1. e-asTTle writing
Trentham
21 May 2012

2. Marking process Markers need: A step by step approach: student script
prompt
marking rubric (ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, and spelling)
structure and language notes
annotated exemplars and generic exemplars
glossary and definitions
A step by step approach:
read through whole script- teacher of std to read aloud
work through rubric element by element
check writing against category descriptors and notes to identify best fit category (R1, R2 , R3 etc)
use exemplars to clarify and confirm decisions- gerneric also
moderate decisions
record each score on front page of student writing booklet

3. New Consideration
Unlike old tool it does NOT show “This student is a 3P”
Unlike old tool it does NOT show “ This writing is a 3P”
It DOES show “ This writing/writer shows many competencies of level 3P”
When marking err on side of caution – needs to be a lot of evidence
Scaled scores of old tool can track to new.

4. Scores for e-asTTle writing
Raw rubric scores tell us which is the best descriptive category for the student’s work for each element.
The e-asTTle application converts rubric scores to scale scores.
Scale scores are linked to curriculum levels.

5. Scale scores
Scale scores take into account the “difficulty” of the prompt.
Scale scores form an interval scale.
Scale scores are generally between 1000 and 2000 units.
Very useful for tracking progress over time.

6. Linking the scale to curriculum levels
Scale scores are linked to curriculum levels.
Descriptions provided in the literacy learning progressions used to define this linking.
Curriculum levels are divided into basic, proficient and advanced stages (B,P,A).

7. Linking scale scores and curriculum levels

8. The scale
The height of the red circle shows the scale score and the “error” range for this student (1600 ± 44 aWS units)
The level of the blue shading indicates the NZ mean at Year 6

9. How precise are these scores?
The e-asTTle writing score is reported as a range. For instance:
1600 ± 44
The student’s “true” score most probably falls in the range 1556 to 1644 units.
The “± 44” is known as the “measurement error”.
Students who score at very low or very high levels will have greater errors associated with their scores.

10. Entering results

11. Reporting All the same reports are available. Some changes to:
The Individual learning Pathways Report
Curriculum Levels Report.

12. Individual Learning Pathways Report

13. Strengths, Gaps and Achieved
When a score on an element is:
high given the overall score then it is listed as a Strength.
low given the overall score then it is listed as a Gap.
about what would be expected given the overall score then it is listed as Achieved.

14. e-asTTle writing scores
Notice:
No scores related to deep and surface features.
No scale scores for the individual elements.

15. The Curriculum Levels Report

16. National reference information for e-asTTle writing
National reference information is available for:
Year level
Year level by gender
Year level by ethnicity
Year level by region
Year level by “English at home”
Year level by “schools like us”

17. e-asTTle scores by year level