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INTRO TO E-ASTTLE Jude Weavers [email_address]   Forever discovering Te Kunenga ki Pūrehuroa
<ul><li>FAQ;- excellent place to start or go to if you have a query before you ring the sector desk. </li></ul><ul><li>Hel...
E-asTTle background <ul><li>Web based for years 5 -10 and curriculum  </li></ul><ul><li>levels 2 – 6 </li></ul><ul><li>Hel...
<ul><li>it is a contemporary rich, in-depth and moderated picture of our students next learning steps </li></ul><ul><li>up...
<ul><li>Kids need to be taught how to sit test. </li></ul><ul><li>If test is too small may not show enough data. </li></ul...
<ul><li>Check IT capability -  send in infrastructure sheet with registration  (this will ascertain whether you have onlin...
<ul><li>Data must be used. </li></ul><ul><li>Students must be involved in the analysis.  </li></ul><ul><li>The reports are...
<ul><li>In many cases computer based testing is the best way forward.  However, paper based testing should also be conside...
<ul><li>Each item is normed on e-asttle. </li></ul><ul><li>Item response theory is based on the difficulty of items a stud...
<ul><li>Test on ability not age.  A cohort of students could have 2 or 3 tests of different difficulty created for them.  ...
<ul><li>Tests need to be challenging for the students so that we know what they can do and where to take them next. </li><...
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%...
<ul><li>Customised </li></ul><ul><li>Adaptive </li></ul><ul><li>Copy test </li></ul><ul><li>Similar test </li></ul><ul><li...
Sandpit  LOGON <ul><li>Teachers link: </li></ul><ul><li>http://training.e-asttle.education.govt.nz/SCWeb/login.faces </li>...
<ul><li>7 major reports with different analysis of a  single test. </li></ul><ul><li>Where am I going? </li></ul><ul><li>W...
 
The console report
The NZ comparisons console
The Multi test console
 
Individual Learning Pathway
Criterion information Note: When a dash appears in the e-asTTle ILP it means that the student has failed to get more than ...
Interpreting the Four Quadrants <ul><li>Harder than the student’s ability but unexpectedly answered correctly. </li></ul><...
Interpreting the report
90 second analysis
 
For the Teacher!
For the Teacher!
 
Grouping
Grouping
Grouping
 
 
What Next report
What Next?
What Next?
What Next?
 
 
Writing:  Interpreting the Three Quadrants Mary Goldenacrobat’s aWs = 4P <ul><li>In Mary Goldenacrobat’s case this would b...
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Intro to e as t-tle

