Getting Started with e-asTTle “Why bother?”

1. Getting Started with e-asTTle “Why bother?”

2. e-asTTle supports … • Teachers to monitor the effectiveness of their teaching • to make changes to their practice where necessary • to identify areas where they need support to increase their content/pedagogical knowledge • to monitor own learning and develop goals based on valid data. • this will promote better learning.

3. E-asTTle supports • students to monitor own learning and develop goals based on valid data. • This will promote better learning.

4. If you are going to use e-asTTle… • You need to share the data formatively • With the teachers • With the students • With the parents • You can share the data summatively • With senior management • With the BOT

5. When using e-asTTle remember …. • Involve the student in the analysis • Test by ability not age • Interpret the results in conjunction with other forms of assessment • The reports are only the beginning of analysis – not the analysis itself

6. E-asTTle item weighting is based on Solo taxonomy.

7. 1st Stage – Pre-Structural

8. 2nd Stage - Unistructural

9. 3rd Stage - Multistructural

10. 4th Stage - Relational

11. 5th Stage – Extended Abstract

12. Item Response Theory • The questions or items are not all just worth one mark. • The items are weighted according to the difficulty of the item in terms of depth of thinking. • Two students can get the same number of questions correct but in terms of difficulty may get quite different scores. • Use the raw scores to check on progress.

13. 100% Correct – is this what we want? • e-asTTle is a formative assessment tool. • if we want to use e-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. • Think carefully when constructing and/or assigning tests so you get a wealth of useable data to help inform the teaching and learning.

14. This is an example of an assessment that was too hard for the students it was assigned to – consequently the amount of useable data was affected.

15. E-asTTle allows you to create and assign different tests to your students • According to ability. • All the test results can still be viewed and combined into reports if you wish. • The data generated is still comparable. • Getting too many right or wrong provides us with very little information. • A cohort of students may have two or three tests of different difficulty created for them.

16. Make sure you follow the administration instructions carefully. • Getting students to sit assessments in poor conditions or at a time that is proving difficult affects their results. • It is better to STOP and do it later. • Do not encourage the students to guess. • You are wanting to find out what students can and can’t do not how good they are at guessing.

17. If a student … • Has very little English or • Has a very low reading age or • Has learning difficulties You can get them do the assessment so you have some baseline data. But do use other assessments to give you the information you need to help them with their learning.

18. Once you have the Reports • Do use them - To inform your teaching - To help you find resources which will address the student’s learning needs • And share the data with the students so they know – what they know and - what they need to know

19. But don’t stop there! • Report data will allow you and the students - to goal set - to track learning over time - to track progress and achievement Sharing report data allows for meaningful learning conversations between Teachers, Students, Peers, and Parents

20. e-asTTle can be used to help support and inform ‘Overall Teacher Judgements’ for reporting purposes against National Standards. e-asTTle data is • Valid • Reliable • Defensible

21. Information on TKI http://assessment.tki.org.nz/ • “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.”

22. Sources of evidence from across the learning areas to support decision-making • Observation of Process • Evidence gained from informal assessment opportunities, incorporating the observation of process, such as: • Focused classroom observations • Student work books • Tasks: e.g. maths tasks, ARB’s • Running records • Student peer assessments • Gloss • NumPA National Standards Used as a signpost • Learning Conversations • Evidence arising from Learning Conversations: • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement (OTJ) Decision made in relation to the National Standards • Test Outcomes • Evidence gained from assessment tools, including standardised tools: • 6 year observation survey • PAT • STAR • E-asTTle • Gloss • IKAN • NumPA