E asttle
- 1. e-asTTle assessment tools for teaching and learning
- 2. 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
- 3. We need to change the way we think about assessment 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.
- 4. We need to change the way we think about assessment All 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
- 5. We need to change the way we think about assessment 100% 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).
- 6. We need to change the way we think about assessment Everyone 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.
- 7. We need to change the way we think about assessment If 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.
- 8. We need to change the way we think about assessment e-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.
- 9. 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 tests e-asTTle tests
- 10. 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
- 11. custom test select the subject, difficulty and curriculum strands, test duration specify other options, e.g., delivery method can select attitude questions
- 12. inform 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
- 13. adaptive test3 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
- 15. L3 L3/4 L4 L4/5 L5 L5/6 L6 most most most most fewatprevious manyatnext fewatprevious manyatnext fewatprevious manyatnext e.g. - all Y7 could start at L3/4 or L4. Retest from there. Beginning level 4 should sit L4/5 test Tests should be challenging 50 - 65% correct is a good test. ustom test for schoolwide dat
- 16. 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
- 17. CorrectCorrect IncorrectIncorrect
- 18. CorrectCorrect IncorrectIncorrect Hard items for this studentHard items for this student Easy items for this studentEasy items for this student
- 19. A good report should not look like this
- 20. it should look like this
- 21. Do 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