Surveys

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Low Rating (1-3) || Average Rating (4-7) || High Rating (8-10) || 0 ||   2  ||   16  ||  1  ||   5  ||   12  ||  1  ||   5  ||   12  ||  1  ||   5  ||   12  ||  0  ||   6  ||   12  ||  1  ||   7  ||   10  ||  1  ||   3  ||   14  ||  1  ||   5  ||   12  ||  1  ||   2  ||   15  ||  1  ||   6  ||   11  ||  1  ||   2  ||   15  ||  2  ||   10  ||   6  ||  0  ||   5  ||   13  ||  1  ||   4  ||   13  ||  3  ||   8  ||   7  ||  1  ||   4  ||   13  ||  1  ||   8  ||   9  ||  1  ||   6  ||   11  ||  1  ||   7  ||   10  ||  Low Rating (1-3)  || Average Rating (4-7) || High Rating (8-10) || 0 ||   2  ||   16  ||  0  ||   6  ||   12  ||  3  ||   7  ||   8  ||  0  ||   9  ||   9  ||  0  ||   8  ||   10  ||  1  ||   7  ||   10  ||  0  ||   5  ||   13  ||  0  ||   5  ||   13  ||  0  ||   2  ||   16  ||  2  ||   6  ||   9  ||  0  ||   2  ||   16  ||  2  ||   10  ||   6  ||  0  ||   7  ||   11  ||  0  ||   5  ||   13  ||  0  ||   8  ||   10  ||  0  ||   7  ||   11  ||  2  ||   12  ||   4  ||  1  ||   7  ||   10  ||  1  ||   3  ||   14  ||  Student Self Assessment Data Upper School: **Room 11 Reading Assessment Report.** Upper school students in grades 5 & 6 (aged 10-12) were given a level appropriate self-assessment questionnaire to ascertain how they felt about their own learning & development in the areas of reading skills & self-efficacy. The questionnaire was comprised of two parts. Part one involving children giving themselves a rating of 1-10 (one being the lowest & 10 being the highest) for a range of statements related to reading skills; part two involving children giving a short response to a prompting statement about their self-efficacy. Of a total of 19 students, 7 students assessed themselves as being at 7 or above according to each reading skill statement. 2 of these students were male & 5 were female. It can therefore be assumed that these students felt that in comparison to their peers, they posessed above average skills in the area of reading. Of these students 5, rated the importance of reading as being 10, 1 rated the importance of reading as being 9 and 1 student rated the importance of reading as being 6. It is interesting to note that of these students, 5 rated the enjoyment of reading to themselves a 10 & 1 rated the enjoyment of reading to themselves as a 9. 7 students in this group rated themselves as mid-range readers. Of the mid range readers all of the students rated the importance of reading as 7-10. Results varied for these students from 4-9. Questions related to how children felt about their reading generally rated higher than questions related to how students used their reading as learning, interpreting meaning and information & grammar and styntax. Results from the 9 students left in this group did not show much pattern, making the results hard t The rest of this group showed varying results making the data hard to interpret. Results in a single interview ranged anywhere from 1 to 10, but many rated the enjoyment of reading to someone else as a 5 or lower.
 * Room 14 ** ||||||
 * Assessment Results ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * I rate the importance of reading as  ** ||
 * I rate the importance of reading as  ** ||
 * How would I rate myself as a reader ** ||
 * How would I rate myself as a reader ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * As someone to help others read I would rate myself ** ||
 * As someone to help others read I would rate myself ** ||
 * How much I’d enjoy helping others to read is ** ||
 * How much I’d enjoy helping others to read is ** ||
 * Other people might rate me as a reader as ** ||
 * Other people might rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my parents would rate me as ** ||
 * I think my parents would rate me as ** ||
 * I am a good reader ** ||
 * I am a good reader ** ||
 * I like reading to someone else ** ||
 * I like reading to someone else ** ||
 * I like reading by myself ** ||
 * I like reading by myself ** ||
 * I like reading all the time ** ||
 * I like reading all the time ** ||
 * I only like reading particular types of books ** ||
 * I only like reading particular types of books ** ||
 * I feel confident when I read ** ||
 * I feel confident when I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to summarise what I read ** ||
 * I am able to summarise what I read ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I am able to find the main idea in a text ** ||
 * I am able to find the main idea in a text ** ||
 * I understand the author’s purpose ** ||
 * I understand the author’s purpose ** ||
 * Room 11 ** ||||||
 * Assessment Results ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * I rate the importance of reading as  ** ||
 * I rate the importance of reading as  ** ||
 * How would I rate myself as a reader ** ||
 * How would I rate myself as a reader ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * As someone to help others read I would rate myself ** ||
 * As someone to help others read I would rate myself ** ||
 * How much I’d enjoy helping others to read is ** ||
 * How much I’d enjoy helping others to read is ** ||
 * Other people might rate me as a reader as ** ||
