Years 7 and 8 E-asTTle Enhancing Learning Wairoa College
<ul><li>How am I going?   </li></ul><ul><li>Where am I going?   </li></ul><ul><li>What next?   </li></ul><ul><li>How do I ...
<ul><li>E-asTTle can support students and teachers to monitor the learning and develop goals  </li></ul><ul><li>based on v...
Where are you with your e-asTTle knowledge? What else do you want to know?
<ul><li>Focus for this morning… </li></ul><ul><li>Explore  the purpose and use of e-asTTle in the classroom </li></ul><ul>...
Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising fro...
One Assessment Tool –  Data for Different Purposes
Interpreting the Four Quadrants <ul><li>Unexpectedly correct </li></ul><ul><li>Harder than student’s overall ability </li>...
Interpreting the Four Quadrants <ul><li>Harder than the student’s ability but unexpectedly answered correctly. </li></ul><...
Now its your turn…
 
How could you use it with your kids?
Individual Learning Pathway Report Used by:  Why:
For the Teacher!
 
<ul><li>Look at a group learning pathway... </li></ul><ul><li>How could you use it in your class? </li></ul>
 
Curriculum Levels / Skyline Report <ul><li>Used by:  </li></ul><ul><li>Why:  </li></ul>
Healthy Assessment Use little Use some Use more Aligned to  learning goals PAT's Running Records AsTTle exemplars teacher ...
Using e-asTTle to inform assessment decisions <ul><li>No single source of information can accurately summarise a student’s...
What do you want for next time?
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E as t-tle yr 7 and 8 wairoa college 24th sept

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  • &gt;Staff redefine their sticky of their prior knowledge. “ This isn’t a day thing, this is a chance to identify where you need to go next, share with us all your thinking, ideas…
  • Observation of process Focused Classroom Observation Student books and tasks Running Records Student peer assessment Learning conversations Conferencing Interviewing Questioning Explaining Discussing Test Outcomes PAT STAR E-asTTle/asTTle V4
  • The reports give us some visual information on where the children are in relation to the curriculum levels and subjects.
  • &gt;Model this using our own kids.
  • Classroom Teachers Students Parents Identifying next steps in learning for planning. Goal setting / target setting with students. Students reflecting on their learning. Conferencing with students. Individualizing learning for IEP’s etc. Parent ,teacher, student conferences.
  • &gt;Group Learning%
  • Senior Leadership / Management Teams Senior Teachers / HOD / Syndicates Classroom Teachers Getting a snapshot of curriculum levels across strands of the curriculum /cohorts/ classes/ groups. Reporting achievement against curriculum levels Grouping for teaching and learning. Resource management.
  • E as t-tle yr 7 and 8 wairoa college 24th sept

    1. 1. Years 7 and 8 E-asTTle Enhancing Learning Wairoa College
    2. 2. <ul><li>How am I going? </li></ul><ul><li>Where am I going? </li></ul><ul><li>What next? </li></ul><ul><li>How do I get there ? </li></ul>e-asTTle is New Zealand's first online assessment tool which enables students and teachers to answer the questions:
    3. 3. <ul><li>E-asTTle can support students and teachers to monitor the learning and develop goals </li></ul><ul><li>based on valid data. </li></ul><ul><li>This promotes better learning. </li></ul>
    4. 4. Where are you with your e-asTTle knowledge? What else do you want to know?
    5. 5. <ul><li>Focus for this morning… </li></ul><ul><li>Explore the purpose and use of e-asTTle in the classroom </li></ul><ul><li>Explore the various types of tests and reports </li></ul><ul><li>Plan for the next steps </li></ul>
    6. 6. Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations : Test Outcomes Evidence gained from assessment tools, including standardised tools: Overall Teacher Judgment
    7. 7. One Assessment Tool – Data for Different Purposes
    8. 8. Interpreting the Four Quadrants <ul><li>Unexpectedly correct </li></ul><ul><li>Harder than student’s overall ability </li></ul>Strengths <ul><li>Unexpectedly wrong </li></ul><ul><li>Easier than or equal to the student’s overall ability </li></ul>Gaps <ul><li>Correct as expected </li></ul><ul><li>Easier than or equal to the student’s overall ability </li></ul>Achieved <ul><li>Wrong as expected </li></ul><ul><li>Harder than student’s overall ability </li></ul>To Be Achieved Correct Easy Items for this student Incorrect Hard Items for this student Check out your example in the handout!
    9. 9. Interpreting the Four Quadrants <ul><li>Harder than the student’s ability but unexpectedly answered correctly. </li></ul><ul><li>Given the students’ overall asTTle score these items are more difficult than his/her overall ability. </li></ul><ul><li>This quadrant displays the student’s unexpected strengths that should be exploited in future teaching and learning. </li></ul>Strengths <ul><li>Easier than the student’s ability but unexpectedly, answered incorrectly. </li></ul><ul><li>The teacher needs to investigate to determine the nature of the gap e.g. carelessness, skipping items, not taught. </li></ul><ul><li>The teacher should eliminate as a concern or put in place a remedial plan. He/she should learn quickly and fill in the gap. </li></ul>Gaps <ul><li>Easier than the student’s ability and, as expected, answered correctly. </li></ul><ul><li>Given the student’s overall asTTle score these are the items that were expected to be answered correctly and were. </li></ul><ul><li>“ The Green Light”. The teacher can confidently give the student more challenging work in these areas . </li></ul>Achieved <ul><li>Harder than the student’s ability and, as expected, answered incorrectly. </li></ul><ul><li>Given the students’ overall asTTle score these are the items we expected him/her not to get right and did not. </li></ul><ul><li>These are the areas that the student still has to achieve in and which it is expected the teacher will carry out more teaching. </li></ul>To Be Achieved
    10. 10. Now its your turn…
    11. 12. How could you use it with your kids?
    12. 13. Individual Learning Pathway Report Used by: Why:
    13. 14. For the Teacher!
    14. 16. <ul><li>Look at a group learning pathway... </li></ul><ul><li>How could you use it in your class? </li></ul>
    15. 18. Curriculum Levels / Skyline Report <ul><li>Used by: </li></ul><ul><li>Why: </li></ul>
    16. 19. Healthy Assessment Use little Use some Use more Aligned to learning goals PAT's Running Records AsTTle exemplars teacher made tests observations questioning listening student self assessment sample books interactive For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton 2009 discussion PAT’s AsTTle Running records Exemplars Sample books Teacher made tests Observations Questioning Listening Discussion Self assessment
    17. 20. Using e-asTTle to inform assessment decisions <ul><li>No single source of information can accurately summarise a student’s achievement or progress. A range of approaches are necessary in order to compile a comprehensive picture of the areas of progress, areas requiring attention, and what a student’s unique progress looks like. </li></ul><ul><li>Using a range of approaches also allows the student to participate throughout the assessment process, building their assessment capability. Because of this, to assess a student, teachers need to bring together a range of evidence in order to form an overall teacher judgement. </li></ul>
    18. 21. What do you want for next time?

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