PLD resources for e-asTTle writing (revised)
e-asTTle norms and curriculum expectations by quarter: Writing (July 2013)
These Writing norms and curriculum expectations have been compiled in response to teacher requests. The mean curriculum levels come directly from e-asTTle writing. The curriculum expectations for Year 4-10 are the same as used for Reading, which vary slightly from those used for Mathematics. The expectations for Years 1-3 have been extrapolated downwards from Year 4.
e-asTTle writing cut scores April 2013
The Cut-Score Table enables the e-asTTle scores for writing, updated April 2013, to be converted to curriculum levels and vice versa.
Find the table here on the e-asTTle Help website.
Webinar on the writing tool
A training webinar on the revised e-asTTle writing tool is available on Assessment Online. Facilitated by the developers of the assessment tool, it covers:
- the new features of the tool
- test creation, administration, and marking
- how to best use the results to support teaching and learning.
Tutorial on the writing tool
A video tutorial on the revised e-asTTle writing tool is available on Assessment Online. Its purpose is to introduce schools to the tool, to clarify the revisions that have been made, to show how to administer and mark assessments, and how to analyse the results to support teaching and learning.
This video tutorial is also available as a Power Point presentation that schools can use for professional learning and development.
e-asTTle writing manual
You can download a copy of the e-asTTle writing manual from the link below.
This diagram shows the part that results from the e-asTTle assessment tool play in making an overall teacher judgment about a student's writing ability. Teachers make a judgment on the student's ability to think about, record, and communicate to meet specific learning purposes across the curriculum, as described in the NZC, LLP, and the writing standards. Evidence from the formal e-asTTle writing assessments is used in conjunction with evidence gained from observation processes and learning conversations.