Creating Differentiated Tests using

e-asTTle

Eric Waardenburg

Leadership & Assessment Facilitator

Consortium for Professional Learnng

Team Solutions

September 2011

“TheNew ZealandCurriculum”

Revised, and launched in November

2007, it sets the direction for teaching

and learning in the 21st century.

Focusing inquiry

What is important and worth spending time on given

where my students are at

Teaching Inquiry.

What strategies are most likely to help my students learn?

Learning inquiry

What happened as a result of the teaching and

what are the implications for future teaching?

From Data to Evidence

So howcan e-asTTlesupport theprocess ofteaching

and learning?

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”

Planned Formative Assessment

Collecting Data:

Test Creation

Test Administration

Marking and Data Entry

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?

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.

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)

• 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.

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)

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)