e-asTTle writing (revised) Manual 2012.pdf

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4.3.6.Communicating assessment results to students and parents or caregiversWhen reporting scores to parents or caregivers, include an explanation of the elements of writing that havebeen assessed, what the scores mean and the margin of error for the measurements. It can also be useful toexplain how the score compares to an appropriate reference group, for instance other students at their yearlevel. This is particularly important for younger students who have just begun their journey up the aWs scaleand will generally be at lower levels. Both students and parents or caregivers need to feel that the testingprocess is about students’ welfare and development. It is also important to recognise that an e-asTTle writingtest is only one way of assessing a student’s achievement in writing. Other indicators of progress are neededto give a full and accurate picture.Page 26 Part A: e-asTTle writinge-asTTle writing (revised) Manual
Part B:Technical information5.5.1.Measuring proficiency in writingOverviewe-asTTle writing represents an analytical approach to the assessment of writing, where responses to promptsare scored against seven different elements of writing using a detailed rubric. Once a prompt has beenscored, the e-asTTle application can be used to transform the rubric scores to a location on the e-asTTlewriting measurement scale. The scale provides a measure of writing proficiency and is linked to curriculumperformance levels, allowing students’ scores to be reported within curriculum bands. Scale scores can also becompared with the achievement distributions of a range of representative reference groups.This section of the manual describes the development of the e-asTTle writing measurement scale and thecompilation of the reference data.5.2.Constructing the e-asTTle writing scaleThe e-asTTle writing scale is based on an extension of the Rasch Measurement Model (RMM). Used widelyin educational measurement, the RMM is a mathematical model that can be used to transform ordinalobservations (such as rubric scores) into linear measures. The RMM predicts the probability of a test taker ata given proficiency level achieving success on a test item of known difficulty. Test-taker proficiency and itemdifficulty are assumed to be located on the same measurement scale and the probability of success on the itemis a function of the difference between them.The Multifacet Rasch Model (MFRM) extends the RMM by taking into account additional “facets” besidesstudent proficiency and item difficulty that might be associated with the measurement context. In the contextof a writing assessment, these include marker severity and the difficulty of the prompt.To develop the e-asTTle writing scale, an MFRM was constructed that included:• student writing proficiency• the difficulty of the prompts to which the students were writing• the difficulty of the elements against which the students’ written responses were being judged• the thresholds or barriers to being observed in a scoring category for an element relative to the scoringcategory below• the harshness of the markers judging the students’ written responses.Page 27 Part B: Technical informatione-asTTle writing (revised) Manual
Page 1: e -asTTle writingManual(revised)Pre
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Page 6 and 7: 2. About e-asTTle writing (revised)
Page 8 and 9: gh--)-).NZ MeanSpellingPunctuationS
Page 10 and 11: Table 1 The elementsElement Skill f
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Page 14 and 15: 3.1.1.The attitude domainsEach e-as
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Page 18 and 19: Figure 1 Annotated page from rubric
Page 20 and 21: 3.2.5.ModerationOngoing moderation
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Page 24 and 25: Figure 3 The Individual Learning Pa
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Page 30 and 31: The Facets software produces reliab
Page 32 and 33: Table 3 Decile and participationDec
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Page 36 and 37: Appendix 1: e-asTTle writing glossa
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Page 42 and 43: Appendix 2: e-asTTle writing markin
Page 44 and 45: Structure and language: the presenc
Page 46 and 47: Vocabulary: the range, precision an
Page 48 and 49: Punctuation: the accurate use of se

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