Data data everywhere…...but does it lead to active analysis or analysis paralysis? My professional inquiry is about collecting and analysing NCEA L1 data to inform my teaching practice so that there is a shift in academic achievement of Maori Learners to meet our 2017 school target of 80% achieving NCEA L1 Numeracy. 50% of our Maori Learners achieved L1 Numeracy the previous year compared to our national decile equivalent of 68.7%
Profiling: understanding patterns of student achievement and other valued learning outcomes in detail
The use of year 10 data from Progressive Achievement Tests (PATs), the previous year were used as a guide to learners’ prior achievement in mathematics where the scale score was 55.9; 9.5 points below the national norm of 65.4.
Maori NCEA L1 Bivariate Statistics data from the previous year were used as a benchmark and is shown in the table below:
Learners set themselves a goal as to what grade they hoped to achieve for the Bivariate standard; that was to give them something to work towards. A range of grades from Achieved to Excellence was selected. A few, however, did not select a grade.