1 / 26

Creating Differentiated Tests using e- asTTle

Creating Differentiated Tests using e- asTTle. Eric Waardenburg Leadership & Assessment Facilitator Consortium for Professional Learnng Team Solutions September 2011. “ The New Zealand Curriculum ”.

cormac
Download Presentation

Creating Differentiated Tests using e- asTTle

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating Differentiated Tests usinge-asTTle Eric Waardenburg Leadership & Assessment Facilitator Consortium for Professional Learnng Team Solutions September 2011

  2. “The New Zealand Curriculum” Revised, and launched in November 2007, it sets the direction for teaching and learning in the 21st century.

  3. Teaching Inquiry. What strategies are most likely to help my students learn? Focusing inquiry What is important and worth spending time on given where my students are at Learning inquiry What happened as a result of the teaching and what are the implications for future teaching?

  4. From Data to Evidence

  5. So howcan e-asTTlesupport theprocess ofteachingand learning?

  6. All you want to know about e-asTTle: Go to Google and type in “e-asTTle home” or http://e-asttle.tki.org.nz Add this site to your “Favourites”

  7. Planned Formative Assessment Collecting Data: Test Creation Test Administration Marking and Data Entry

  8. Creating Tests: • Who is being tested? • All of year 4, 5, & 6 at start of year? • One class at start of maths strand? • One group in your class? • A few students in your class? • All of year 4, 5, & 6 at end of year? • This may well determine who will set • the test(s); eg. Syndicate leaders, teachers?

  9. Collecting High-Quality Data How long will the test be? The time will also determine the number of questions. How long can your students concentrate for? This will also determine the number of AO’s in the GLP. How many questions for each AO? Only choose one strand.

  10. The time will also determine the number of curriculum sliders that you can select. 12 – 23 mins = 1 strand (max) 24 – 35 mins = 2 strands (max) 36 – 47 mins = 3 strands (max) 48 – 59 mins = 4 strands (max)

  11. Choice of Curriculum Area • Choose one curriculum area eg. Number Operations. • The reason for this is that you will get a test of about 32 questions based on less achievement objectives, than if you did a 32 question test covering Number, Algebra, & Measurement. • Therefore, more of the achievement objectives will have a greater number of questions allocated to them. • This gives greater confidence and credibility in your decision making when looking at the reports eg. Group Learning Pathways.

  12. Differentiated Testing: Testing needs to be by ability, not age or year level. Create a range of tests; Lev 2, Lev 2/3, Lev 3, Lev 3/4, Lev 4 (see Educator Manual, introduction, pg 19)

  13. Assigning Students to a test. Computer needs to know which student(s) will sit which test (paper & online). Can assign an entire group (class) Can assign students within a group (class)

More Related