 * Other people might rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my parents would rate me as ** ||
 * I think my parents would rate me as ** ||
 * I am a good reader ** ||
 * I am a good reader ** ||
 * I like reading to someone else ** ||
 * I like reading to someone else ** ||
 * I like reading by myself ** ||
 * I like reading by myself ** ||
 * I like reading all the time ** ||
 * I like reading all the time ** ||
 * I only like reading particular types of books ** ||
 * I only like reading particular types of books ** ||
 * I feel confident when I read ** ||
 * I feel confident when I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to summarise what I read ** ||
 * I am able to summarise what I read ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I am able to find the main idea in a text ** ||
 * I am able to find the main idea in a text ** ||
 * I understand the author’s purpose ** ||
 * I understand the author’s purpose ** ||

Low Rating (1-3) || Average Rating (4-7) || High Rating (8-10) || 1 ||   9  ||   8  ||  0  ||   13  ||   5  ||  0  ||   9  ||   9  ||  0  ||   10  ||   8  ||  1  ||   7  ||   10  ||  1  ||   12  ||   5  ||  0  ||   12  ||   6  ||  0  ||   11  ||   7  ||  0  ||   11  ||   7  ||  0  ||   13  ||   5  ||  0  ||   5  ||   13  ||  0  ||   14  ||   4  ||  0  ||   0  ||   0  ||  0  ||   10  ||   8  ||  1  ||   11  ||   6  ||  2  ||   8  ||   8  ||  1  ||   10  ||   7  ||  0  ||   12  ||   6  ||  1  ||   8  ||   9  || Student Self Assessment Data Upper School: **Room 13 Reading Assessment Report.** Upper school students in grades 5 & 6 (aged 10-12) were given a level appropriate self-assessment questionnaire to ascertain how they felt about their own learning & development in the areas of reading skills & self-efficacy. The questionnaire was comprised of two parts. Part one involving children giving themselves a rating of 1-10 (one being the lowest & 10 being the highest) for a range of statements related to reading skills; part two involving children giving a short response to a prompting statement about their self-efficacy. Of a total of 17 students, 8 students assessed themselves as being at 6 or above according to each reading skill statement. 6 of these students were female & 2 of these students were male. It can therefore be assumed that these students felt that in comparison to their peers, they posessed above average skills in the area of reading. Of these students 4, rated the importance of reading as being 10, 2 rated the importance of reading as being 8, 1 rated the importance of reading as being 7 & 1 rated the importance of reading as being 6. All four students who rated the importance of reading as being 10 were female. It is interesting to note that of these students, 4 rated the enjoyment of reading to themselves a 10, 1 rated the enjoyment of reading to themselves a 9, 1 rated the enjoyment of reading to themselves an 8 and 2 rated the enjoyment of reading to themselves a 7. Both of the males in this group rated the enjoyment of reading to themselves a 10. Of the group of 17 students who assessed themselves as being above average, 1 female student rated herself as 10 as a reader, 3 female students rated themselves as 9 as a reader, 1 male student rated himself as 8 as a reader and 2 females and one male student rated themselves as a 7 as a reader. Of a total of 17 students, 7 students assessed themselves for the most part as being from 4 to 9 according to each reading skill statement. 3 of these students were female and 4 of these students were male. It can therefore be assumed that these students felt that in comparison to their peers, they posessed mid to high range reading skills in comparison to their peers. It is interesting to note that of these students, one female rated her enjoyment of reading as being 10, 3 rated their enjoyment of reading to themselves as being 9, 1 rated their enjoyment of reading as 8 and one rated their enjoyment of reading as being 5. Of this group, 4 students rated themselves as 7 as a reader, 2 students rated themselves as 6 as a reader and 1 rated themselves as 5 as a reader. The male who rated himself as 5 as a reader was part of the shifting the tail program. Of this group, 3 rated the importance of reading as a 6, 2 rated the importance of reading as being 7, 1 rated the importance of reading as being 8 & one rated the importance of reading as being 9. The remaining 2 self-assessments showed no pattern in relation to the rating of skills with ratings from 1 to 10 being given across the self assessment statements. Low Rating (1-3) || Average Rating (4-7) || High Rating (8-10) || 0 ||   5  ||   14  ||  0  ||   5  ||   14  ||  4  ||   8  ||   7  ||  2  ||   10  ||   7  ||  3  ||   9  ||   7  ||  1  ||   9  ||   9  ||  1  ||   9  ||   9  ||  1  ||   9  ||   9  ||  1  ||   6  ||   12  ||  4  ||   8  ||   7  ||  3  ||   1  ||   15  ||  5  ||   8  ||   6  ||  0  ||   0  ||   0  ||  3  ||   9  ||   7  ||  3  ||   12  ||   4  ||  3  ||   12  ||   4  ||  2  ||   12  ||   5  ||  1  ||   14  ||   4  ||  3  ||   10  ||   6  || Student Self Assessment Data Upper School: **Room 12 Reading Assessment Report.