Years 7 and 8

E-asTTleEnhancing Learning

Wairoa College

•How am I going?

•Where am I going?

•What next?

•How do I get there?

e-asTTle is New Zealand's first online assessment tool which enables students and teachers to answer the questions:

E-asTTle can support students and teachers to monitor the learning and develop goals

based on valid data.

This promotes better learning.

Where are you with your e-asTTle knowledge?

What else do you want to know?

Focus for this morning…

•Explore the purpose and use of e-asTTle in the classroom

•Explore the various types of tests and reports

•Plan for the next steps

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

Overall Teacher

Judgment

One Assessment Tool – One Assessment Tool – Data for Different PurposesData for Different Purposes

Interpreting the Four Quadrants

• Unexpectedly correct• Harder than student’s overall ability

Strengths

• Unexpectedly wrong• Easier than or equal to the student’s overall

ability

Gaps• Correct as expected• Easier than or equal to the student’s overall

ability

Achieved

• Wrong as expected• Harder than student’s overall ability

To Be Achieved

Corr

ect

Easy Items for this student

Inco

rrec

t

Hard Items for this student

Check out your example in the handout!

Interpreting the Four Quadrants

• Harder than the student’s ability but unexpectedly answered correctly.

• Given the students’ overall asTTle score these items are more difficult than his/her overall ability.

• This quadrant displays the student’s unexpected strengths that should be exploited in future teaching and learning.

Strengths

• Easier than the student’s ability but unexpectedly, answered incorrectly.

• The teacher needs to investigate to determine the nature of the gap e.g. carelessness, skipping items, not taught.

• The teacher should eliminate as a concern or put in place a remedial plan. He/she should learn quickly and fill in the gap.

Gaps

• Easier than the student’s ability and, as expected, answered correctly.

• Given the student’s overall asTTle score these are the items that were expected to be answered correctly and were.

• “The Green Light”. The teacher can confidently give the student more challenging work in these areas.

Achieved

• Harder than the student’s ability and, as expected, answered incorrectly.

• Given the students’ overall asTTle score these are the items we expected him/her not to get right and did not.

• These are the areas that the student still has to achieve in and which it is expected the teacher will carry out more teaching.

To Be Achieved

Now its your turn…Now its your turn…

How could you use it with your kids?

Individual Learning Pathway ReportUsed by:

Why:

For the Teacher!

Look at a group learning pathway...

How could you use it in your class?

Curriculum Levels / Skyline ReportCurriculum Levels / Skyline ReportUsed by:

Why:

Healthy Assessment

For STRENGTH of information, use multiple samplings from multiple sources.

NZEI Te Riu Roa and Lester Flockton 2009

PAT’s

AsTTle

Running records

Exemplars

Sample books

Teacher made tests

Observations

Questioning

Listening

Discussion

Self assessment

Using e-asTTle to inform assessment decisions

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,

teachers need to bring together a range of evidence in order to

form an overall teacher judgement.

What do you want for next time?