Manurewa High School Self-Review Graphs
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Manurewa High School
Self-Review Graphs
This booklet contains some Self-Review graphs from English, Science
Physical, Health and Outdoor Education, and Social Sciences. They
are intended as a guide to improving the analysis of the Self-Review
graphs at the end of each topic.
These reviews are not perfect. However, they could form the basis for
a robust discussion in each Learning Area aimed at improving the
quality of data analysis. They can also serve as a reminder to staff as
to the process they should be following both before and after an
assessment.
Before the start of teaching it might be useful to:
Look at the previous year’s review(s) – have the recommendations
been actioned?
Talk to the teacher(s) of the course in the previous year – can they
provide any other information of use to you?
After teaching and assessing, the Self-Review should include the
analysis of:
Gender
Ethnicity
Comparison with National Standard (Senior Options).
Comparison with the previous year’s data – is there a significant
difference? This might be better done with a Self-Review graph
containing data for ALL option classes.
Comparison between option classes
NOTE: Care needs to be taken when looking at percentages as small changes in the
numbers of students can lead to large changes in percentages. Staff should
be encouraged to check the numbers behind the percentages.01GEO 2013 BG
Achievement Standard: 91013 (1.7) Last Drop
Describe aspects of a geographic topic at a global scale
Analysis of data Recommendations to be actioned
18% excellence, 30% Merit, Need to look at adjusting the assessment, are we asking them to
however 15% Not achieved complete too many processes, when standard only requires two?
Also map work at the beginning time consuming - should we give the
students the map considering we are not marking it?
1 of the 3 male students did Male students seem to not be engaging to the same level with this
not pass, the other two only assessment, need to look at content and where they are finding it
achieved difficult.
4 of 8 Maori students did not Again this assessment does not seem to be engaging Maori students
achieve, however 3 achieved to the same level, only assessment we do that is not NZ focused,
Merit maybe need to look at finding ways to make it more culturally
relevant.
27% of Pasifika students Again highest not achieved rate of assessments – highlights need for
have not achieved assessment to be revised
Not achieved at 30% is As above- need for assessment to be revised and scaffolded
significantly above National
average01GEO 2013 HK
Achievement Standard: 91013 (1.8) Ruamoko Erupts
Apply spatial analysis, with direction, to solve a geographic problem
Analysis of data Recommendations to be actioned
32.3% gained an Excellence higher Students who gained Excellence completed all images and completed
than the National Stats at 21.1%. their reports. In contrast, majority of students who gained Not Achieved
However, the class had 25.8% gained failed in the report section that was unable to describe a basic solution
Not Achieved higher than the National to evacuating people. During pre-teach, explain report writing and
Stats of 19.9%. 8 out of 31 students apply to Spatial patterns observed with demonstration
gained Not Achieved
Although more males gained an As above.
Excellence compared to females, more
males gained Not Achieved compared
to females of the class
Europeans followed by Asians gained N/A
better grades compared to other ethnic
groups. None gained NA
66.7% of Pasifika gained credits (A, M 4 out of 12 Pasifika gained NA, were their report component let them
or E). down. An issue of poor literacy essay writing arose in students in this
area lacking basis essays skills. During pre-teach, explain report writing
and apply to Spatial patterns observed with demonstration.
50% of Maori (4 out of 8 students) 4 out of 8 Maori gained NA, were their report component let them down
gained credits (A,M or E), but Maori but also high absenteeism (truancy). An issue of poor literacy essay
were the highest ethnic group in Not writing arose in students in this area lacking basis essays skills. During
Achieving this Assessment = 50% pre-teach, explain report writing and apply to Spatial patterns observed
with demonstration02ENB (Line 2) 2013 SV
Achievement Standard: 91103 (2.6)
Create a crafted and controlled visual and verbal text
Analysis of Data Recommendations to be actioned
Most students who attempted the standard passed. Continue with teaching the technical
Most comic strips produced were clear and easily aspects of drawing and organising a comic
readable. Teaching the technical aspects of comic strip.
strips, such as conventions, order of reading,
consistency in costume, etc., helped the students
producing sound work technically.
