PAT Results
* This was the first time that I have actually been able to access my PAT results and begin to use the data to inform my learning programme. I am still getting my head around fully interpreting the results but I did identify a common gap for my target reading group which was to work on 'local inferencing'.
* Once I had shared the learning intention (WALT: draw conclusions and get meaning from the text by 'reading between the lines' - making inferences) with my students we then all looked at their individual reports as a group. I was pleased that once I had explained the basics (black circle = correct, blank circle = incorrect, question types) that my students were able to understand why I had chosen that particular WALT.
Kia ora Stacey
ReplyDeleteNgā mihi on all your mahi analysing class PAT reports and sharing how to read these data with your learners! Not only does it give them confidence that their test efforts are being used to inform teaching but you are communicating those important next step goals in partnership. Because PAT categorises questions by the big overarching categories of retrieval, local and global inference, there is only so much insight you can mine from the individual Dashboard reports. The Item Report (that gives overall tes/class percentage correct for each question) will be a possible next step for reviewing which questions had a low/lower percentage correct. Look further into these (and for targeting these sorts of questions with your individual reading groups). As you dig a bit further, give a shout out if you’d like to discuss and we can arrange a short Meet to explore. We will also be sharing the Inference Skill Builder this Term which will support your ongoing work on building this important skill.
Research also shows that inference can be positively influenced through regular written questions that probe “reading between the lines” as readers reason the author’s intended, rather than stated meanings. I really like your emoji kickstarter activity and that you are using pictures to on-ramp learners into inference. It’s really helpful to pick up quotes from the texts you are reading, with strong evidence of inference, and make question-written-answer practice from these. They also make great follow up discussion examples!
I’m so impressed by your Task Board because it ticks so many of those principled design learning-design boxes: a text set with multimodal and long fiction reading; links to writing; choice, opportunities for discussion; independent reading; and strong, visible links to the learning intention.It also has those fun elements!
I do hope that you have had some rest and relaxation during Easter and the term breaks
I look forward to seeing everyone again for Day 4: Guided reading in Week 3.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive