WIRED DATA
The KRC uses two different types of data to consider
the cohort's progress in WIRED over the year
the cohort's progress in WIRED over the year
Reader Profile Survey
We survey students and ask them several questions about their reading habits and how they feel about the WIRED program.
On Demand Adaptive Literacy Test
Students are tested in November and that result is compared with their result for November the year before. There are 30 questions in the Adaptive literacy test and it adapts to match a student's ability. The questions will get easier or more difficult depending on how the student responds to the previous question so each student sits a unique test.
It is quite boring so we don't like to over use this test. Some students do not apply themselves on the test and score well below what we would expect them to achieve. Teachers are encouraged to retest students who have dropped 2 AusVELS levels.
It is only a snapshot of a student's ability and needs to be used in conjunction with other classroom assessment for a better understanding of a student's progress.
Our analysis considers how the whole cohort has progressed. Next year we aim to include our NAPLAN data into the mix.
It is quite boring so we don't like to over use this test. Some students do not apply themselves on the test and score well below what we would expect them to achieve. Teachers are encouraged to retest students who have dropped 2 AusVELS levels.
It is only a snapshot of a student's ability and needs to be used in conjunction with other classroom assessment for a better understanding of a student's progress.
Our analysis considers how the whole cohort has progressed. Next year we aim to include our NAPLAN data into the mix.
Why .5?
Tests like TORCH and NAPLAN are STANDARDISED not ADAPTIVE (e.g. a high TORCH score such as a Stanine 9 doesn’t tell you where the student is, just that they are high in terms of the standardised test administered). The current pool of questions reflects the Australian Curriculum in Victoria – AusVELS (1-10.9) and therefore the general expectation would be for a student to improve one level each year. However, some research suggests that students in the Middle Years can experience slower educational progress. Furthermore, it would be unreasonable to expect students with learning needs or those who are operating above the expected level to develop a whole level. Therefore, it was agreed that .5 was a reasonable expectation for a student’s reading to improve over the course of a year. Each boy had their ODT result delivered personally to them and they were encouraged to aim high for improvement.
Warning! Remember the AusVELS score should be part of a teacher’s triangulation of assessment for each individual student.
Warning! Remember the AusVELS score should be part of a teacher’s triangulation of assessment for each individual student.
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AusVELS Scale Conversion Chart
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WIRED Reader Profile Survey
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