The Many Faces of Leadership Making a positive difference for learners Ina te mahi, he rangatira The National Hui planning is well underway. This hui is complementary to the regional hui throughout the year and is an opportunity for you to be exposed to thinking that is both challenging and affirming.
The writing tool can be used for all students, including juniors, as long as they are able to write a couple of sentences. Because the tests are self-created for specific purposes at specific times, as determined by the user, they can be administered whenever needed throughout the year.
What does it give you?
Schools and teachers can access a variety of reports from the online tool, from whole cohort to individual student. Students are given an e-asTTle score and an equivalent curriculum level, and their scores can be compared against national norms. Progress of individuals and groups can be tracked longitudinally.
What can you do with the information?
Information from e-asTTle can be used for a wide variety of purposes — from highlighting individual strengths and weaknesses in order to inform further learning, through to comparisons of various groups at school and national level.
Purposes and test structure are determined by those creating and administering the test generally classroom teachers or other school leaders. Also paramount is sufficient training some of which is available online for those who will create, administer, and mark the tests.
This is particularly the case for e-asTTle writing, as all marking must be done by the school; no marks can be automatically generated online. Reading and mathematics multi-choice questions are marked online.
An overview of the components: Electronically set tests, in multi-choice and open question form, are aligned to the New Zealand Curriculumand can be tailored to the needs of the classroom.
The creator of the test chooses the length, focus, and difficulty of the test. Multi-choice questions are marked online, and others are marked by teachers. The tool provides e-asTTle scale scores and curriculum level and sub level equivalents, as well as specific feedback relating to student performance, identifying individual and group areas of strength and need.
The tool allows the creation of a writing prompt to assess deep and surface features of writing aligned to the New Zealand Curriculum Prompts are available for six different writing purposes and are chosen by the test creator according to classroom need.
Teachers mark on a scoring rubric, which converts to e-asTTle writing scores and curriculum level and sub level equivalents when scores are entered into the tool. Reports provide specific feedback relating to student performance, identifying individual areas of weakness and strength.
Facilitated training and support Initial e-asTTle training and support opportunities throughout New Zealand are available through the Ministry of Education at no cost to participants.The role of gesture in the establishment of symbolic abilities: continuities and discontinuities in early language development.
Andrew Lock. Department of Psychology. first full year at school) in reading, writing and mathematics.
The following descriptors are used to identify the best fit for students: Above: exceeding the expectation for their year level formative assessment such as e-asTTle and PAT’s as well as anecdotal information.
From these sets of data the National (3rd) 9 year old—Tobey. Class performance, asTTle writing and OTJ. Samples of work with annecdoted information kept.
Record OTJ's on Kamar and personal teacher assessment tracking records use e-asTTle goal setting for each learner and conference with them. Gathered data on a spreadsheet or in a table across various portfolio samples and activities.
Assessment Online TKI; e-asTTle professional learning and development; Grow Waitaha - Christchurch transformation Introduction to e-asTTle writing; Marking e-asTTle Writing with confidence; Projects.
Facilitation of professional learning. Assessment Online TKI; National hui overview; Search. Students will be able to make reference to levers when analysing and critiquing a movement for their assessment.
a wheelbarrow and an arm (1st, 2nd and 3rd class levers respectively). their e-asTTle scores are not as positive as we would like. These standardized scores on reading and spelling correspond well to attainment on school-based assessments. BT’s reading comprehension on the Assessment for Teaching and Learning Test (e-Asttle, Ministry of Education, ) was one level higher than the average student.