e-asTTle writing – Background information
e-asTTle writing (revised) is an online assessment tool designed to assess students’ progress in writing from years 1–10. It represents a complete revision of the original e-asTTle writing assessment tool.
e-asTTle writing and the New Zealand Curriculum
e-asTTle will support teachers to assess aspects of writing-to-communicate across the curriculum. The e-asTTle writing tool has been informed by:
- the broad concept of using writing as a tool to support specific learning purposes across the curriculum
- students’ writing
- the requirements for a rigorous, standardised assessment tool.
- the understanding that e-asTTle assesses using 'writing to communicate' and general writing competence but does not assess using 'writing to think about and record' across the curriculum.
Information used to support teacher decision making
Teachers develop a rich picture of students’ strengths and next learning steps through analysing information from learning conversations, observations of learning tasks or the products of these tasks, and the use of standardised assessment tools. These methods of assessment can be thought of as a ‘healthy triangle’, with standardised tools (such as e-asTTle) being only a small part of the picture.
A rich picture of achievement for an individual student
Teachers build up a rich description for an individual student. They ensure that the broad concept of writing as an interactive tool to meet the specific learning purposes across the curriculum is taught, practised and assessed. e-asTTle writing is a very reliable and precise part of the description. Other mechanisms, such as student tasks and conversations across a range of learning areas, provide the rest of the description.
Using e-asTTle writing
Teachers can select the most appropriate writing prompt for their students to show their knowledge and skills within ‘writing as communication’. By using the rubric and exemplars, along with sound moderation processes, teachers will be able to assess students’ current skill levels and identify the focus for future teaching and learning. Information from the rubric and the student writing make a useful starting point for a rich discussion between teacher and student about the student’s writing. They can then collaboratively set relevant learning goals.
- Check out new resources to support the revised e-asTTle writing tool