Blog Archives

The Rasch Model in e-asTTle

This section explains some of the underlying test theory used in e-asTTle for those who are interested. For a simplified explanation, see Guidelines on creating a good test. For an explanation of the Multi-facet Rasch Model used in scoring Writing,

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Posted in Reports

Guessing Correction

For Reading and Maths, an extra feature of e-asTTle scoring is a ‘guessing correction’ that excludes unlikely responses from the scoring calculation. When students correctly answer questions at a considerably higher curriculum level than expected given their overall response pattern,

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Posted in Uncategorized

Guidelines for creating good Custom and Adaptive Tests

e-asTTle testing is not about answering all questions correctly. 100% correct is not a desirable outcome! In fact, you will get the most useful information from e-asTTle when you set a test where you expect students to answer about 50%

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Posted in Create Test

e-asTTle norms: Reading and Maths

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.

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Posted in Manage Students, Reports

Measurement Error in e-asTTle

A score of any kind is always an estimate of “true” performance. Usually, if you were to re-test the same student again, their score would be at least slightly different. How can we know how precise a score is? We

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Posted in Reports