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Intro to e as t-tle

  1. 1. INTRO TO E-ASTTLE Jude Weavers [email_address] Forever discovering Te Kunenga ki Pūrehuroa
  2. 2. <ul><li>FAQ;- excellent place to start or go to if you have a query before you ring the sector desk. </li></ul><ul><li>Help manual is available @ home site and inside e-asTTle </li></ul>FAQ site and Help
  3. 3. E-asTTle background <ul><li>Web based for years 5 -10 and curriculum </li></ul><ul><li>levels 2 – 6 </li></ul><ul><li>Helps teachers and students understand progress and next steps learning </li></ul><ul><li>Covers reading, writing, maths, pangarau, panui and tuhituhi </li></ul><ul><li>Tests are aligned to curriculum / NS </li></ul><ul><li>Gives teachers realistic picture of students and allows comparisons </li></ul>
  4. 4. <ul><li>it is a contemporary rich, in-depth and moderated picture of our students next learning steps </li></ul><ul><li>up to date norming that validates our teaching and learning </li></ul><ul><li>time friendly for teaching and directs us to the pointy end of planning and teaching </li></ul><ul><li>true formative practice in action and speaks to our SMS </li></ul><ul><li>excellent for our beginning teachers to use … gives specific direction </li></ul>Why e-asTTle? – One school’s thoughts
  5. 5. <ul><li>Kids need to be taught how to sit test. </li></ul><ul><li>If test is too small may not show enough data. </li></ul><ul><li>Kids prefer adaptive test. </li></ul><ul><li>Classroom too distracting for children to sit test. </li></ul><ul><li>Occasionally test can time out .. Persevere as test rights itself. </li></ul><ul><li>Kid friendly help explanation of learning intentions </li></ul><ul><li>Can’t mark until all kids have sat test … difficult if kids are absent during testing window. </li></ul><ul><li>Help desk people are awesome!! </li></ul>Why e-asTTle? – One school’s thoughts
  6. 6. <ul><li>Check IT capability - send in infrastructure sheet with registration (this will ascertain whether you have online capability. </li></ul><ul><li>Apply to sector service for registration </li></ul><ul><li>Fill in ESAA forms once registered </li></ul><ul><li>Teachers / admin / leaders will receive emails </li></ul><ul><li>Admin person uploads student information </li></ul>Getting Ready
  7. 7. <ul><li>Data must be used. </li></ul><ul><li>Students must be involved in the analysis. </li></ul><ul><li>The reports are not enough…. its what we are going to do with them that is important </li></ul>What is the purpose of the test?
  8. 8. <ul><li>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. </li></ul>Online compared to paper?
  9. 9. <ul><li>Each item is normed on e-asttle. </li></ul><ul><li>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. </li></ul>The test debate
  10. 10. <ul><li>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. </li></ul><ul><li>You don’t always know what you are going to get. </li></ul>The test debate
  11. 11. <ul><li>Tests need to be challenging for the students so that we know what they can do and where to take them next. </li></ul><ul><li>Need to look really carefully at test items and change until you get close enough to parameters. </li></ul>The test debate
  12. 12. Differentiated Testing L2 L3 L4 L5 L6 Easy 25 7 Easy/Mid 15 15 2 Mid/Diff 4 18 10 Difficult 10 15 7
  13. 13. 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
  14. 14. <ul><li>Customised </li></ul><ul><li>Adaptive </li></ul><ul><li>Copy test </li></ul><ul><li>Similar test </li></ul><ul><li>Writing test </li></ul>test types
  15. 15. Sandpit LOGON <ul><li>Teachers link: </li></ul><ul><li>http://training.e-asttle.education.govt.nz/SCWeb/login.faces </li></ul><ul><li>username: eastrainee(number) </li></ul><ul><li>password: Summer1 </li></ul><ul><li>Student link: </li></ul><ul><li>http://training.e-asttle.education.govt.nz/StudentWeb/login.faces </li></ul>
  16. 16. <ul><li>7 major reports with different analysis of a single test. </li></ul><ul><li>Where am I going? </li></ul><ul><li>Where am I in relation to targets etc </li></ul><ul><li>What do I do next </li></ul>The Reports.
  17. 18. The console report
  18. 19. The NZ comparisons console
  19. 20. The Multi test console
  20. 22. Individual Learning Pathway
  21. 23. 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.
  22. 24. 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
  23. 25. Interpreting the report
  24. 26. 90 second analysis
  25. 28. For the Teacher!
  26. 29. For the Teacher!
  27. 31. Grouping
  28. 32. Grouping
  29. 33. Grouping
  30. 36. What Next report
  31. 37. What Next?
  32. 38. What Next?
  33. 39. What Next?
  34. 42. Writing: Interpreting the Three Quadrants Mary Goldenacrobat’s aWs = 4P <ul><li>In Mary Goldenacrobat’s case this would be scores of 5B and above </li></ul><ul><li>In Mary Goldenacrobat’s case this would be 4P, 4B or 4A. </li></ul><ul><li>In Mary Goldenacrobat’s case this would be scores of 3A and below. </li></ul>Strengths <ul><li>Any score in one of the objective areas two sublevels or more above the overall aWs </li></ul>Gaps <ul><li>Any score in one of the objective areas two sublevels or more below the overall aWs </li></ul>Achieved <ul><li>Any score in one of the objective areas the same as or within a sublevel of the overall aWs </li></ul>

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