E as t-tle adv pp

Lynley Ball E-asTTle Using e-asTTle to promote learning

Aim: to explore how we can use e-asTTle to promote learning Why Bother? This is a powerful tool and if we can use it more effectively we will support teachers and students to focus learning and target support.

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Some revelations from yesterday ,[object Object],[object Object]

[object Object],[object Object],Changing the Hardwiring quote from Ruth Sutton - Palmerston North, Oct. 2006

Erroneous Perception: All questions worth one mark ,[object Object],[object Object],[object Object],Changing the Hardwiring

Erroneous Perception: 100% is best ,[object Object],[object Object],[object Object],Changing the Hardwiring

Erroneous Perception: Everyone needs to do the same test for a fair comparison ,[object Object],[object Object],[object Object],Changing the Hardwiring

Erroneous Perception: Everyone must take the test at the same time in the same place ,[object Object],Changing the Hardwiring

Erroneous Perception: e-asTTle means you take the test on the computer. ,[object Object],Changing the Hardwiring

Norm information one standard error of measurement around the students score. This is like the 'margin of error' reported in political polls – two out of three times the student’s true score will lie somewhere between the top and the bottom of the red circle.

Criterion information Note: When a dash appears in the e-asTTle ILP it means that the student has failed to get more than 3 questions correct in that strand. If a dash appears in the overall score it means the student has not achieved three correct answers in the test.

The quadrants – diagnostic information

Interpreting the Four Quadrants ,[object Object],[object Object],[object Object],[object Object],Strengths ,[object Object],[object Object],[object Object],[object Object],Gaps ,[object Object],[object Object],[object Object],[object Object],Achieved ,[object Object],[object Object],[object Object],To Be Achieved Correct Incorrect

Interpreting our own results ,[object Object],[object Object]

So what are you doing with this information?

Interpreting the Three Quadrants

Using e-asTTle to inform decisions relating to National Standards ,[object Object],[object Object],[object Object]

More workshops on OTJs, Moderation and Plain Language Reporting ,[object Object]

E as t-tle adv pp

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