Improvement measures

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Use student data to compare and measure student outcomes during the Improvement Cycle. For more information, see:  Guide to the Improvement Measures (docx - 2.91mb)

What are the Improvement Measures?

The Improvement Measures are a range of data sets across various aspects of schooling that provide schools with a reliable instrument to evaluate and monitor the effect of their self-improvement efforts on student outcomes.

The measures assist schools in implementing the Improvement Cycle, providing a common evidence base for schools' self-evaluation, strategic planning, performance and development processes and reviews.

There are two related objectives for school leaders and teachers in the use of Improvement Measures:

  1. understanding whether their students are achieving outcomes that would be held in high regard by an independent audience
  2. monitoring the impact of their recent strategies and professional practice on the outcomes for students in their school.

The Improvement Measures were developed in consultation with schools and stakeholder organisations to provide a common set of measures that can provide a balanced overview of the outcomes for students in each school.    

What is the best way to use the Improvement Measures?

The improvement measures, when used in conjunction with the other elements of the Framework for Improving Student Outcomes, can provide schools with the evidence required to effectively plan for and implement their Improvement Initiatives.  The measures indicate student outcomes that are meeting or exceeding expectations, as well as those that require improvement in each school, enabling principals and school leaders to focus their attention on the professional practice that will generate the desired improvement.

The Improvement Cycle guides principals and leaders to draw on robust evidence to highlight the strengths and shortcomings of the current outcomes for students, and to plan improvement strategies to improve those outcomes.

The profile of student outcomes arising from the measures can be used to: develop a summary of the outcomes that represent high achievement and those that might be improved develop an evidence base for discussion of how outcomes can inform subsequent improvements in the school.

The evidence related to student engagement and wellbeing can inform consideration of a broad range of strategies across the school, ranging from teaching and learning strategies to behaviour management programs.  

Evidence related to school productivity can inform discussions about professional leadership and staff collaboration in the school, as well as its financial management and planning.  

What are the principles underlying the effective use of school Improvement Measures?

To get the full benefits of using improvement data, schools should follow these principles: 

  • use multiple sources for student outcomes to avoid bias and confirm observations. You might be able to use results from the Department with those from your school.
  • improvement strategies should be developed after the school determines the impact of professional practice on the student outcome being measured. School leaders and teachers might together consider the effect that work with particular students and classes has had on the aggregate student outcomes for the school. Wherever possible, these teaching and learning practices can be developed into broader improvement strategies for the identified student outcome.
  • To develop a shared understanding of the school's data and to depersonalise the interpretation of outcomes, analysis of the results should be undertaken via collaboration and discussion with school colleagues.