Achievement Improvement Monitor

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The Achievement Improvement Monitor (AIM) program is used to monitor the development of literacy and numeracy skills of school students in Victoria, Australia.

The program is administered by the Victorian Curriculum and Assessment Authority (VCAA). Tests are undertaken by all students in Years 3, 5, 7 and 9. The results are used as feedback and guidance to students, parents and teachers. It is not used as a grading system of students. The results are also used to improve the program.

The AIM Assessment Program is made up of tests in English (Reading, Writing and Spelling) and Mathematics. The tests are based on the Victorian Essential Learning Standards (VELS), the curriculum used in Victorian schools from the Preparatory year to Year 10.

At Year 3, the literacy and numeracy skills of students at the end of the early years of schooling are identified. Test items are drawn from the curriculum for Prep to Year 6 (Levels 1 to 4 of VELS).

At Year 5, before moving to secondary school the literacy and numeracy skills of students are again assessed. Test items are drawn from the curriculum for Years 1 to 8 (Levels 2 to 5 of VELS).

At Year 7, the literacy and numeracy skills of students are again assessed. Assessments provide information about progress in the first year of secondary school. Test items are drawn from the curriculum for Years 3 to 10 (Levels 3 to 6 of VELS).

At Year 9, the literacy and numeracy skills of students are again assessed. Schools can link the Year 7 AIM student data to Year 9 AIM student data to get a two-year growth comparison for each student. Test items are drawn from the curriculum for Years 5 to 12 (Levels 4 to 6+ of VELS).

Schools and parents are advised of each student’s results against VELS. At each test point, teachers can identify students who will benefit from enrichment activities or who may require further development in specific aspects of the curriculum.

The AIM program aims to assists teachers to identify students’ strengths and weaknesses in English and Mathematics. By analysing results which show a pattern or which add to information from teacher judgments, teachers are expected to adjust teaching strategies to provide appropriate support.

The aggregation of student results from the AIM tests provides the school with an overview of current achievements for groups of students and contributes to a more comprehensive understanding of their performance. The analysis of school-wide data assists school planning and can be used by the school to monitor English and Mathematics improvement over time.

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