Administrator’s view

1. Administrator’s view

2. Contents • Getting ready • Getting started • Learners • Groups • Getting around • Reporting data • Reports • Data extracts A detailed administrators’ guide is available from within the tool. This guide can be viewed online or downloaded as a pdf.

3. Getting ready Create/update ESAA ID for tool administrator giving organisation access to the tool. Organisation now able to use the tool. Decide to use tool. Decide on administrator. Sign appropriate use agreement. Apply to sector service desk for ESAA ID for tool administrator. Receive signed agreement. Set up organisation in tool.

4. Getting ready Use Agreement Forms (www.literacyandnumeracyforadults.com) • Purpose of agreement. • Using the Tool. • Using the information/data in the Tool. • Data access protocols. • FAQs.

5. Getting ready Create/update ESAA ID for tool administrator giving organisation access to the tool. Organisation now able to use the tool. Decide to use tool. Decide on administrator. Sign appropriate use agreement. Apply to sector service desk for ESAA ID for tool administrator. Receive signed agreement. Set up organisation in tool.

6. Getting ready ESAA IDs Forms http://cms.steo.govt.nz/News+and+Info/ESAA.htm • The CE (or delegate) is now able to certify the identity of the person applying for ESAA ID. • The new ESAA forms • allow for certification • include the administrator and educator roles for the Assessment Tool

7. Getting started The organisation’s administrator & educators always log in via ESAA.

8. Getting started Administrator home Tabs to manage assessments, learners, educators & groups of learners. Name of administrator & organisation Any relevant system level messages Quick link to creating assessments Organisation statistics: numbers of learners, educators & groups. Summary of assessments created within the organisation and their status.

9. Getting started Administrator home

10. How are programmes, educators & learners structured in your organisation?

13. Getting started Administrative decisions Learners • Which learners will be assessed? • use of information? • timing of assessments? • How will you add these learners to the tool? • From your SMS? • From the tool interface? Upload learners from a CSV file. Create learners from within the tool.

14. Getting started Administrative decisions Learners from other organisations • Do your learners have assessment histories with other organisations ? • ITOs? • Other PTEs or ITPs? Learners “own” their assessment data. A learner’s assessment history is tracked using their NSN.

15. Getting started Administrative decisions Groups of learners • How are learners “grouped” within your organisation? • by programme? • by course? • by class? • Who in your organisation will use information on learners from the Assessment Tool? • their diagnostic information • their progress information • What conventions will you use in your organisation for: • labeling groups? • labeling assessments? Groups created by the administrator control which learners can be seen within the Assessment Tool by which Educator.

16. Getting started Administrative decisions Educators • Which educators need to have access to assessment reports? • for individual learners? • for groups of learners? • Which learners have multiple educators? • How will they share assessment information? • Which educators will create assessments within the tool? • all or some educators/managers? • Do these educators have ESAA IDs? • How will assessments be labeled? • How are the educators best linked to groups of learners? Create educators from within the tool. An educator can have multiple groups. A group can have multiple educators.

17. Getting around Administrative decisions Creating reading and numeracy assessments • What type of assessment is going to be most appropriate for your purpose and your learners? • On the computer or a printed assessment? • Adaptive or not? If you select a non adaptive assessment you select the difficulty of the assessment.

18. Getting around Administrative decisions Reports and downloads • What types of reports are most appropriate for your purpose/s? • Group assessment report? • Group progress report? • Other (own analysis)? Filter assessments Data engine extracts (to csv)

19. Reports Administrative decisions Group assessment report • How many learners are going to need further learning to meet the numeracy demands of the course/qualification/workplace? • Which learners are “well below” the numeracy demand? • Are there any “surprising” results for learners suggesting the need to probe further? • For large groups: is there any pattern in the achievement levels of sub-groups (gender/age)? Report filters Numbers of learners by step. Summary of learners and link to individual reports

20. Reports Administrative decisions Group progress report Report filters • Overall have the learners have made progress in numeracy? • What proportion of learners are now at the level of the numeracy demand of the course/programme/workplace? • Has the teaching and learning “intervention” been effective in terms of numeracy gain? • Has there been sufficient deliberate numeracy teaching between assessments? Range & quartiles. Numeric summary