E as t-tle adv pp


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  • If there is a dash then none of the information that
  • E as t-tle adv pp

    1. 1. Lynley Ball E-asTTle Using e-asTTle to promote learning
    2. 2. Aim: to explore how we can use e-asTTle to promote learning Why Bother? This is a powerful tool and if we can use it more effectively we will support teachers and students to focus learning and target support.
    3. 3. <ul><li>Success Criteria: </li></ul><ul><li>We will </li></ul><ul><li>Know how to create and assign appropriate in formative tests </li></ul><ul><li>Understand how various types of tests and reports might be used with students, parents and teachers to inform learning </li></ul><ul><li>Understand the purpose and use of e-asTTle in a classroom setting…the so what! </li></ul><ul><li>Know where to seek further support </li></ul>
    4. 4. Some revelations from yesterday <ul><li>E-asTTle is primarily a formative assessment tool, to be used by teachers and students within a year </li></ul><ul><li>IT administrators should be involved in setting up and using e-asTTle from the beginning because of the intricacies of the technical aspects and online functionality. They are really good problem solvers if they are aware of the problems! </li></ul>
    5. 5. <ul><li>The hardwired concepts we as teachers have about testing are well soldered in. </li></ul><ul><li>E-asTTle challenges the way we think about testing and how it should be done. </li></ul>Changing the Hardwiring quote from Ruth Sutton - Palmerston North, Oct. 2006
    6. 6. Erroneous Perception: All questions worth one mark <ul><li>Two students get 25/34 correct. </li></ul><ul><li>However, this does not mean they will receive the same asTTle scale score. Item Response Theory is based on the difficulty of items a student gets correct - not how many. </li></ul><ul><li>Implication – Raw scores mean very little in asTTle. </li></ul>Changing the Hardwiring
    7. 7. Erroneous Perception: 100% is best <ul><li>If we want to use asTTle to inform us, the students need to get some answers wrong. A student that gets 100% correct gives little information on where his/her next steps in learning are. </li></ul><ul><li>Implication – We must make the tests challenging, even difficult for the students (aim for 50% correct and 50% wrong). </li></ul><ul><li>Advise students not to guess : We want to find out what students can and can’t do not how good they are at guessing. Putting in any answer or misusing student access impacts on the national database and calibration </li></ul>Changing the Hardwiring
    8. 8. Erroneous Perception: Everyone needs to do the same test for a fair comparison <ul><li>If students of wide ability take the same test it is really only the ‘average’ sector where any useful information will be gained. </li></ul><ul><li>Getting too many right or wrong provides us with very little information. </li></ul><ul><li>Implication – Test based on ability not age. A cohort of students may be have two or three tests of different difficulty created for them. Each student is then assigned to a test which is most suitable for him/her. (see next slide) </li></ul>Changing the Hardwiring
    9. 9. Erroneous Perception: Everyone must take the test at the same time in the same place <ul><li>E-asTTle provides the opportunity/challenge to test students at different times and places, especially when taking an online test. Students, if allowed in the assignment of the test, can even sit a test at home. The MAIN purpose of the test will dictate when and where testing can take place. </li></ul>Changing the Hardwiring
    10. 10. Erroneous Perception: e-asTTle means you take the test on the computer. <ul><li>In many cases computer based testing is the best way forward. However, paper based testing should also be considered depending on your situation. Paper based testing is the recommended method for areas such as Geometry or Measurement where interaction with graphics is required. </li></ul>Changing the Hardwiring
    11. 11. Norm information one standard error of measurement around the students score. This is like the 'margin of error' reported in political polls – two out of three times the student’s true score will lie somewhere between the top and the bottom of the red circle.
    12. 12. 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.
    13. 13. The quadrants – diagnostic information
    14. 14. Interpreting the Four Quadrants <ul><li>Unexpectedly correct </li></ul><ul><li>Harder than student’s overall ability </li></ul><ul><li>More than two sublevels harder than the students overall score </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>Unexpectedly wrong </li></ul><ul><li>More than two sublevels easier than the student’s overall ability </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>Correct as expected </li></ul><ul><li>Within 1 sublevel of the student’s overall ability </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>Wrong as expected </li></ul><ul><li>Within 1 sublevel of the student’s overall ability </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 Correct Incorrect
    15. 16. Misleading Reports
    16. 18. For the Teacher!
    17. 19. For the Teacher!
    18. 20. Grouping
    19. 21. Grouping
    20. 22. Grouping
    21. 23. Interpreting our own results <ul><li>Lets have a look </li></ul><ul><li>Any challenges for us? </li></ul>
    22. 24. So what are you doing with this information?
    23. 25. Goal Setting <ul><li>A writing example </li></ul>
    24. 26. Interpreting the Three Quadrants
    25. 27. Using e-asTTle to inform decisions relating to National Standards <ul><li>Using e-asTTle information to help inform overall teacher judgements </li></ul><ul><li>Information on TKI http://assessment. tki .org. nz/ </li></ul><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. 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 in relation to National Standards , teachers need to bring together a range of evidence in order to form an overall teacher judgement.” </li></ul>
    26. 29. More workshops on OTJs, Moderation and Plain Language Reporting <ul><li>http://www. learningmedia .co. nz/ </li></ul>
    27. 30. Using e-asTTle to inform decisions relating to National Standards <ul><li>Using e-asTTle information to support students to reach standard and make adequate progress </li></ul><ul><li>Target setting functionality </li></ul><ul><li>Setting goals </li></ul>