1. e-asTTle
assessment
tools for
teaching and
learning

2. We need to change the way we think
about assessment
e-asTTle
challenges
the way we
think about
testing and
how it should
be done

3. We need to change the way we think
about assessment
Everyone needs to take the same test
for a fair comparison
Test based on ability not age. A cohort of students may
have several tests of different difficulty created for them.
Each student is then assigned to a test which is most
suitable for him/her.

4. We need to change the way we think
about assessment
All questions are worth one mark
e-asTTLe is based on the difficulty of items a student
gets correct - not how many.
Raw scores mean very little in asTTle

5. We need to change the way we think
about assessment
100% is best
A student that gets 100% correct gives little information
on where his/her next steps in learning are.
Implication – We must make the tests challenging, even
difficult for the students (aim for 50% correct and 50%
wrong).

6. We need to change the way we think
about assessment
Everyone must take the test at the
same time in the same place
Provides the opportunity/challenge to test students at
different times and places, especially when taking an
online test. Students, if allowed in the assignment of the
test, can even sit a test at home.
The MAIN purpose of the test will dictate when and
where testing can take place.

7. We need to change the way we think
about assessment
If you don’t know the answer, just
guess
We want to find out what students can and can’t do, not
how good they are at guessing.

8. We need to change the way we think
about assessment
e-asTTle means you take the test on a
computer
Paper based testing should also be considered
depending on your situation.
Paper based testing is the recommended method for
areas such as Geometry or Measurement where
interaction with graphics is required.

9. consistency
test length - 12mins-60 mins
variety of attitude questions - can use as a teaching
goal - engagement, motivation, interest, self-
regulation, self-efficacy.
no difference between multi-choice and open ended
questions
can set hours and days
e-asTTle tests
e-asTTle tests

10. A valid e-asTTle assessment will also produce reports that will provide valuable
information for parents, school managers and trustees to inform their own decisions about
how they can best support further learning.
~ to determine what the
student now knows and
what they might learn next
~ provide this information
to both the students and to
the teacher~ not be about
only obtaining a score but
also the interpretation of
the score

11. custom test
select the subject,
difficulty and curriculum
strands, test duration
specify other options,
e.g., delivery method
can select attitude
questions

12. inform testmulti-choice only
developed to align with each
National Standard
premade - same set of
questions each time
one set at y4 - y8 reading and
maths
range of items from all
curriculum strands will be
generated
good for no data or new
student
good to inform below or well
below (if parent thinks they are

13. adaptive test3 mini tests -available for
reading and maths
select the subject,
difficulty and curriculum
strands
lead to more accurate
assessment
questions will adjust as
the student sits the test
good for more able
students
good for beginning of the

15. L3 L3/4 L4 L4/5 L5 L5/6 L6
most
most
most
most
fewatprevious
manyatnext
fewatprevious
manyatnext
fewatprevious
manyatnext
e.g. - all Y7 could start at L3/4 or L4. Retest from there.
Beginning level 4 should sit L4/5 test
Tests should be challenging
50 - 65% correct is a good test.
ustom test for schoolwide dat

16. What they got wrong but
should have got right
What they got wrong but
should have got right
What they got right and
should have got right
What they got right and
should have got right
What they got right but
should have got wrong
What they got right but
should have got wrong
What they got wrong and
should have got wrong
What they got wrong and
should have got wrong

17. CorrectCorrect
IncorrectIncorrect

18. CorrectCorrect
IncorrectIncorrect
Hard items for this studentHard items for this student
Easy items for this studentEasy items for this student

19. A good report should not look like
this

20. it should look like this

21. Do
verify by giving a harder test
keep testing until you find the right level
ensure there is consistency in the dials
and in the weighting
encourage parents to log in and view at
any time