dc.contributor.author |
Gan, M |
en |
dc.contributor.author |
Irving, Stephen |
en |
dc.contributor.author |
McKinley, EA |
en |
dc.coverage.spatial |
Brisbane, Queensland, Australia |
en |
dc.date.accessioned |
2015-06-26T05:16:57Z |
en |
dc.date.issued |
2014 |
en |
dc.identifier.citation |
Annual Meeting of the Australian Association for Research in Education (AARE) and the New Zealand Association for Research in Education (NZARE), Brisbane, Queensland, Australia, 30 Nov 2014 - 04 Dec 2014. 2014 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/26042 |
en |
dc.description.abstract |
An early warning system (EWS) can draw the attention of teachers to students' learning needs early in the course of study, allow monitoring of progress in student learning, and guide the implementation of instructional interventions.In this paper we report on a qualitative study which involved meeting with the student achievement managers in 39 New Zealand high schools on three occasions in 2013. In these consultations we sought to ascertain how these teachers used data to track and monitor student progress towards the National Certificate of Educational Achievement (NCEA). The written records of our consultations were analysed through an iterative process to distil a number of key findings.We found that student achievement managers acknowledged the need to develop a coherent early warning system using real-time achievement data from the internally assessed components of NCEA. This information then lead to timely intervention strategies in response to the evidence from the EWS. Many of the schools incorporated ‘traffic lights' or RAG (red, amber, green) indicators to quickly identify students with different learning needs, or who were at risk of not achieving their qualification for that year. Students were also encouraged to self-monitor their own progress, especially for Merit and Excellence endorsements of their qualification. Teachers were keen to use early warning systems but felt that they needed support to develop data analysis and interpretation skills, and to sustain these practices. Early warning systems were effective in engaging teachers and students in productive learning dialogues, and in supporting interventions that kept students on track to achieving NCEA. |
en |
dc.description.uri |
http://www.aare.edu.au/publications-database.php/9000/early-warning-systems-tracking-and-monitoring-students-progress-using-national-certificate-of-educat |
en |
dc.relation.ispartof |
Annual Meeting of the Australian Association for Research in Education (AARE) and the New Zealand Association for Research in Education (NZARE) |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Early Warning Systems: Tracking and monitoring students' progress using National Certificate of Educational Achievement data. |
en |
dc.type |
Presentation |
en |
pubs.finish-date |
2014-12-04 |
en |
pubs.start-date |
2014-11-30 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Conference Oral Presentation |
en |
pubs.elements-id |
478506 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Education Faculty Bus. Unit |
en |
pubs.record-created-at-source-date |
2015-03-18 |
en |