educator’s view of the assessment tool
Post on 31-Dec-2015
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Contents
Contents
• Getting started• Getting around
– creating assessments– assigning assessments– marking assessments
• Interpreting reports– assessment reports– progress reports
Educator Guide
A detailed educator’s guide is available from
within the tool. This guide can be viewed online or
downloaded as a pdf
A detailed educator’s guide is available from
within the tool. This guide can be viewed online or
downloaded as a pdf
Name of educator & organisation
Name of educator & organisation
Quick link to creating
assessments
Quick link to creating
assessments
Tabs to manage assessments,
learners or groups of learners
Tabs to manage assessments,
learners or groups of learners
Summary of assessments created by an
educator and their status
Summary of assessments created by an
educator and their status
Educator home
Getting started
Getting around
Educational decisions
• Do you want to assess reading, writing or numeracy?– If numeracy, which
progressions do you want to include?
– If an individual learner is not making progress with numeracy it may be that they have “gaps” in their Number Knowledge.
Creating an assessment
Select an assessment
type
Select an assessment
type
Select from 3 numeracy
assessments
Select from 3 numeracy
assessments
Getting around
Educational decisions• 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?
• What do you know about the learners’ skills?
Creating reading and numeracy assessments
If you select a non adaptive assessment you must also select the difficulty of the
assessment
If you select a non adaptive assessment you must also select the difficulty of the
assessment
Getting around
Educational decisions
• What type of writing task is most appropriate for your purpose?
• What type of writing context is most appropriate for your learners?
• What do you know about the learners’ writing skills?
Creating writing assessments
There are 10 paired writing tasks to select from.
Consider the context, the task and the difficulty of
the pair selected
There are 10 paired writing tasks to select from.
Consider the context, the task and the difficulty of
the pair selected
Getting around
Educational decisions• Can I choose the questions
in an assessment?– why are most of the
reading and numeracy questions in the tool selected response types?
Assessment questionsEnter answerEnter answer
HighlightingHighlighting
Drag & dropDrag & drop
Multiple choice
Multiple choice
Getting around
Educational decisions• Which learners are going
to sit the assessment?– all of your class?– a new learner?– how are your learners
managed or grouped in the tool?
Assigning assessments to learners
There are many ways in the tool to assign learners to
created assessments
There are many ways in the tool to assign learners to
created assessments
You can select all or some learners from the groups set up in
the tool
You can select all or some learners from the groups set up in
the tool
Getting around
Educational decisions
• How are you going to inform the learners about the assessment?
• When do you want the learners to sit the assessment?
Communicating with learners
Getting around
Educational decisions
• Will your learners be able to make the most of the assessment?– Literacy and IT skills?– Motivated to
demonstrate their “best” in an assessment?
Making the most of the assessments
Optional practice items contain a
range of response types
Optional practice items contain a
range of response types
Getting around
Marking assessments
Enter learner’s response to multi-
choice questions. Use guide to mark other
questions
Enter learner’s response to multi-
choice questions. Use guide to mark other
questions
Learner assessment report
The dotted line estimates the
learner’s reading ability from the questions asked
The dotted line estimates the
learner’s reading ability from the questions asked
Export as PDF or
CSV
Export as PDF or
CSV
The dots indicate the step and learning
progressions for each question included in the
assessment
The dots indicate the step and learning
progressions for each question included in the
assessment
Key to correct,
incorrect and unanswered
questions
Key to correct,
incorrect and unanswered
questions
Information and links to the
questions asked in the assessment
Information and links to the
questions asked in the assessment
Interpreting reports
Educational decisions• What is this learner’s
overall reading competence?
• Does the learner seem to have any unusual strengths or weaknesses?
• How does the learner’s reading ability compare with the reading “demand” of the course or workplace?
• What is this learner’s next learning step?
• How will we help the learner understand this report?
Learner assessment report
Incorrect answers at
higher steps
Incorrect answers at
higher steps
All questions in this progression
correct
All questions in this progression
correct
Interpreting reports
Educational decisions• 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)?
Group assessment report
Summary of learners and the
links to individual
reports
Summary of learners and the
links to individual
reports
Numbers of learners by step
Numbers of learners by step
Report filtersReport filters
Interpreting reports
Educational decisions
• Has the learner reached the numeracy required for the course/qualification/workplace?
• Has the learner made progress in numeracy?
• Has there been sufficient deliberate numeracy teaching between assessments to enable progress?
Learner progress report
Details on the assessments
in the progress
report
Details on the assessments
in the progress
report
Scale score and error for each
assessment
Scale score and error for each
assessment
Interpreting reports
Educational decisions
• Overall has the group of learners made progress in numeracy?
• How effective has the teaching intervention been between time points?
• Has there been sufficient deliberate teaching of numeracy to enable progress?
• Has the intervention been more effective for some learners than others?
Group progress report
Details on the assessments in
the progress report
Details on the assessments in
the progress report
Scale score and error for each
assessment
Scale score and error for each
assessment
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