Whats on the CD

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Whats on the CD
Reading / Panui Writing / Tuhituhi Mathematics /
Pangarau Curriculum levels 2-4 Years 5-7
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Whats in this presentation?

• An introduction to asTTle and how it fits in to
  the National Assessment Strategy
• Purpose of the asTTle tools
• How can asTTle help teaching and learning?
• Effective use of asTTle in your classroom and
  school
• Reports and what they tell us
• For assistance in installing asTTle and creating
  tests, go to http//www.tki.org.nz/r/asttle/index_
  e.php
• and download the pdf file The Beginners Guide
  to Installing asTTle and Creating Tests

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Goals of the National Assessment Strategy

• The National Assessment Strategy focuses on
• setting specific and challenging goals with
  students
• fostering partnerships in learning
• using information to improve learning
• developing high-quality assessment tools
• developing teachers assessment literacy
• informing strategic planning

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National Assessment Strategy
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High-quality assessment tools
asTTle is one of a portfolio of assessment tools
available or becoming available to schools
nationally. The following two slides provide an
overview of these tools and the levels at which
they are used.
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National assessment tools
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National assessment tools
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The purpose of the asTTle tool

• The main purpose of asTTle is to provide
  teacher-managed, curriculum-based analysed
  assessment information for the purpose of
  improving the quality of teaching and learning.
• Along with other assessment tools asTTle provides
  externally referenced assessment information to
  assist teachers in making valid, reliable, and
  nationally consistent judgments about the work
  and progress of their students.

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The purpose of the asTTle tool

• At classroom level asTTle enables teachers to
• diagnose how their students are performing
• give their students focused feedback
• help students set learning goals
• develop and modify their classroom programmes

At school level information may be aggregated and
used to evaluate teaching programmes and inform
strategic planning.
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Getting started?
If you need assistance in getting started with
asTTle, go to http//www.tki.org.nz/r/asttle/index
_e.php and download the pdf file The Beginners
Guide to Installing asTTle and Creating
Tests. For assistance in reading and
interpreting reports move on to the next slide.
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Using asTTle data
Reports and what they tell us.
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asTTle reports

• When you have created and administered a test,
  marked it and entered the data, you can view
  reports that show
• curriculum levels (aka the skylines)
• individual learning pathways
• group learning pathways
• the console
• What Next profile
• The first three report types are directly useful
  to the classroom teacher as they give information
  about individual students and the class as a
  whole.
• The console allows for nationally-referenced
  comparisons with similar groups of students.
• The What Next profile provides useful guidance as
  to next teaching steps.

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Curriculum levels
Within each curriculum level there are three
categories of ability to provide you with more
precise information - these are basic,
proficient, and advanced.
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Curriculum levels
Clicking on a graph will take you directly to a
table which shows which students are at each
level. This report allows you to (a) group
students appropriately and (b) monitor that
students are moving up levels throughout the year.
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Individual learning pathways reading/mathematics
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Individual learning pathways reading/mathematics
, contd.
Hard questions that the student got wrong
Hard questions that the student got right
Easy questions the student got wrong
Easy questions that the student got right
The placement of the items in the four quadrants
relates to the students level. Hard items are
those that would be difficult for this student,
likewise easy items are those that we would
expect the student to get right they are easy
for this student.
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Individual Learning Pathways - Implications for
Teaching
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Group learning pathways
In this report, the bar indicates the proportion
of students in the group for whom the achievement
objective was a gap, to be achieved, achieved or
a strength.
Gaps are shown as pink To be achieved as
yellow Achieved as green Strengths as blue
A predominance of red and yellow is an indicator
that the class as a whole needs to be taught that
achievement objective The green and blue
indicates AOs that the class has largely achieved
and does not need to be re-taught
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The console
The console gives you information relating to
the achievement of all or particular groups of
your students compared to nationally-referenced
performance.
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The console in sections the top
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The console in sections the sides
The Reading Console
Information relating to the three content areas
you have focussed your test on. Your class mean
is compared to the national mean for the groups
you have selected (For writing this would show
all seven marking elements) Note Differences of
more than 15 points (the standard error of
measurement) are significant for teaching and
learning
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The console in sections the middle 1
This shows the level of cognitive processing by
your students in the test. Both their surface
thinking and their deep thinking is compared
against the national mean for the comparison
groups you chose.
The national mean is shown by the height of the
coloured bars.
Surface thinking is their ability to use one or
unconnected lists of facts, information, or ideas
to answer questions.
Your class mean (/- 1 SEM) is shown by the red
ovals.
Deep thinking is their ability to relate the
facts, ideas, or information to each other and to
hypothesise about them in a more abstract manner.
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The console in sections the middle 2
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The console in sections the bottom
Remember that, while attitude does not predict
achievement, it is still an important facet of
childrens learning
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What Next profile
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Individual learning pathways writing
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Individual learning pathways writing
Strengths Elements scored at more than one level
higher than the students overall mean level for
the writing
Gaps Elements scored at more than one level lower
than the mean level
Achieved Elements scored at one level either side
of the students mean level, or at the mean level
Where a marking element is placed is determined
by comparing the level achieved for each marking
element with the overall level of the individual
student on the asTTle Writing scale.
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What Next profile pathways writing