Educator’s view of the assessment tool

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

Getting started

Educators always log in via ESAA

Educators always log in via ESAA

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