Frequently Asked Questions
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If you cannot find the question you want on here, or need more details, post your question in the Help Forum.
| 1.12 Viewing and Interpreting Reports |
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| How do I know when there is a meaningful difference between two scores? |
The standard error of measurement is about 15 asTTle scale points in each subject. Any point difference of more than 15 points between two students, two classes, or two performances over time for the same student, is statistically significant. Teachers should interpret this as reflecting a change in that individual's or group's performance. Changes of less than 15 points are not so meaningful and not so much dependence should be place on such close-to-random differences. |
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| 1.12 Viewing and Interpreting Reports |
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| I want to know the range of scores for individual students, and can't see how to get this from the Learning Pathways reports. |
You get this information from the Tabular reports. |
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| 1.12 Viewing and Interpreting Reports |
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| Where do I get the individual attitude scores? |
The overall attitude score is shown on the Tabular report. This is the mean from the six attitude questions. Remember that 1 indicates low attitude whereas 4 indicates high attitude. If you want to see more information you will have to go into the marking screen and view what responses were entered or look at the students' individual test forms. |
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| 1.12 Viewing and Interpreting Reports |
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| What does the red circle on the Individual Learning Pathways report mean? |
The circle represents one standard error of measurement around the student's score. This is like the 'margin of error' reported in political polls - two out of three times the student's true score will lie somewhere between the top and the bottom of the red circle. |
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| 1.12 Viewing and Interpreting Reports |
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| Why is the red circle on the Individual Learning Pathways larger than in Version 4? |
The circle represents one standard error of measurement around the student's score. The number of points represented by the circle has not changed between v4 and e-asTTle. However, as the scale on the reports has changed to reflect the new e-asTTle scoring, the circle appears to be larger. |
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| 1.12 Viewing and Interpreting Reports |
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| How do I get a Console Report on a subset of students in my class? |
You will have to create a special group for those students. Within e-asTTle you can go to Manage Student from the Left Menu and create a new group (class), including those students of interest in the group. Students can be in multiple groups in e-asTTle. |
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| 1.12 Viewing and Interpreting Reports |
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| One of my students sat a test, but when I bring up the ILP or the Tabular report, the student's scores are missing. |
Good practice means that no one score should be relied upon for high stakes decisions. In e-asTTle a student needs to get at least three items correct before a score is estimated. This reduces the risk of a student getting one or two items correct by chance and thus skewing their scores. There are several places where this may be evident on the e-asTTle reports. The first is if the student gets less than three questions correct in their entire test. The ILP will only display the curriculum objectives (all the incorrect questions in the "To be Achieved", and any correct in the "Strengths"). The table at the bottom will display a "-" for each of the score and level rows. The second case is where a student gets three or more questions correct in the test, however, they do not get three or more correct in each strand. The report will show a similar display as above - i.e., while there will be an overall score, a "-" will appear in the score table. This also applies to the Surface and Deep scores. It may be possible, particularly for shorter duration tests, for students to only receive an overall and strand score. |
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| 1.12 Viewing and Interpreting Reports |
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| Why do the Learning Pathways Reports repeat items and achievement objectives in different quadrants? |
Items can measure more than one objective, and objectives are measured by a number of items of varying difficulty - so they can appear in different quadrants. This is determined by comparing the difficulty of the items with the ability of the student, and whether the questions were answered correctly or not. |
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| 1.12 Viewing and Interpreting Reports |
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| If two students get the same number of questions correct, why are the scores different? |
It is possible to get different scores. While getting the same number of questions right gives the same total raw score, a student's asTTle score is determined by the relative difficulty of the questions they get correct. So, a student who does poorly on a hard question may get a higher asTTle score than one who does well on an easy question. A student who gets the harder questions right on the same test as another student will get a different overall score: in this way, different scores will be generated for each student. |
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| 1.12 Viewing and Interpreting Reports |
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| How come my high scoring students have no strengths, while the low scoring students have lots of strengths listed in their ILPs? |
The position of objectives into the four quadrants is based on the relative position of the item's difficulty to the student's individual overall ability and whether they were answered correctly or not. Thus, it is not possible to have strengths if all the items answered correctly were easier than one's overall ability. To find a student's strengths the test must have items in it harder than the student's overall ability - you should give such a student a harder test next time. On the other hand, a weak student who gets some hard items correct, will have strengths. Remember, the ILP report is a diagnostic analysis of an individual - it is not intended for comparisons between pupils. You should use the Console Report for that purpose. |
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