
Jacinta
810
5.4
5.5
5.5
5
580
43
11.5
2.7
4
2.75
Natalie
5.5
5
5
590
39
10.6
3.6
3.9
2.5
Tia
5
5
5
630
32
8.1
2.8
2.5
2.75
Cody
5
5
5
585
39
9.11
3.8
3.2
Leigha
5
4.5
5
35
9.1
2.9
Ayden
680
2.9
5.00
4.50
4.50
632
3.2
38
9.6
3.5
2.5
Braiden
5
4.5
5
620
37
9.5
2.7
3.25
Clare
5
4.5
4
550
43
10.8
3.1
4.1
2.75
Thanaphon
5
4.5
5
33
8.8
2.8
Chelsey
550
2.6
5
4.5
4.5
33
2.5
2.25
Rachel
30
8.4
3
5
4
2.25
680
34
11.8
3.7
3.5
Adam
5
4
5
35
9.1
3.25
Jason
680
3.3
5
4
4.5
680
30
8.4
2.6
2.5
2.25
Jill
5.00
4.00
4.50
391
3.2
43 10.11
3
2
Gemma
5
3.25
4
550
34
11.8
4.1
1.5
Casey
1.7
4.75
4
4
293
19
6.9
3.3
1.25
2.5
Oliver
4.75
4
4
30
7.8
1.3
2.25
Aleyah
28
3.4
4.75
3.25
5
680
36
9.3
3.8
2.75
2.25
Maddison
4.75
3.25
4.25
30
23
7.2
2.2
2
2.25
Michael
4.75
2.00
4.75
30
27
7.8
2
Lucas
4.75
4.75
3
29
32
8.1
2.1
2.2
2.5
Peter
4.75
3.5
4.75
350
32
8.1
2.3
1.9
ABS
Andrew
4.75
3.25
3.5
23
7.2
1.75
2.25
Kyan
30
2.1
3
2.5
2.5
19
6.9
1.75
1.5
Jake
23
1.7
2.5
2.5
3.5
17
6.5
1
Copied
Blair
14
1.5
THE TABLE ABOVE IS COLOUR CODED ASSUMING THAT STUDENTS WERE
WORKING TOWARDS AN AUSVELS LEVEL 4 THE EXPECTED LEVEL FOR
STUDENTS HAVING COMPLETED YEAR 4, UPON ENTERING YEAR 5. (Victorian
Curriculum & Assessment Authority, 2013)
18 + Months Above
12 Months Above
6 - 9 Months Above
At The Expected Level (To 3 Months Above)
YEAR 5 (2013)

AUSVELS

EEE314 Karen Cain

AUSVELS

AUSVELS

RR Level

SA

Isabel Horton 11477162A

SA

READ

Assessment Item 3

6 - 9 Months Behind
12 Months Behind
18 + Months Behind

EEE314 Karen Cain

Isabel Horton 11477162A

Assessment Item 3

Part B
Class Profile
The class shown in the table above comprises of 28 Year 5 students. There are 14 boys (Sam, Cody, Ayden,
Braiden, Thanaphon, Adam, Jason, Oliver, Michael, Lucas, Peter, Andrew, Kyan and Jake) and 14 girls (Elizabeth,
Jacinta, Natalie, Tia, Leaigha, Clare, Chelsey, Rachel, Jill, Gemma, Casey, Aleyah, Maddison and Blair) in the class.

Data Analysis Sheet

Reading
Writing
Speaking &
Listening

18 +
Months
Ahead
5
4
2

12 Months
Ahead
13
3
9

69
Months
Ahead
8
7
7

As Expected 3
Months Ahead
0
6
5

69
Months
Behind
0
5
2

12 Months
Behind
1
0
1

18 +
Months
Behind
1
3
2

The Data Analysis Sheet table, shown above highlights the fact that almost all (26/28) students in the class are
achieving above expected level in reading. Of these students, 13 of those who were working above the expected
level were boys and 13 were girls. Similarly, one boy and one girl of the class were not achieving the expected
level for their school year. Therefore, the class achievement is spread evenly between boys and girls for reading.
The AusVELS writing data shows that 14 students are achieving above expected level, 6 students are achieving as
expected and 8 students are achieving below expected level. Of these students, 6 boys and 8 girls are achieving
above expected level, 3 boys and 3 girls are achieving as expected, and 5 boys and 3 girls are achieving below the
expected level. Overall this information demonstrates that girls are achieving slightly higher than boys in writing in
this class.
18 students are achieving above the expected level for students upon completion of year 4 in speaking and
listening, 5 are achieving as expected and 5 are achieving below expected level. 7 boys and 11 girls are achieving
above expected level, 3 boys and 2 girls are achieving as expected and 4 boys and one girl are achieving below
the expected level. Similarly, girls are achieving slightly better results than boys in speaking and listening.
The range of abilities for this class is quite extensive, and would require significant differentiation and planning.
Students abilities range from those working towards AusVELS level 3 up to those working towards AusVELS level 6

EEE314 Karen Cain

Isabel Horton 11477162A

Assessment Item 3

in Writing and Speaking and Listening, as well as two students working towards AusVELS level 7 in reading.
Students achievement in spelling is also greatly varied, with one student working towards level 2, and the highest
scoring student working towards level 6.

Part C
Individual Profile
One important goal for any teacher working with this class would be to continue improving their planning and
differentiation skills. This is vital for a class with such a wide range of student achievement, and will benefit all
students in any class. Ideally as a teacher of this class, the main goal for the class would be to allow students
achieving at or above expected level to continue to improve their work, and to assist students who are not working
to a satisfactory level to meet the expected level of achievement for Year 5 students. As the teacher of this class, I
would aim to provide a safe and equal learning environment for all students, and to ensure there was no
discrimination, especially based on the data provided. Treating each student with respect and allowing them room
to grow and achieve to the best of their ability is an important goal for all teachers.
10 students in this class would ideally be provided with an Individual Literacy Intervention Plan (ILIP). ILIP are
assistance for students who are not achieving at expected level for their academic year. Adam and Peter would
require LIPs for speaking and listening, Casey, Madison, Michael, Lucas and Andrew would require ILIPs in writing,
Kyan would require ILIPs in both writing and speaking and listening and Jake and Blair would both require ILIPs in
reading, writing and speaking and listening. These ILIP will cater for students diverse instructional needs.
Feedback is imperative for teachers, students and parents in understanding students learning, what their
achievements mean and their learning needs. Providing feedback to students is significant in teaching and
learning, as it allows students to feel more in control of their learning, when they know where they are doing well
and where they can improve. Students who understand their achievement are then ideally empowered to improve
their learning.

References
Victorian Curriculum & Assessment Authority. (2013). Overview - Level. From AusVELS:
http://ausvels.vcaa.vic.edu.au/Overview/Levels

EEE314 Karen Cain

Isabel Horton 11477162A

Assessment Item 3