​​​​Analysing assessment dat​a

Any one assessment should not be used in isolation to determine the achievement level of a learner. A range of assessments will provide more reliable evidence of learning from which the practitioner can make an on-balance judgment about learner achievement.

Including learners in the analysis of their assessment results encourages them to take ownership of their learning and adds motivation for them to set their own lea​rning intentions.​

Sources of data

In the classroom

Most assessment data is collected by practitioners as part of their regular practice through questioning, observation, discussion, tests, and projects. 

​On the large scale

Large scale assessments, such as the National Assessment Program – Literacy and Numeracy (NAPLAN), the Victorian Certificate of Education (VCE) and the Australian Early Development Index (AEDI) provide a broader context for practitioners and leaders to analyse what they know about their learners. Practitioners and leaders use large-scale assessment data to improve their practices and review and enhance programs within their communities.

Knowing cohorts, knowing learners

Analysis of assessment data generally occurs at a cohort or individual level. Practitioners who understand their cohorts of learners and each individual learner develop effective learning programs for the whole group and individual learners.  

Analysis of responses for each item in a practitioner created assessment task and in standardised assessments such as NAPLAN and VCE, are helpful for identifying misunderstandings or knowledge gaps experienced by individual learners and cohorts.

Data from standardised assessments allow practitioners to analyse and compare the performance of learners in their community with learners in similar communities. Identifying what is expected more broadly of learners in their cohort creates opportunities for improving the learning progress of their own group.

Looking for Patterns

Ongoing assessment allows practitioners to look for patterns of misunderstandings before making an overall judgement. Patterns of misunderstandings and misconceptions across a class inform planning of the next step in the learning process for the class. Patterns of misunderstanding and misconceptions by individual learners inform the next steps in developing an individual learning plan.