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Involving students – an example
Students in a year 5–6 class are used to reading their e-asTTle individual learning pathway (ILP) reports. It’s usual practice for them to look at improvement and decide on their own next learning steps.
The last time they did this (a mid-year web-based assessment) a group of students were surprised by their results. They remarked to the teacher that they couldn’t be right. When asked why, they responded that they expected to have moved more because their latest PROBE results showed they had improved by at least a year. "I know I’ve worked hard so this just can’t be right."
This led to a discussion between the students and the teacher about how to closely examine the data.
The students, with the teacher, decided that although their PROBE ages had increased they could still be in the same curriculum level (although they said this was hardly fair). When looking at the ‘to be achieved’ box on the ILP report, one student remarked, "It doesn't matter what level I got – what matters is that I work on this and then my level will improve."
Their next learning steps were determined from both the e-asTTle ILP and the PROBE results. They identified from those that they had actually done a good job on improving their inference skills and their next area for improvement was evaluation skills.