Caroline Chisholm School (CCS)Canberra, Australia

Empowering formative assessment and data driventeaching and learning interventions in Science at CCS

Caroline Chisholm is a P-Y10 public school located inChisholm (South Canberra).

Using EP since

08.2019EP users(Students)

269

EP users(Teachers)

8

About

Caroline Chisholm School is a P-10 publicschool that provides diverse programsranging from Ignite and Challenge classes forhigh achieving students to our SpecialEducation Services, all underpinned byresearch based, high quality teachingpractices.

Our online learning journey

CCS started working with GoogleApplications For Education, and GoogleClassroom in 2016.

In 2019, CCS Science trialled EducationPerfect and have purchased a licence forour Year 7 and 8 students.

Why Education Perfect (EP)

Education Perfect (EP) is a complementary digital learning and instructional tool that willfacilitate the Science PLT to accomplish a number of school strategies and actions inaccordance with the Caroline Chisholm School Action Plan 2020. This document outlines arationale for subscription to this learning platform.

In accordance with Strategic Priority 1: "All students will achieve high quality learningoutcomes." The Science PLT supports a blended learning model (practical, digital and tactile)structured around the e5-model of pedagogical instruction. We do not seek this digital tool toreplace quality classroom pedagogy; rather we advocate for subscription to this platform asit enables us to be more agile, adaptive and accomplished in our evidence-based,differentiated instruction and interventions.

1.1 Increasing Scientific and TranscurricularLiteracyImproving student literacy is a core focus ofteaching and learning at CCS. EP facilitatesincreased Scientific Content Literacy, as well asfoundational literacy skills in a number of ways.Explicit instruction of the cognitive and literaryrequirements are provided, with grammaticalgoals (Figure 1.1.1) and exemplars and key-wordsprovided for students to critically reflect on, toimprove the depth and quality of theirresponses (Figure 1.1.2).

This explicit cognitive verb/process instructionand provision of exemplars is transformative forstudent literacy focus, feedback anddevelopment within their Science learning.

Figure 1.1.1: Example explicit cognitiverequirement extended response.

1.2 FeedbackThe EP platform facilitates a number ofevidence-based feedback mechanisms.Teacher:student, student self-reflection, andanonymous peer:peer. There are also options forautomatic reporting of student’s percentagesas well as the algorithmic identification ofstudent ZPD and automatic assignment of tasksto improve student mastery of concepts andskills.

The platform highlights extended studentresponses that fail to meet the qualitywriting criteria, (spelling, vocabulary andgrammar) for targeted feedback, and uponstudent self-reflection, releases exemplarresponses with the option to edit andresubmit work.

Figure 1.1.2: Example response withexemplar and key words. Note that a numberof keywords have been used and the topgrammatic goal 'Write at least 3 sentences inyour response' condition has beenaccomplished. This response does not getautomatically flagged as required forfeedback/review.

Figure 1.2.1: Example peer-peer feedback.Note that this is anonymous to the studentsinvolved. They are even able to give eachother anonymous feedback on theanonymous feedback they themselvesreceived.

1.3 Common Formative Assessmentpractices and protocols (RTI)EP facilitates rapid delivery and analysis ofCommon Formative Assessments (CFAs), andenables some rudimentary/baselineinterventions. There are a number ofadvantages of this platform over the existingalternatives (hardcopy CFA implements, Googleforms, etc). The well-drafted bespokequestions, written at different cognitive levels,with supporting analytical tools, makes it moreapparent and rapid for staff to identify thespecific knowledge or skill level of students. Thisinturn frees staff to focus on developing noveltools for targeted support, extensions andinterventions, rather than focussing on draftingquestions, developing CFA instruments andwrangling data.

Furthermore, as the platform provides a numberof analytical tools to interrogate data (Figures1.3.1 and 1.3.2), this provides a robust platformfor evidence-based PLT discussions aboutstudent growth, teaching strategies, andResponses to Intervention.

From a PLT perspective, the power and utility ofthis platform to promote CFA delivery andresponse is well evidenced by the fact that sta�teaching Science with limited PedagogicalContent Knowledge (PCK) have been able tolead the creations and deployment of CFAsacross a year level. Throughout Term 4, weintend to build on this success and have thesePLT members lead data and RTI discussions atPLT meetings.

1.4 Digital Teaching and LearningaccountabilityDigital platforms are not a substitute for qualitypedagogy and professional practice; theypresent pedagogical challenges to ensure thatstudents are focussed on their learning.Education Perfect provides a monitoringwindow (Figure 1.4.1) for use in formative andformal tasks. This enables teachers to remotely(without looking over the shoulders of students)measure student engagement, and can bedisplayed on the smartboard to enable studentsand peers to self-regulate.

