e asttle
TRANSCRIPT
e-asTTlee-asTTle
assessment tools for
teaching and learning
assessment tools for
teaching and learning
We need to change the way we think about assessment
We need to change the way we think about assessment
e-asTTle challenges the way we think about testing and
how it should be
done
e-asTTle challenges the way we think about testing and
how it should be
done
We need to change the way we think about assessment
We need to change the way we think about assessment
Everyone needs to take the same test for a fair comparison
Everyone needs to take the same test for a fair comparison
Test based on ability not age. A cohort of students may have several tests of different difficulty created for them. Each student is then assigned to a test which is most suitable for him/her.
Test based on ability not age. A cohort of students may have several tests of different difficulty created for them. Each student is then assigned to a test which is most suitable for him/her.
We need to change the way we think about assessment
We need to change the way we think about assessment
All questions are worth one markAll questions are worth one mark
e-asTTLe is based on the difficulty of items a student gets correct - not how many.
Raw scores mean very little in asTTle
e-asTTLe is based on the difficulty of items a student gets correct - not how many.
Raw scores mean very little in asTTle
We need to change the way we think about assessment
We need to change the way we think about assessment
100% is best100% is best
A student that gets 100% correct gives little information on where his/her next steps in learning are.
Implication – We must make the tests challenging, even difficult for the students (aim for 50% correct and 50% wrong).
A student that gets 100% correct gives little information on where his/her next steps in learning are.
Implication – We must make the tests challenging, even difficult for the students (aim for 50% correct and 50% wrong).
We need to change the way we think about assessment
We need to change the way we think about assessment
Everyone must take the test at the same time in the same placeEveryone must take the test at the same time in the same place
Provides the opportunity/challenge to test students at different times and places, especially when taking an online test. Students, if allowed in the assignment of the test, can even sit a test at home.
The MAIN purpose of the test will dictate when and where testing can take place.
Provides the opportunity/challenge to test students at different times and places, especially when taking an online test. Students, if allowed in the assignment of the test, can even sit a test at home.
The MAIN purpose of the test will dictate when and where testing can take place.
We need to change the way we think about assessment
We need to change the way we think about assessment
If you don’t know the answer, just guessIf you don’t know the answer, just guess
We want to find out what students can and can’t do, not how good they are at guessing.We want to find out what students can and can’t do, not how good they are at guessing.
We need to change the way we think about assessment
We need to change the way we think about assessment
e-asTTle means you take the test on a computere-asTTle means you take the test on a computer
Paper based testing should also be considered depending on your situation.
Paper based testing is the recommended method for areas such as Geometry or Measurement where interaction with graphics is required.
Paper based testing should also be considered depending on your situation.
Paper based testing is the recommended method for areas such as Geometry or Measurement where interaction with graphics is required.
consistency
test length - 12mins-60 mins
variety of attitude questions - can use as a teaching goal - engagement, motivation, interest, self-regulation, self-efficacy.
no difference between multi-choice and open ended questions
can set hours and days
consistency
test length - 12mins-60 mins
variety of attitude questions - can use as a teaching goal - engagement, motivation, interest, self-regulation, self-efficacy.
no difference between multi-choice and open ended questions
can set hours and days
e-asTTle testse-asTTle tests
PurposePurpose
A valid e-asTTle assessment will also produce reports that will provide valuable information for parents, school managers and trustees to inform their own decisions about how they can best support further learning.
A valid e-asTTle assessment will also produce reports that will provide valuable information for parents, school managers and trustees to inform their own decisions about how they can best support further learning.
~ to determine what the student now knows and what they might learn next ~ provide this information to both the students and to the teacher~ not be about only obtaining a score but also the interpretation of the score
~ to determine what the student now knows and what they might learn next ~ provide this information to both the students and to the teacher~ not be about only obtaining a score but also the interpretation of the score
custom testcustom test
select the subject, difficulty and curriculum strands, test duration
specify other options, e.g., delivery method
can select attitude questions
select the subject, difficulty and curriculum strands, test duration
specify other options, e.g., delivery method
can select attitude questions
inform testinform testmulti-choice only
developed to align with each National Standard
premade - same set of questions each time
one set at y4 - y8 reading and maths
range of items from all curriculum strands will be generated
good for no data or new student
good to inform below or well below (if parent thinks they are above) - another piece of evidence
multi-choice only
developed to align with each National Standard
premade - same set of questions each time
one set at y4 - y8 reading and maths
range of items from all curriculum strands will be generated
good for no data or new student
good to inform below or well below (if parent thinks they are above) - another piece of evidence
adaptive testadaptive test
3 mini tests -available for reading and maths
select the subject, difficulty and curriculum strands
lead to more accurate assessment
questions will adjust as the student sits the test
good for more able students
good for beginning of the year
3 mini tests -available for reading and maths
select the subject, difficulty and curriculum strands
lead to more accurate assessment
questions will adjust as the student sits the test
good for more able students
good for beginning of the year
L3 L3/4 L4 L4/5 L5 L5/6 L6
L3 L3/4 L4 L4/5 L5 L5/6 L6
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e.g. - all Y7 could start at L3/4 or L4. Retest from there.Beginning level 4 should sit L4/5 testTests should be challenging50 - 65% correct is a good test.
e.g. - all Y7 could start at L3/4 or L4. Retest from there.Beginning level 4 should sit L4/5 testTests should be challenging50 - 65% correct is a good test.
Custom test for schoolwide dataCustom test for schoolwide data
What they got wrong but should have got right
What they got wrong but should have got right
What they got right and should have got right
What they got right and should have got right
What they got right but should have got wrong
What they got right but should have got wrong
What they got wrong and should have got wrong
What they got wrong and should have got wrong
Corr
ect
Corr
ect
Inco
rrect
Inco
rrect
Corr
ect
Corr
ect
Inco
rrect
Inco
rrect
Hard items for this studentHard items for this student
Easy items for this studentEasy items for this student
A good report should not look like this
A good report should not look like this
it should look like thisit should look like this
DoDo
verify by giving a harder test
keep testing until you find the right level
ensure there is consistency in the dials and in the weighting
encourage parents to log in and view at any time
verify by giving a harder test
keep testing until you find the right level
ensure there is consistency in the dials and in the weighting
encourage parents to log in and view at any time