e-asTTle writing (revised) Manual 2012 (3).

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Part B: Technical information 275. Measuring proficiency in writing 275.1. Overview 275.2. Constructing the e-asTTle writing scale 275.2.1. Model fit 295.2.2. Numbering the e-asTTle writing scale 295.2.3. Reliability and precision 295.2.4. Validity 306. Constructing the reference data set 316.1. Overview 316.2. The sample 316.2.1. The characteristics of the achieved sample 326.2.2. Writing scores in the sample 346.3. Constructing the e-asTTle reference data 346.3.1. Modelled norm reference data 35References 35Appendix 1: e-asTTle writing glossary and definitions 36Appendix 2: e-asTTle writing marking rubic 42TablesTable 1 The elements 10Table 2 Attitude domains available in e-asTTle 15Table 3 Decile and participation 32Table 4 Students in the sample by year-level and gender 32Table 5 Students in the sample by year-level and ethnicity 33Table 6 Students in the sample by year-level and decile 33Table 7 Modelled e-asTTle writing statistics for Quarter 3, by year-level and gender 35FiguresFigure 1 Annotated page from rubric 18Figure 2 The relationship between the aWs scale and curriculum levels 22Figure 3 The Individual Learning Pathways Report 24Figure 4 Scale locations for the difference facets used in developing a model for e-asTTle writing 29Figure 5 e-asTTle writing sample score distributions by year-level 34
Part A:e-asTTle writing1. Introduction to e-asTTle writing (revised)1.1.Introduction to e-asTTle writing and the manuale-asTTle writing (revised) is an online assessment tool designed to assess students’ progress in writing fromYears 1–10. It represents a complete revision of the original e-asTTle writing assessment tool.e-asTTle writing assesses students’ ability to independently write continuous text across a variety ofcommunicative purposes (describe, explain, recount, narrate, persuade). It assesses generic writing competencerather than writing specific to any learning area, and so does not assess content knowledge.An e-asTTle writing test involves students writing for up to 40 minutes to compose a response to a set prompt(formerly known as a “task”). Teachers then use a rubric, supported by notes and exemplars, to score the writingagainst seven different elements of writing. The online e-asTTle application is able to convert the rubric scoresto scores on an e-asTTle writing scale and subsequently to curriculum levels, and then to produce a range ofreporting at the individual and group level.As well as helping teachers monitor their students’ progress, the results from e-asTTle writing will assistteachers to make informed decisions about the kinds of teaching materials, methods and programmes mostsuitable for their students. It also provides teachers with a means of measuring progress in writing over timeand against the national expectations.This manual does not replace, but extends upon, the user manuals already available for the e-asTTle application.It is an important resource for teachers and school leaders who plan to use e-asTTle writing. It describesthe assessment tool and provides information and advice about its use. Particular emphasis is given to themarking process. It is recommended that teachers and school leaders read the manual thoroughly and consultit regularly, at least in the initial stages of using the tool, since there are several significant changes that will notbe immediately obvious from the tool itself.Components of the tool:• 20 writing assessment prompts• a marking rubric• structure and language notes (to assist use of the marking rubric)• 76 annotated exemplars• a glossary and a list of definitions.Page 5 Part A: e-asTTle writinge-asTTle writing (revised) Manual
Page 1: e -asTTle writingManual(revised)Pre
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Page 18 and 19: Figure 1 Annotated page from rubric
Page 20 and 21: 3.2.5.ModerationOngoing moderation
Page 22 and 23: The measurement error provided with
Page 24 and 25: Figure 3 The Individual Learning Pa
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Page 30 and 31: The Facets software produces reliab
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Page 46 and 47: Vocabulary: the range, precision an
Page 48 and 49: Punctuation: the accurate use of se

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