School-level results are also made public on the national My School website, and the level of achievement of students in each school is mapped on the website against 59 similar schools in a format that was designed to be easily read by the public (Gorur, 2015), so that parents can use this information to make a judgement about how well their child's school is performing. 1 Criterion-referenced reports are delivered to parents giving an indication of how an individual student's achievement compares to a typical student in their year, and schools receive both individual and aggregate achievement data for all tests. Test results are sent to parents and schools approximately 5 months later, although online testing for some schools began in 2019 and is expected to produce a faster turnaround time as it is rolled out across the country. Findings also furnish theoretical insights about how data walls are powerful assemblages, enable sound educational outcomes, but require ongoing attention to their sociomaterial effects. Our findings are significant because they reveal how data walls foster integrative approaches to literacy assessment that cut through the debate. The second data wall added layers of qualitative data and formative assessment and facilitated valuable professional learning and development in support of children’s learning outcomes. Analysis shows that the first, more common data wall mapped and privileged quantitative data about, and summative testing results for, children and functioned primarily as an accountability tool. On that basis, our aim is to consider two kinds of data wall by drawing from a three year study of literacy teaching practices in government schools in one Australian state and sharing insights with resonance in similar education systems. We think of data walls as -scapes and scopic regimes that have sociomaterial force and that coalesce as complex assemblages worth interrogating. In ensuing debates, school data walls have become pedagogically and spatially contested sites. We can get to know each other, and you can make a more informed decision instead of basing it off of my cheesy profile writing.Educators, parents, and policymakers agree on the need to assess children’s learning to inform literacy teaching practices but are often divided about how best to gauge literacy development. I'm really excited to work with you! If you're on the fence about me, I'm always down for a quick call. Through my experience, I've come to understand the most common problems people have with common subjects such as math. I also have perfect 5s across basically every AP test that's available (maybe took too many). I've scored in the 99+ percentile for the ACT, SAT, and PSAT and graduated as the sole valedictorian of my high school. I'm currently studying to be pre-med, though I'm considering some sort of biological research or biological computation. Outside of school, I love playing tennis and basketball. I've studied all kinds of subjects, and I love meeting new people and helping them fulfill their potential and succeed in school! I can put in however much work you are willing to I'm very flexible overall! I'm originally from SoCal, and I have experience in tutoring since middle school. Hi! My name is Ryan, currently a sophomore at Stanford University.
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