Intro to e as t-tle

INTRO TO E-ASTTLE Jude Weavers [email_address] Forever discovering Te Kunenga ki Pūrehuroa

FAQ;- excellent place to start or go to if you have a query before you ring the sector desk. Help manual is available @ home site and inside e-asTTle FAQ site and Help

E-asTTle background Web based for years 5 -10 and curriculum levels 2 – 6 Helps teachers and students understand progress and next steps learning Covers reading, writing, maths, pangarau, panui and tuhituhi Tests are aligned to curriculum / NS Gives teachers realistic picture of students and allows comparisons

it is a contemporary rich, in-depth and moderated picture of our students next learning steps up to date norming that validates our teaching and learning time friendly for teaching and directs us to the pointy end of planning and teaching true formative practice in action and speaks to our SMS excellent for our beginning teachers to use … gives specific direction Why e-asTTle? – One school’s thoughts

Kids need to be taught how to sit test. If test is too small may not show enough data. Kids prefer adaptive test. Classroom too distracting for children to sit test. Occasionally test can time out .. Persevere as test rights itself. Kid friendly help explanation of learning intentions Can’t mark until all kids have sat test … difficult if kids are absent during testing window. Help desk people are awesome!! Why e-asTTle? – One school’s thoughts

Check IT capability - send in infrastructure sheet with registration (this will ascertain whether you have online capability. Apply to sector service for registration Fill in ESAA forms once registered Teachers / admin / leaders will receive emails Admin person uploads student information Getting Ready

Data must be used. Students must be involved in the analysis. The reports are not enough…. its what we are going to do with them that is important What is the purpose of the test?

In many cases computer based testing is the best way forward. However, paper based testing should also be considered eg geometry or measurement where interaction with graphics is required. Online compared to paper?

Each item is normed on e-asttle. Item response theory is based on the difficulty of items a student gets correct, not how many, therefore the implication is the raw score means very little. The test debate

Test on ability not age. A cohort of students could have 2 or 3 tests of different difficulty created for them. Each student is then assigned a test which is most suitable for them. You don’t always know what you are going to get. The test debate

Tests need to be challenging for the students so that we know what they can do and where to take them next. Need to look really carefully at test items and change until you get close enough to parameters. The test debate

Differentiated Testing L2 L3 L4 L5 L6 Easy 25 7 Easy/Mid 15 15 2 Mid/Diff 4 18 10 Difficult 10 15 7

Differentiated Testing with duration L2 L3 L4 L5 L6 Duration Easy 80% 20% 25 min Easy/Mid 45% 45% 10% 30 min Mid/Diff 15% 60%% 25% 40 min Difficult 20% 60% 20% 45 min

Customised Adaptive Copy test Similar test Writing test test types

Sandpit LOGON Teachers link: http://training.e-asttle.education.govt.nz/SCWeb/login.faces username: eastrainee(number) password: Summer1 Student link: http://training.e-asttle.education.govt.nz/StudentWeb/login.faces

7 major reports with different analysis of a single test. Where am I going? Where am I in relation to targets etc What do I do next The Reports.

Criterion information Note: When a dash appears in the e-asTTle ILP it means that the student has failed to get more than 3 questions correct in that strand. If a dash appears in the overall score it means the student has not achieved three correct answers in the test.

Interpreting the Four Quadrants Harder than the student’s ability but unexpectedly answered correctly. Given the students’ overall asTTle score these items are more difficult than his/her overall ability. This quadrant displays the student’s unexpected strengths that should be exploited in future teaching and learning. Strengths Easier than the student’s ability but unexpectedly, answered incorrectly. The teacher needs to investigate to determine the nature of the gap e.g. carelessness, skipping items, not taught. The teacher should eliminate as a concern or put in place a remedial plan. He/she should learn quickly and fill in the gap. Gaps Easier than the student’s ability and, as expected, answered correctly. Given the student’s overall asTTle score these are the items that were expected to be answered correctly and were. “ The Green Light”. The teacher can confidently give the student more challenging work in these areas . Achieved Harder than the student’s ability and, as expected, answered incorrectly. Given the students’ overall asTTle score these are the items we expected him/her not to get right and did not. These are the areas that the student still has to achieve in and which it is expected the teacher will carry out more teaching. To Be Achieved

Writing: Interpreting the Three Quadrants Mary Goldenacrobat’s aWs = 4P In Mary Goldenacrobat’s case this would be scores of 5B and above In Mary Goldenacrobat’s case this would be 4P, 4B or 4A. In Mary Goldenacrobat’s case this would be scores of 3A and below. Strengths Any score in one of the objective areas two sublevels or more above the overall aWs Gaps Any score in one of the objective areas two sublevels or more below the overall aWs Achieved Any score in one of the objective areas the same as or within a sublevel of the overall aWs

Intro to e as t-tle

More Related Content

What's hot (17)

Similar to Intro to e as t-tle (20)

Recently uploaded (20)

Intro to e as t-tle

Editor's Notes