Figure 1.3.1: Example formative assessmentclass analysis data. Note that this is not trulyPre-Post test data as topics/questionsaccreted over the instructional period.However, this analysis reveals trends instudent learning and enables teachers tointervene rapidly to positive and negativeperformance trajectories.

Figure 1.3.2: Example assessment analysis.This analysis reveals concept and contentissues encountered by students andhighlights areas and cohorts of studentsthat would benefit from extension andinterventions. Note that the program has afunction to automatically recommendmastery-tasks to students that do not meetthe selected performance criteria of theassessment.

In order to determine appropriate academic andbehavioural interventions, accuratedetermination of whether students fail tocomplete quality work because they are a"can't" or a "won't" student (the old skill vs willchestnut), is often highly vexatious using tactileand appropriated digital implements. EducationPerfect enables teachers to rapidly identify theeffort students put into tasks, track workcompletion (difficult to do with bookwork,worksheets and isolated google docs/forms)and the accuracy with which they areaccomplished (Figures 1.4.2 and 1.4.3)]

Furthermore, greater teacher accountabilityand collegiality is promoted through the use ofthis platform, as it promotes moderateration,transparent feedback, and readily accessiblestudent achievement data between classes.These data are then used as foci forcollaborative and critical pedagogical reflectionto inform CFAs, and associated RTI planningand delivery.

Figure 1.4.1: Example assessment monitoring.This promotes digital accountability andreduces task avoidance as teachers andstudents (when displayed for the class towitness) are clearly able to troubleshootstudent focus and engagement barriers. Notethat the program automatically recommendshomework to students that do not meet theselected performance criteria.

Figure 1.4.2: Example progress monitoring.It is readily apparent from this data, whichstudents applied greater investments ofeffort. The combination of this data, with theaccuracy of comprehension questions (notto mention the extended response - higherorder thinking responses) enablesidentification of those students requiringbehavioural interventions from thoserequiring greater academic support andextension.

Figure 1.4.3: Example task completionmonitoring. Note that this can be doneacross a year cohort to facilitate commonpacing and greater CFA and thus RTItargeting.

“EP presents significant value overalternative blended teaching andlearning approaches”

Taz WhanHead of ScienceCaroline Chisholm School

1.5 Pedagogical Content Knowledge, Sequencing and Content and Modal Differentiation.Of the current members of the Science PLT, 25% have a formal degree in Science, 50% havetaught more than one line of Science previously and the majority do not identify as a 'ScienceTeacher'. This means that the required pedagogical content knowledge of new-to-Science staffto refine and reform current lesson, unit and assessment (both formative and summative)documents and pedagogies is often absent. The resource library (both digital and practical) ofEducation Perfect has substantially improved staff comfort in sequencing, delivering anddifferentiating content for learners. A single student subscription enables that student toaccess curriculum aligned, cognitively and modally differentiated learning resources from Years5-12, across the general capabilities (e.g. Literacy and Numeracy), cross curricular priorities(Aboriginal and Torres Strait Islander Perspectives) and the three strands (ScienceUnderstanding, Science Inquiry, and Science as a Human Endeavour) of Science.

2.0 Value PropositionThe Science PLT believes that EP presents significant value over alternative blended teachingand learning approaches.

As a reliance on digital learning tools is not recommended or advocated, it is anticipated thatthe printing of physical learning materials will continue to be a requirement for teaching andlearning Science at CCS. However, given that our data shows that ~75% of students havedemonstrated quality and regular engagement with the EP learning platform over the trialperiod, we conservatively estimate that we will be able to save ~$1,000/pa. This calculation isbased on line-averaged printing data of the Science PLT over the past month (notwithstandingexcursion and other administrative printing requirements), extrapolated across a year with anassumed 20% reduction in printing virtue of the EP platform (conservative estimate) andremoving ~50% off the estimated saving in a further attempt to provide a conservative saving.

The Science PLT does not view EP as a replacement for quality teaching and learning resourcedevelopment, delivery or analysis. It does, however, streamline the process of these taskswhich enables teachers to focus their time on responding more agilely to student needs,providing timely and targeted feedback, further differentiating their practice, and increasingtheir pedagogical content knowledge. Although it is difficult to quantify the human resourcingthat Education Perfect enables to be redeployed away from mechanical teaching tasks andinvested in creative and targeted pedagogy, even an incredibly modest productivityimprovement for staff would translate to very significant dividends to student learning andstrategic PLT accomplishments.

Impact

● Robust, and rigorous diagnosis of students’ zone of proximal development

● Targeted teaching and improved differentiation for all ability levels

● Professional discussions targeted on student engagement and learning, rather thanresource creation and logistics.

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The views expressed in this case study do not necessarily reflect the views of the ACT Education Directorate.