Educator’s view of the assessment tool

1. Educator’s view of the assessment tool

2. Contents Contents Educator Guide • Getting started • Getting around • creating assessments • assigning assessments • marking assessments • Interpreting reports • assessment reports • progress reports A detailed educator’s guide is available from within the tool. This guide can be viewed online or downloaded as a pdf

3. Getting started Educators always log in via ESAA

4. Getting started Educator home Name of educator & organisation Tabs to manage assessments, learners or groups of learners Summary of assessments created by an educator and their status Quick link to creating assessments

5. Getting around Educational decisions Creating an assessment • Do you want to assess reading, writing or numeracy? • If numeracy, which progressions do you want to include? • If an individual learner is not making progress with numeracy it may be that they have “gaps” in their Number Knowledge. Select an assessment type Select from 3 numeracy assessments

6. Getting around Educational decisions Creating reading and numeracy assessments • What type of assessment is going to be most appropriate for your purpose and your learners? • On the computer or a printed assessment? • Adaptive or not? • What do you know about the learners’ skills? If you select a non adaptive assessment you must also select the difficulty of the assessment

7. Getting around Educational decisions Creating writing assessments • What type of writing task is most appropriate for your purpose? • What type of writing context is most appropriate for your learners? • What do you know about the learners’ writing skills? There are 10 paired writing tasks to select from. Consider the context, the task and the difficulty of the pair selected

8. Getting around Educational decisions Assessment questions Enter answer • Can I choose the questions in an assessment? • why are most of the reading and numeracy questions in the tool selected response types? Multiple choice Highlighting Drag & drop

9. Getting around Educational decisions Assigning assessments to learners • Which learners are going to sit the assessment? • all of your class? • a new learner? • how are your learners managed or grouped in the tool? There are many ways in the tool to assign learners to created assessments You can select all or some learners from the groups set up in the tool

10. Getting around Educational decisions Communicating with learners • How are you going to inform the learners about the assessment? • When do you want the learners to sit the assessment?

11. Getting around Educational decisions Making the most of the assessments • Will your learners be able to make the most of the assessment? • Literacy and IT skills? • Motivated to demonstrate their “best” in an assessment? Optional practice items contain a range of response types

12. Getting around Marking assessments Enter learner’s response to multi-choice questions. Use guide to mark other questions

13. Learner assessment report Export as PDF or CSV The dotted line estimates the learner’s reading ability from the questions asked The dots indicate the step and learning progressions for each question included in the assessment Key to correct, incorrect and unanswered questions Information and links to the questions asked in the assessment

14. Interpreting reports Educational decisions Learner assessment report • What is this learner’s overall reading competence? • Does the learner seem to have any unusual strengths or weaknesses? • How does the learner’s reading ability compare with the reading “demand” of the course or workplace? • What is this learner’s next learning step? • How will we help the learner understand this report? Incorrect answers at higher steps All questions in this progression correct

15. Interpreting reports Educational decisions Group assessment report Report filters • How many learners are going to need further learning to meet the numeracy demands of the course/qualification/workplace? • Which learners are “well below” the numeracy demand? • Are there any “surprising” results for learners suggesting the need to probe further? • For large groups: is there any pattern in the achievement levels of sub-groups (gender/age)? Numbers of learners by step Summary of learners and the links to individual reports

16. Interpreting reports Educational decisions Learner progress report • Has the learner reached the numeracy required for the course/qualification/workplace? • Has the learner made progress in numeracy? • Has there been sufficient deliberate numeracy teaching between assessments to enable progress? Scale score and error for each assessment Details on the assessments in the progress report

17. Interpreting reports Educational decisions Group progress report • Overall has the group of learners made progress in numeracy? • How effective has the teaching intervention been between time points? • Has there been sufficient deliberate teaching of numeracy to enable progress? • Has the intervention been more effective for some learners than others? Scale score and error for each assessment Details on the assessments in the progress report