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asTTle - from test creation to classroom practice

asTTle - from test creation to classroom practice. Eric Waardenburg Secondary Mathematics Facilitator TEAM Solutions. Data Gathering Using asTTle. The following presentation is based on the experience of using asTTle with the West Auckland secondary schools since 2003.

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asTTle - from test creation to classroom practice

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  1. asTTle- from test creation to classroom practice Eric Waardenburg Secondary Mathematics Facilitator TEAM Solutions

  2. Data Gathering Using asTTle • The following presentation is based on the experience of using asTTle with the West Auckland secondary schools since 2003. • These schools are part of a MOE schooling improvement initiative called “Achieving at Waitakere” • www.achievingatwaitakere.org.nz • The numeracy aspect of this initiative has run from mid-2003 till today (end 2007) and is currently planned to continue till at least 2009. • All schools do asTTle testing of a year-cohort at 3 points: • Beginning of Year 9 • End of Year 9 • End of Year 10

  3. Test Creation • Assuming that you wish to test a Year 9 or Year 10 cohort: • Consider how many classes you have at each Year level. • How have the classes been selected? • Streamed • Broad-banded • Includes an accelerate class • Includes a home-room class • Rather than create one test for the entire cohort, consider creating a range of tests that cater to the curriculum levels within the cohort. • Creating 3 different levels eg. An A, B, & C test, will lessen the likelihood of creating “ceiling effects”. The test should reflect the current ability of the student, and include a few higher-level questions.

  4. Test Creation (cont’d) • Choice of Curriculum Area • Choose one curriculum area eg. Number Operations. • The reason for this is that you will get a test of about 32 questions based on less achievement objectives, than if you did a 32 question test covering Number, Algebra, & Measurement. • Therefore, more of the achievement objectives will have a greater number of questions allocated to them. • This gives greater confidence and credibility in your decision making when looking at the reports eg. Group Learning Pathways.

  5. Test Creation (cont’d) • Curriculum Levels • An example of one school’s plan

  6. Test Creation (cont’d) • Curriculum Levels • An example of one school’s plan

  7. Test Creation (cont’d) • Once the program has created a test: • a) you can accept the test, or • b) you can revise the test • From experience, even if you do not like the test, accept the test, and then create a new test using the identical parameters. • The reason for this is that the program is more likely to choose different items from the item-database when it creates a second new test, than if you revise a current test.

  8. Test Creation (cont’d) • A tutorial “Using asTTle: A Teacher’s Guide” is available on the TKI website. • http://www.tki.org.nz/r/asttle/prof-learning_e.php • The same site also has the current asTTle manuals. Use these manuals instead of the manuals that come with the disk, as the data tables have been updated on the website manuals. • http://www.tki.org.nz/r/asttle/user-manual_e.php

  9. The asTTle Reports • In A@W schools, a class folder is created for each teacher, including the 2 main reports that the teacher will use for lesson planning: • The Curriculum Levels report • What is the range of curriculum-level diversity within my class? • How will I differentiate my teaching to cater to this diversity? • The Group Learning Pathways • What are the achievement objectives that the majority of the class have gaps in? • Make decisions here based on the percentage of “Gaps” and “To Be Achieved”, as well as the number of questions allocated to this achievement objective. • Other reports included are: • Tabular Output • Console Report (Individual Pathways can be included – good for student & parent conferencing)

  10. The asTTle Reports • A tutorial “Understanding asTTle Reports” is available on the TKI website: • http://www.tki.org.nz/r/asttle/prof-learning_e.php • Chapter 3 of the asTTle manual provides instructions and advice on how to interpret the asTTle reports: • http://www.tki.org.nz/r/asttle/user-manual_e.php

  11. Learning Needs • In A@W schools, numeracy leaders have discussions with teachers about the asTTle reports in relation to lesson planning. • Teachers are encouraged to complete a template called “asTTle Learning Needs” • (available at www.achievingatwaitakere.org.nz – click Numeracy, then asTTle.) • The section of the template “Agreed Strategies” – teachers are encouraged to use the asTTle “What Next” site: • http://www.tki.org.nz/r/asttle/whatnext/maths_e.php • Other resources are used, in particular the NZMaths website www.nzmaths.co.nz ,the Numeracy Development Project books 1-9, and the Figure It Out series.

  12. Acknowledgements • The experience and knowledge gained in the use of asTTle at A@W is a result of the input of this professional learning community partnership between the Ministry of Education and the 10 West Auckland secondary schools. • Thanks to the MOE, the asTTle team (UoA), & Principals, Heads of Mathematics, the A@W Numeracy Leaders, and Mathematics Staff of: • Green Bay High School Massey High School • Henderson High School Rutherford College • Kelston Boys’ High School St. Dominic’s College • Kelston Girls’ College TKKM o Hoani Waititi • Liston College Waitakere College

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