Using PAT Reading for Action Research: from admin to impact (Online ACER Accredited Course)

Using PAT Reading for Action Research: from admin to impact (Online ACER Accredited Course)

This course is for participants from schools and educational systems who already have established processes for PAT assessment data analysis and who wish to deepen their knowledge and practice to use PAT assessment data to inform teaching and student learning through an action research approach.

Recommended prior learning

Getting Ahead with PAT ACER-accredited professional learning course.

Intended learning outcomes

Participants will be able to:

  • demonstrate a detailed understanding of the PAT-R assessment
  • interpret and evaluate PAT-R data to inform teaching and learning sequences with the aim of improving students’ reading comprehension skills
  • design and implement an action research project using PAT data.

 

AITSL Professional Standards for Teachers

This course focuses on Professional Standards 1, 3 and 5 at the Highly Accomplished and Lead Teacher levels.

This course is targeted to the teaching levels indicated in the table below.

Graduate Proficient Highly accomplished appropriate for this level Lead appropriate for this level

1.5 Differentiate teaching to meet the needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

1.5 Differentiate teaching to meet the needs of students across the rull range of abilities

Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

1.5 Differentiate teaching to meet the needs of students across the full range of abilities

Evaluate learning and teaching programs, using student assessment data that are differentiated for the specific learning needs of students across the full range of abilities.

1.5 Differentiate teaching to meet the needs of students across the full range of abilities

Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.1 Establish challenging learning goals

Set explicit, challenging and achievable learning goals for all students.

3.1 Establish challenging learning goals

Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

3.1 Establish challenging learning goals

Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.

3.6 Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.6  Evaluate and improve teaching programs

Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

3.6  Evaluate and improve teaching programs

Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.

3.6  Evaluate and improve teaching programs

Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues.

5.4 Interpret student datat

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.4 Interpret student data

Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.

5.4  Interpret student data

Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.

5.4  Interpret student data

Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.

Course in detail

The course is delivered in online mode and consists of 5 Modules and 1 learning assurance task (Design and implement an action research project using PAT data). The modules are interactive and participants work through examples and activities to build skills and knowledge.

Introduction to PAT-R

In this part of the course, participants learn how to interpret the PAT-R-C scale and develop their understanding of a developmental continuum. This detailed understanding will help teachers to understand how progression and growth is described within the PAT-R-C scale.

Participants are then introduced to the purpose, theory and practice of classroom-based action research as a model for continuous, evidence-based improvement. A case study of a school which has used PAT data and an action research approach to improve student learning outcomes provides a framework for developing participants’ skills and knowledge in designing an action research project in their own schools.

Action Research Modules

Module 1: What is Action Research?

This module introduces you to action research literature and methodologies and guides you through the action research cycle. SMART goals are identified and action research steps are mapped against the model we have introduced.

Module 2: The basics of an action research project

This module focuses on the elements and principles underpinning a robust action research report. We look at the difference between quantitative, qualitative and mixed methods research, and the distinctive structures and processes relating to each type of research.

Module 3: Data collection and analysis

This module concentrates on different kinds of data collection methods and their purpose. It identifies appropriate data collection strategies to address SMART goals, and explores a range of data analysis frameworks.

Module 4: Writing an action research project

This module identifies the different elements of an action research report. It looks at the purpose and audience of a report and uses a case study to demonstrate the components of each stage of action research. 

Learning assurance task

Write an action research report based on work you have conducted in your context over the duration of the course.

On successful completion of this course, participants will receive an ACER certificate of achievement.

Delivery mode: Online

Time and duration: 50 hours of online coursework, 60 hours' practical application of course content over approximately 20 weeks. For course start dates, please refer to our website https://www.acer.org/professional-learning

Resources:  All resources are included in the course.

Date and location Presenter Cost Availability
23 Jul to 7 Dec 2018 | Online

$990 (including GST) Register
18 Feb to 5 Jul 2019 | Online

$990 (including GST) Register
6 May to 20 Sep 2019 | Online

$990 (including GST) Register
29 Jul to 20 Dec 2019 | Online

$990 (including GST) Register