Best Performance Pty Ltd - MIS Data Analysis

Best Performance Pty Ltd undertakes rigorous analysis of any school MIS data.

You save days and sometimes weeks of time spent analysing data.

There is a real cost saving - time and teacher relief $$$ are significantly reduced.
A far more detailed, rigorous process is applied.
Professionals with specific expertise in this area do it and do it far better.

Teachers get a very clear plan of what to teach.
School planning can be undertaken with far more confidence of focusing in the right areas.
Teachers use the information provided. It doesn't find its way into a cupboard or onto a dusty shelf never to be looked at again.
You can then use the information we glean to measure longitudinal performance and track cohorts.
We spend time with your teachers explaining how to use the information and plan from it.

West Australian Literacy and Numeracy Assessment - WALNA

The target groups are student cohorts assessed in years 3, 5, 7 and 9. We have also had great success in analysing current year 8's WALNA data into females, males, SAER and TAGS. This has been of tremendous value for senior school teachers in pitching their learning content to the ability of the students. Furthermore the data is supplied prior to the end of the year.

The analysis includes:

Analysis Sheet which highlight areas of strength and weakness in relation to set, agreed performance targets;
A set of statistics for each strand in Numeracy, each text form in Reading, each Assessment form in Spelling and each Assessment Category in Writing. Comparisons to the overall state results;
Planning Details which outline - The Strand / Sub-Strand, Level / Outcome and Item description for each question that does not meet the expected target. The Report also includes 6 to 12 other strategies that teachers can use to achieve the outcomes that have been identified as not being met;
A one hour presentation of how to interpret and use the information provided;
Gender details where required;
Talented and Gifted (TAGS) programs where required;
Students at Educational Risk (SAER) programs where required.

The table below has been colour-coded to explanatory notes for various areas of data. To see information regarding a certain area of the table, match the coloured areas/text to the matching explanation below.

SPACE

QUESTION NUMBER	1	2	13	15	cc	cc
TOTAL NUMBER STUDENTS WITH CORRECT ANSWER	40	37	36	36	cc	cc
PERCENTAGE OF STUDENTS CORRECT	98	90	88	76	cc	cc
STATE RESULT AS PERCENTAGE	98	91	80	78	nn	nn
%AGE DIFFERENCE	0	-1	8	-2	AVE DIFF.	1.25
Outcome statement / Development level	3.3	3.2	3.2	3.1	cc	cc

STRAND DESCRIPTOR - Students describe and analyse mathematically the spatial features of objects, environments and movements.

Sub Strand - Represent Location - Students visualise, draw, model and describe paths, locations and arrangements.

S 3.1 Understands a map or plan as a 'bird's-eye view' and uses order, proximity and directional language associated with quarter and half turns on maps and in descriptions of locations and paths.

(15) Read a simple map showing various items positioned around the map and then choose from four letters, also marking various positions on the map, the letter that best represents the closest location to an object described as being lost (unseen) between two other places on the map

The following activities can be used to achieve this outcome by providing learning opportunities to:

attempt to provide a bird's-eye view of familiar locations such as their classroom
order and show a sense of the proximity of things in locating key features on maps, e.g. correctly place the bus stop between the park and shop but closer to the shop
attend to the order and proximity of things in giving directions, e.g. 'As soon as you get to the tree look to the right …'
interpret order and proximity from maps, e.g. 'This shows that her place is just after Beryl's but then it is a lot further to our place'

Longitudinal Graphing

The graphical report tracks same cohorts over the two year period of year 3 to 5, year 5 to 7and 7 to 9. As of 2004 WALNA we will be able to track 3 to 5 to 7.

The report displays and compares each strand in Numeracy, each text form in Reading, each Assessment form in Spelling and each Assessment Category in Writing.

Example of Writing Graphs

Monitoring Standards in Education (MSE TESTS)

We conduct similar analyses in all MSE Assessments as for WALNA.
We link all areas requiring greatest focus to the outcomes.
We provide strategies to address these deficiencies.

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