Vce presentation for march 16 2010
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Transcript of Vce presentation for march 16 2010
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VCE data MESC 2010
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Report 1 All VCE Studies (VCAA Study Score) 2010 MOUNT ELIZA compared to ALL schools
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Report 7 Selected VCE Studies (VCAA Study Score) 2010 MOUNT ELIZA
LOOK AT TOP AND BOTTOM OF WHISKERS AS WELL AS 50 % MARK IN BOX
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STUDY SCORES 40+
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Study Scores of 40 and above All VCE Studies MOUNT ELIZA SECONDARY COLLEGE
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Study Scores of 40 and above All VCE StudiesMOUNT ELIZA SECONDARY COLLEGE Home School Data
This School Total Study Scores %40 or above
1998 691 6.11999 780 7.62000 689 6.42001 866 4.82002 843 3.12003 879 6.52004 720 5.72005 893 4.92006 613 4.42007 801 4.92008 723 4.82009 580 5.32010 611 4.6
SAME DATA – JUST CAN SEE NUMBERS
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Report 5 Study Scores of 40 and above All VCE Studies MOUNT ELIZA compared to ALL schools
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Study Scores of 40 and above All VCE StudiesMOUNT ELIZA SECONDARY COLLEGE Home School Data
All Schools This School
%40 or aboveTotal Study
Scores%40 or above
1998 8.8 691 6.11999 8.8 780 7.62000 8.8 689 6.42001 8.7 866 4.82002 8.7 843 3.12003 8.8 879 6.52004 8.8 720 5.72005 8.8 893 4.92006 8.8 613 4.42007 8.9 801 4.92008 8.9 723 4.82009 8.9 580 5.3
2010 8.9 611 4.6
All VCE Studies
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ASSESSMENT GRADE REPORTS
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Report 2
Assessment Grades Report: All VCE Studies 2010 MOUNT ELIZA
SECONDARY
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Assessment Grades Report: All VCE Studies 2010 MOUNT ELIZA
Comparison between us and State
need to shift skyscrapers to left – how
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Coming up
Your area and assessment grades
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Have a look at your area of study Why would there be,could there be, are there differences between subject areas?
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Report 2 Assessment Grades Report: The Arts Studies 2010
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Report 2 Assessment Grades Report: English Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Health and Physical Education Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Languages Other Than English Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Mathematics Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Science Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Studies of Society and Environment Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: Technology Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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Report 2 Assessment Grades Report: VET in Schools Studies 2010 MOUNT ELIZA SECONDARY COLLEGE
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STUDY SCORES OF 40+ ACROSS TIME
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Report 5 Study Scores of 40 and above The Arts Studies MOUNT ELIZA
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Report 5 Study Scores of 40 and above English Studies MOUNT ELIZA
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Report 5 Study Scores of 40 and above Health and Physical Education Studies MOUNT ELIZA
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Report 5 Study Scores of 40 and above Studies of Society and Environment Studies MOUNT ELIZA SECONDARY COLLEGE
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Adjusted scores - study scores not ATAR scores
• An adjusted score is the difference between the score actually achieved by a student and the score predicted on the basis of gender and GAT performance. These are aggregated into adjusted estimates that describe the performance of a group of students in a school compared to expectations.
• Students do not see/get these
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Positive and negative scores
• A positive adjusted estimate means that the students have performed better than predicted given their ability and gender profile, while a negative adjusted estimate means that the students have performed less well than predicted.
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• the estimate here is a mean positive score of 4.5 , this means that on average students performed 4.5 Study Score points above what was predicted- some scored 6.1 points higher and some 2.8 points higher
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Reading and using these adjusted results
• A number of factors may explain higher or lower than predicted performance and it is important to take time to understand properly the pattern of results. For example, some schools have found that in some studies student performance is consistently lower than predicted despite good teaching. On further investigation they have concluded that this is because their students have not taken these studies as seriously as they have their other studies, which they perceive as more critical to meeting tertiary entrance criteria.
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An example
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VCE Grades 2010
• 2010 MESC: E+ + E + UG + NA = 9% = on average 2 students per class
• Assume a potentially similar % in 2011.
• Who are they?
• What are their weaknesses?
• What strategies have already been put in place to raise these grades to at least a D?
• This alone would add 0.9 to the school study score (from 28.7 to 29.6)
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VCE Grades 2010
• State grades graph peaks at B+.
• MESC grades graph peaks at C+
• Why?
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VCE Grades 2010
STATESTATE MESCMESC % SHIFT OF ONE % SHIFT OF ONE GRADE NEEDED TO GRADE NEEDED TO
MATCH STATEMATCH STATE
A+ 12 7
A 14 11 5
B+ 15.5 12.5 8
B 15 16 11
C+ 15 18 10
C 12 15 7
D+ 13 15 4
D 4 6 2
47%
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VCE Grades 2010
• If 47% of our grades went up by one grade, effect on overall study score = +1.5 (in 2010 this would have meant an increase from 28.7 to 30.2). All we have to do to achieve this is equal the state average for A+ to D grades.
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VCE Grades 2010
• Combined effect of these two events = +2.4
• (increase from 28.7 to 31.1).
• Why CAN’T we achieve this?
• Why WOULD we accept that our students are below state average?
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Enrolment Shifts 11/10 to 2/11
5/11/2010 5/11/2010 (projected)(projected)
28/02/2011 28/02/2011 (actual)(actual)
CHANGECHANGE (years 7 to 10)(years 7 to 10)
Year 7 147 134 -13
Year 8 168 160 -8
Year 9 159 157 -2
Year 10 197 184 -13
Year 11 177 176
Year 12 158 152.3
7 to 10 change
-36
7 to 12 change
-42.7
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Enrolment Shifts 11/10 to 2/11
• How many of the 36 students we lost in Years 7 to 10 from Nov 2010 to Feb 2011 were influenced by our VCE all-studies score of 28.7?
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What does it all mean for us as a team of teachers ?
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WHAT CAN WE DO IN THE SHORT TERM ?
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WHAT LONG TERM PLANS DO WE NEED TO MAKE ?
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What do we as a team want / have to do next ?