1. Educator’s view of the assessment tool

2. 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

3. Getting started Educators always log in via ESAA

4. Name of educator & organisation Quick link to creating assessments Tabs to manage assessments, learners or groups of learners Summary of assessments created by an educator and their status Educator home Getting started

5. 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 from 3 numeracy assessments

6. 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

7. 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

8. 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 questions Enter answer Highlighting Drag & drop Multiple choice

9. 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 You can select all or some learners from the groups set up in the tool

10. 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

11. 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

12. Getting around Marking assessments Enter learner’s response to multi- choice questions. Use guide to mark other questions

13. Learner assessment report The dotted line estimates the learner’s reading ability from the questions asked Export as PDF or CSV The dots indicate the step and learning progressions for each question included in the assessment Key to correct, incorrect and unanswered questions Information and links to the questions asked in the assessment

14. 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 All questions in this progression correct

15. Interpreting reports Educational decisions How many learners are going to need further learning to meet the numeracy demands of the course/qualification/workpl ace? 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 Numbers of learners by step Report filters

16. Interpreting reports Educational decisions Has the learner reached the numeracy required for the course/qualification/work place? 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 Scale score and error for each assessment

17. 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 Scale score and error for each assessment