This page will be updated regularly as new questions arise. If you have a question you would like added, please email us here. When will the new writing tool be available? The tool will be available for use from the beginning of Term 2,
A minor miracle occurred last year at a small rainbow-painted primary school 10 minutes north of Whangarei. But in term four, when the students sat the test again and principal Bruce Crawford fed those results into the system, he saw something astonishing: Because I know my kids.
These students sat a test called e-asTTle. About schools are using STAR, and in term four last year about 80, students sat e-asTTle — most students sit the tests two or three times during the year, so progress can be tracked. The e-asTTle test is owned and run by the Ministry of Education.
Both tests play crucial double roles. They are used as diagnostic tools for identifying specific strengths and weaknesses in individual students and across whole classes and cohorts. Some schools show results to parents.
These standards are not tests in themselves but a set of specific benchmarks, which can be compared with a ladder. To work out where children sit on that ladder, teachers use a range of tests, including STAR and e-asTTle, as well as what they know of the children in class.
They might interview them, observe them working or in conversation with others, look at samples of their work and ask them questions about it. Now there appears to be widespread confusion and concern about the unusually high results that these previously trusted and valued tests are producing.
Education blogger Kelvin Smythe, who has published some of these concerns on his blog, www. The Ministry of Education is part-way through an investigation into the new e-asTTle test and says so far no major anomalies have been found. That in turn could give schools a higher ranking in the public league tables.
There is so much pressure put on for schools to look good in those judgments, those scores. So what is going on with these tests? Among principals, the answer ranges from conspiracy theory — voila, marks are up just when the Government wants them to be — to benign communication glitch.
Both organisations acknowledge more could be done in communicating changes in the tests to the sector but insist their tests are valid and there has been no deliberate match-fixing. This tail is what led former Ministry of Education head Lesley Longstone to make the controversial point in the most recent annual report that New Zealand cannot claim to have a world-class education system.
One is that more students are now using the tool, which naturally means the spread of results is wider — there are more high marks and more low marks, because there are more marks in total.
Another explanation is that what the test is actually testing has fundamentally changed. The old e-asTTle test looked at the piece of writing each student did during a test, and gave results purely on face value. The new one uses that piece of writing as a starting point, and extrapolates to what the student could probably do with support from his or her teacher and without the pressure of the test.
It is only one source of information.
Teachers need to use their daily observations and their daily knowledge of children as well. And that when teachers are making their judgments about overall progress and achievement about students, this is only one source of information. So to directly link changes in one tool to any other kind of agenda is patently not true.Teaching writing in years These resources have been created to provide teaching strategies, examples, and information to show you more about the effective teaching of writing.
The three resources below each represent the particular learning and curriculum needs of .
(Grade-specific expectations for writing types are defined in standards above.) metin2sell.com-Literacy.W With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. The STAR reading and e-asTTle writing tests, used by many primary schools in the region and about 80, students nationwide, are believed to have been returning dubious results since they were.
Then down to business.
In a high stakes situation, for writing, e-asTTle is the only standardised test, so it is going to have a significant effect. In all ministry communications about national standards, e-asTTle has been promoted as being of key significance, it is even associated with the national standards legislation (in the.
Illustrating 'by the end of year 4' national reading and writing standard. By the end of year 5 Illustrating 'By the end of year 5' national reading and writing.
The curriculum levels reported for e-asTTle Writing are based on a standard-setting exercise undertaken to link performance on an e-asTTle assessment with the descriptions of writing competence provided in the Literacy Learning Progressions.