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,…
Blog Archives
The Rasch Model in e-asTTle
Tagged with: guessing correction, how e-asttle works, IRT, psychometrics, scoring calculation, standard error
Posted in Reports
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,…
Tagged with: guessing correction, how e-asttle works, IRT, psychometrics, scoring calculation
Posted in Uncategorized
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%…
Tagged with: create test, create test advice, how to..., IRT, psychometrics, Rasch model, scoring calculation, targeting tests, test planning
Posted in Create Test
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.…
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…