Improvement measures

School use data to compare and measure student outcomes as part of the Evaluate and diagnose phase of the FISO Improvement Cycle.

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.

For more information, see Guide to the improvement measures (docx - 2.91mb)

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 FISO improvement initiatives.  The measures indicate student outcomes 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 FISO 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.

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:

  1. Use multiple sources for student outcomes to avoid bias and confirm observations through triangulation. Where possible, use results from the Department to support and confirm those from your school.
  2. Improvement strategies should be developed after the school completes its annual self-evaluation, and has determined the impact of professional practice on the student outcome(s) being measured. During the self-evaluation, school leaders and teachers consider the effect that their teaching and learning practices with particular students and classes has had on the aggregate student outcomes for their school. Where these practices have led to improved outcomes, schools consider how they can be developed into broader improvement strategies that can be implemented across the school.
  3. 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.