** Upper school students in grades 5 & 6 (aged 10-12) were given a level appropriate self-assessment questionnaire to ascertain how they felt about their own learning & development in the areas of reading skills & self-efficacy. The questionnaire was comprised of two parts. Part one involving children giving themselves a rating of 1-10 (one being the lowest & 10 being the highest) for a range of statements related to reading skills; part two involving children giving a short response to a prompting statement about their self-efficacy. Of a total of 19 students, 3 students assessed themselves as being at 7 or above according to each reading skill statement. 2 of these students were male & 1 of these students was female. It can therefore be assumed that these students felt that in comparison to their peers, they posessed above average skills in the area of reading. Of these students 2, rated the importance of reading as being 10 and 1 rated the importance of reading as being 9. It is interesting to note that of these students, all rated the enjoyment of reading to themselves a 10. 7 students in this group rated themselves as mid-range readers. Of the mid range readers all of the students rated the importance of reading as 7-10. Results varied for these students from 4-9. Questions related to how children felt about their reading generally rated higher than questions related to how students used their reading as learning, interpreting meaning and information & grammar and styntax. Results from the 9 students left in this group did not show much pattern, making the results hard t The rest of this group showed varying results making the data hard to interpret. Results in a single interview ranged anywhere from 1 to 10, but many rated the enjoyment of reading to someone else as a 5 or lower.
 * Room 13 ** ||||||
 * Assessment Results ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * Total of 18 Interviews Completed ** ||
 * I rate the importance of reading as  ** ||
 * I rate the importance of reading as  ** ||
 * How would I rate myself as a reader ** ||
 * How would I rate myself as a reader ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * As someone to help others read I would rate myself ** ||
 * As someone to help others read I would rate myself ** ||
 * How much I’d enjoy helping others to read is ** ||
 * How much I’d enjoy helping others to read is ** ||
 * Other people might rate me as a reader as ** ||
 * Other people might rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my parents would rate me as ** ||
 * I think my parents would rate me as ** ||
 * I am a good reader ** ||
 * I am a good reader ** ||
 * I like reading to someone else ** ||
 * I like reading to someone else ** ||
 * I like reading by myself ** ||
 * I like reading by myself ** ||
 * I like reading all the time ** ||
 * I like reading all the time ** ||
 * I only like reading particular types of books ** ||
 * I only like reading particular types of books ** ||
 * I feel confident when I read ** ||
 * I feel confident when I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to summarise what I read ** ||
 * I am able to summarise what I read ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I am able to find the main idea in a text ** ||
 * I am able to find the main idea in a text ** ||
 * I understand the author’s purpose ** ||
 * I understand the author’s purpose ** ||
 * Room 12 ** ||||||
 * Assessment Results ** ||
 * Total of 19 Interviews Completed ** ||
 * Total of 19 Interviews Completed ** ||
 * Total of 19 Interviews Completed ** ||
 * I rate the importance of reading as  ** ||
 * I rate the importance of reading as  ** ||
 * How would I rate myself as a reader ** ||
 * How would I rate myself as a reader ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * I rate my enjoyment of reading aloud as ** ||
 * As someone to help others read I would rate myself ** ||
 * As someone to help others read I would rate myself ** ||
 * How much I’d enjoy helping others to read is ** ||
 * How much I’d enjoy helping others to read is ** ||
 * Other people might rate me as a reader as ** ||
 * Other people might rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my teacher would rate me as a reader as ** ||
 * I think my parents would rate me as ** ||
 * I think my parents would rate me as ** ||
 * I am a good reader ** ||
 * I am a good reader ** ||
 * I like reading to someone else ** ||
 * I like reading to someone else ** ||
 * I like reading by myself ** ||
 * I like reading by myself ** ||
 * I like reading all the time ** ||
 * I like reading all the time ** ||
 * I only like reading particular types of books ** ||
 * I only like reading particular types of books ** ||
 * I feel confident when I read ** ||
 * I feel confident when I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to paraphrase what I read ** ||
 * I am able to summarise what I read ** ||
 * I am able to summarise what I read ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I can use synonyms to replace vocabulary ** ||
 * I am able to find the main idea in a text ** ||
 * I am able to find the main idea in a text ** ||
 * I understand the author’s purpose ** ||
 * I understand the author’s purpose ** ||