Wednesday, 29 April 2020

Preliminary Findings

Begin to collect evidence and data  and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge. (WFRC #4)

Prior to the Covid Lockdown, I began to collect data to help formulate my preliminary findings about the nature and extent of the student challenges. Unfortunately, this is only the first of my posts that will discuss this topic due to the timing of the lockdown and the inability to collect all the data that I would like to have at this time.

When looking at the 9 students in my direct focus group, it is important to note that 3 of the students are in Year 7, while the other 6 are in Year 8. They are listed on the graphs in no particular order.

Here are the results for a survey that we gave our intermediate students at the beginning of the year that was based on the GLOSS assessment. Based on this data, I can determine that all students tested (A, B, C, D, E and H) were able to obtain accurate answers on 7/21 questions. Unfortunately, due to consistent attendance issues students F, G and I were unable to take this assessment. Looking closely at the questions that these students missed allows me to alter their small group sessions to be sure that we focus on filling some of the gaps shown as a result of this assessment.

Students also took a PAT Maths test to help provide baseline data for the school year. On the graph below the red line indicates the mean scale score of 55 for a Year 8 student. This is the goal for these students by the end of this year. However, it is important to note that this focus group of students is made up of year 7 and year 8 students. Students A, B.G, and I are all around a score of 50, which is right around an end of year 7 score. 

Lastly, we also participated in an e-asTTle Maths Number assessment to provide us with baseline number data for the year. It also allowed us to see where to begin structuring our lessons for students when working strictly on number knowledge problems. It is important to note that we did not have the best success with this test this time around. The e-asTTle system crashed during our test and as a result, our students had to sit this test twice. We strongly believe that this caused some students to not do their best the second time around. 

It is my hope that once we are back at school, I will also be able to begin collecting data using the IKANN test multiple times throughout the year. I will also be conducting a student voice survey. 

The last piece of evidence that I collect is anecdotal notes for each student based on our experiences, trials, and mathematical successes during our in class learning sessions. 


  1. Hi Angela, Thank you for this snapshot into how your students are achieving at the start of your inquiry. I found it interesting that there is such a difference for students H and I e-asttle and PAT. Why do you think this might be?
    Thank you for your awesome sharing, from Clarelle.

  2. Hi Angela, I found this post to be quite informative and also gave me ideas to add to my data collection (GLOSS survey data) I too find it interesting as Clarelle also mentioned the vast differences between e-asttle and PAT. I think over the years we've found student doing better in e-asttle scores than PAT? I look forward to having more conversations with you around this.