Click image to enlarge any images.
This reflection is utilising the Project Zero Thinking Routine the 4C's - connections - Challenges - Concepts - Changes.
These are strong results in a challenging year for a cohort of learners in which few wished to continue study in the field. An average of 35 is exceptional compared to the school overall average of 31. In particular the 3 scores above 40 are commendable and reflect a consistent effort from these learners all year.
This class was skewed positively with most results falling at a B+ or above level thus being significantly higher than the state.
Significant improvement made between GAT predicted scores and actual performance suggestion all students improved over the course of the year and were well prepared for the exam. This also suggests skill at empowering and reaching learners across multiple skill levels and fostering growth in all.
Students SAT grade and exam performances were consistent which indicated fair and equitable marking applied to SAT.
Aspects where this class would have performed better
Aspects were we higher or significantly higher in
The predicted grades submitted were at times 1 grade off. I often indicated a higher result by 1 - .5 of a result. This suggests I need to be more critical in my provision of these results yet the data indicates the SACs and SAT are marked fairly and in line with the exam scores.
Student L had an anomalous exam result, attaining a C when much higher was indicated in SAC, SAT and indicative grade data. Looking back on the student's data, this is reflective of the level of preparation completed over holidays and prior to the exam. What this highlighted was the importance of revising consistently from the start of the year (as is built into the VCD course) and remaining active in seeking feedback. Student L focussed mainly on completing practice exams and not gathering feedback on these, rather than exploring concepts and using vocabulary in new, unseen contexts. A linear, familiar approach was taken as they expected the exam to be like previous years. When presented with unfamiliar style questions and new contexts Student L struggled to connect the knowledge to context. Whilst her peers revised and practice applying skills to time and in new contexts and could draw on a vocabulary developed from the commencement of study this was not the case for Student L. Student L also spent limited time learning the intricacies and nuances of how questioned were marked. Their peers used highlighters to dissect questions and practiced writing questions from provided answers, in addition to completing entire exams as marks breakdowns prior to responding to actual questions. Student L did not always understand what the question was asking, especially when it was unfamiliar to them.
Moving forwards the challenges are to;