e-asTTle Norms reflect the data collected in e-asTTle from 2007 until 2010 when the most recent re-calibration took place. For Reading and Maths, norms are available for Year 4 to Year 12.
The e-asTTle norms differ from the curriculum expectation. The curriculum expected indicates how an average student in each year level should be progressing, according to the New Zealand curriculum documents. The e-asTTle norms, however, indicate how the average student in New Zealand is progressing in the subject.
When e-asTTle scores are generated, they take into account the level of the questions asked. There are many possible different combinations of e-asTTle questions, creating tests that vary widely in content, spread and difficulty. It should be noted that the norms are not specific to tests of a specific curriculum level or type. They are instead based on the combined data from all types of e-asTTle tests within an appropriate curriculum range.
Only tests that are considered within an appropriate curriculum range for each year level are included in the norming process. For example, while it is possible to administer a Year 9 student any level of test, only tests between 3A and 5A are included in the norming process. This avoids skewing the data from tests where the minimum or maximum possible scores are very low or very high.
The average values are calculated using rolling means across the quarters, ensuring that the e-asTTle norms will always increase across the year. It should be noted that scores need to be at least 44 points apart before we can assume a non-chance difference. Thus, for example, while the ‘Number Knowledge’ average is 1530 in Year 8, Quarter 2 and the corresponding ‘Probability’ score is 1516, we cannot necessarily conclude the Year 8 students are performing better in Number Knowledge than in Statistics.
There are some year levels in e-asTTle where there have been insufficient numbers of appropriate tests to generate justifiable norms. This is particularly evident at Years 10-12. At these year levels, there is a potential selection bias, where the data is representative of particular ability range of students. To mitigate the effects of non-representative sampling, norms have been adjusted to reflect appropriate score values. These norms will be updated in future years as e-asTTle is used further by students at the upper year levels.
Click on the following links to see the e-asTTle norms and curriculum expected for Reading and Maths by year level and time of the year.