However, the overall level of the class was relatively Do more formative work around symbolism
low, with many students gaining a low or even borderline and possibly doing more formative
achieved and none gaining M or E. Students struggled planning as a class to model to students
to develop their ideas more symbolically and remained how to gain M or E.
very much at a plot level.
Females have done better than males as they were Spending more time making sure the
more prompt to complete their drafts and seek feedback. males in the class are on task.
Males tended to wait until the last minute.
Liaise with home to ensure parents are
The only Maori student in the class did not hand his aware that assessments are due.
work, although he had completed some in class.02ENE 2013 MH
Achievement Standard: 91104 (2.7)
Analyse significant connections across texts, supported by evidence
Analysis of Data Recommendations to be actioned
Overall achievement % was lower than Nat I would like to see more Merits in the top
Av but % at Excellence is higher band class. Need to focus students on
responding with more depth and less
quantity.
Pacifica and Maori achievement is lower More scaffolding of 1st responses-a variety of
than for Asian and European especially for options to choose from in 1st responses
higher grades of Excellence
More assistance with text choice
Peer ‘marking’ for initial feedback
Boys % of N higher than girls It is a long assessment as 4 texts are
required-boys tend to lose interest. Try to
encourage them to read around a theme that
interests them-perhaps encourage more N-F
texts
Offer opportunity to present as a seminar
Several students (4) did not submit Students need to be ‘cajoled’ to continue
Checkpoints and letters home worked well
End of year not a good time begin earlier01SCA 2013 BZ
Achievement Standard: 90950 Microbes – Internal
Analysis of Data Recommendations to be Actioned
Overall pass rate of 84% better than the national Need more practice to link ideas for better
average but E and M much less than the national discussion.
average.
Continue with retrieval grid and better
Significant improvement in Achieved percentage
understanding of the assessment criteria.
Need to give more one on one attention or
Maori pass rate 67% compared to Pasifika pass
encourage collaborative work in formative
rate of 84%
assessment02CHE 2013 HB
Achievement Standard: 91161 (2.1)
Carry out quantitative Analysis ‐ Internal
Analysis of Data Recommendations to be Actioned
Provide additional tutorials for struggling students
More N and A grades than the National average.
More exit cards
Students who gained N were Maori and Pasifika
Formative assessment with a “known value” so
Many students gained N initially but reassessed students can evaluate the accuracy of their
to a better grade. titration as this is the biggest reason students do
not gain E grades.
Several students chose not to do the
reassessment. Timing of doing the titration in 1 period is very
tight.03PED 2013 RD
Achievement Standard: 91999
Analyse a physical skill performed by self and others.
Analysis of Data Recommendations to be Actioned
8 students passed this standard Break assessment into parts to be handed in
at different times. Students felt the
Majority of students who gained not assessment was too large and with time
achieved either failed to hand in the constraints failed to attempt it.
assignment or did not use reassessment Use OneNote, blog or goggle docs to monitor
opportunities. student work to gauge progress.
Allow students to analyse skill of themselves
as sporadic attendance of other students
hampered their ability to complete the
assignment.02SPT 2013 WT
Achievement Standard:
Analyse group processes in physical activity
Analysis of Data Recommendations to be Actioned
Students were not able to give proper
explanations to show understanding. Next
time work on answers by giving model
5 students gained Not Achieved for this examples. Working through how to explain
Assessment. However, this is better than using how and why. And also developing
the National average their depth by getting students to practice
expanding their answers to ensure they
answer questions fully. More practice
needed.
Modify assessment to have more focus
around on0going reflection to help with
achieve M and E grades
14% of students gained M. No E grades
Provide students with further information
achieved
before camp around group processes.
Provide students with further notes around
how group processes change and evolve.You can also read
