Evaluation of the year 1 literacy and numeracy checkpoints assessments trial - 2010

Abstract

The draft Year 1 Literacy and Numeracy Checkpoints Assessments were in
open and supported trial during Semester 2, 2010. The purpose of these trials
was to evaluate the Year 1 Literacy and Numeracy Checkpoints Assessments
(hereafter the Year 1 Checkpoints) that were designed in 2009 as a way to
incorporate the use of the Year 1 Literacy and Numeracy Indicators as
formative assessment in Year 1 in Queensland Schools. In these trials there
were no mandated reporting requirements. The processes of assessment
were related to future teaching decisions. As such the trials were trials of
materials and the processes of using those materials to assess students, plan
and teach in year 1 classrooms. ----- -----
In their current form the Year 1 Checkpoints provide assessment resources
for teachers to use in February, June and October. They aim to support
teachers in monitoring children's progress and making judgments about their
achievement of the targeted P‐3 Literacy and Numeracy Indicators by the end
of Year 1 (Queensland Studies Authority, 2010 p. 1). The Year 1 Checkpoints
include support materials for teachers and administrators, an introductory
statement on assessment, work samples, and a Data Analysis Assessment
Record (DAAR) to record student performance. The Supported Trial
participants were also supported with face‐to‐face and on‐line training
sessions, involvement in a moderation process after the October Assessments,
opportunities to participate in discussion forums as well as additional
readings and materials. ----- -----
The assessment resources aim to use effective early years assessment
practices in that the evidence is gathered from hands‐on teaching and
learning experiences, rather than more formal assessment methods. They are
based in a model of assessment for learning, and aim to support teachers in the
“on‐going process of determining future learning directions” (Queensland
Studies Authority, 2010 p. 1) for all students. Their aim is to focus teachers on
interpreting and analysing evidence to make informed judgments about the
achievement of all students, as a way to support subsequent planning for
learning and teaching. ----- -----
The Evaluation of the Year 1 Literacy and Numeracy Checkpoints
Assessments Supported Trial (hereafter the Evaluation) aimed to gather
information about the appropriateness, effectiveness and utility of the Year 1
Checkpoints Assessments from early years’ teachers and leaders in up to one
hundred Education Queensland schools who had volunteered to be part of the
Supported Trial. These sample schools represent schools across a variety of
Education Queensland regions and include schools with:  A high Indigenous student population;
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 Urban, rural and remote school locations; ----- -----
 Single and multi‐age early phase classes; ----- -----
 A high proportion of students from low SES backgrounds. ----- -----
The purpose of the Evaluation was to:
Evaluate the materials and report on the views of school‐based staff
involved in the trial on the process, materials, and assessment practices
utilised.
The Evaluation has reviewed the materials, and used surveys, interviews, and
observations of processes and procedures to collect relevant data to help
present an informed opinion on the Year 1 Checkpoints as assessment for the
early years of schooling. Student work samples and teacher planning and
assessment documents were also collected. The evaluation has not evaluated
the Year 1 Checkpoints in any other capacity than as a resource for Year 1
teachers and relevant support staff.