ASSESSMENT

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This short video explains that when testing students at the same time annually, students should progress slowly up the scale. It details the amount of growth students typically make, which years students have greater or less growth, as well as when teachers should investigate results further.

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This short video explains what a good test is—one that measures what a student can do and can't do. It also details how to assign tests if you're unsure of the ability levels of your students and how to tailor assigning tests to a class with mixed ability levels.

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This short video explains what measurement error is, what measurement error means for students' PAT scale scores and the importance of choosing the correct test level for precise measurement of students' achievement.

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This short video explains what norms are and how they are calculated for the PAT tests. It details the range of norms available for the PAT tests and explains how norms allow teachers to see if a student is above average or below average for a particular year group.

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Each PAT test in a learning area is linked to a common scale. Scale scores allow teachers to monitor a student's progress over time. Students move up the scale as they progress through school and this video details what else should be considered for an accurate picture of students' capabilities.

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This video explains what stanines are and how they are calculated. As stanines are a relative measure against how well the norm sample performed, they are useful for comparing whether a student's performance is above or below average but are not useful for measuring progress over time.

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This short video explains what raw scores are and the benefits of converting raw scores to scale scores for comparing results on PAT tests, regardless of the year level and the specific test level completed.

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Each PAT scale is divided into achievement levels that describe the skills and understandings that students at that level have typically demonstrated. This video notes the expected progress between levels for students and that students in the same achievement level have similar teaching needs.

ASSESSMENT FOR LEARNING ahl, RJ 1994, ‘Using “Think-Time” and “Wait-Time” Skillfully in the Classroom’, //A to Z Teacher Stuff//, viewed July 2008, @http://atozteacherstuff.com/pages/1884.shtml. Suffolk Advisory Service 2001, ‘How Do They Walk on Hot Sand?: Using questions to help pupils learn’, SLAMnet Suffolk Learning and Management Network, Suffolk County Council, United Kingdom, viewed July 2008, [|www.slamnet.org.uk/mathematics/publications/suffolk.htm]. Sullivan, A 2002, ‘Enhancing Peer Culture in a Primary School Classroom’, paper presented at the Australian Association for Research in Education International Education Research Conference, Brisbane, Australia.

viewed July 2008 [|www.aare.edu.au/02pap/sul02200.htm]. Wiggins, G 2004, ‘Assessment as Feedback’, New Horizons for Learning, United States, viewed July 2008, [|www.newhorizons.org/strategies/assess/wiggins.htm]. Te Kete Ipurangi, The Online Learning Centre Formative Assessment, viewed August 2008 [|www.tki.org.nz/r/assessment/one/formative_e.php]. Wiliam, D 2006, ‘Does Assessment Hinder Learning?’, ETS Breakfast Salon, 11 July, viewed July 2008, [|www.mission-21.com/ec/images/williams_speech.pdf]. Young, E 2005, ‘Assessment for Learning: Embedding and extending’, Assessment is for Learning, United Kingdom, viewed July 2008, [|www.ltscotland.org.uk/assess/images/Assessment%20for%20Learning%20version%202vp_tcm4-385008.pdf].