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Administrator’s view
Contents
• Getting ready• Getting started
– Learners– Groups
• Getting around• Reporting data
– Reports– Data extracts
A detailed administrators’ guide is available from
within the tool. This guide can be viewed online or
downloaded as a pdf.
A detailed administrators’ guide is available from
within the tool. This guide can be viewed online or
downloaded as a pdf.
Getting ready
Decide to use tool.Decide on administrator. Sign appropriate use agreement.
Decide to use tool.Decide on administrator. Sign appropriate use agreement.
Apply to sector service desk for ESAA ID for tool administrator.
Apply to sector service desk for ESAA ID for tool administrator.
Receive signed agreement.Set up organisation in tool.
Receive signed agreement.Set up organisation in tool.
Create/update ESAA ID for tool administrator giving organisation access to the tool.
Create/update ESAA ID for tool administrator giving organisation access to the tool.
Organisation now able to use the tool.
Organisation now able to use the tool.
Getting ready
Use Agreement• Purpose of agreement.• Using the Tool.• Using the
information/data in the Tool.
• Data access protocols.• FAQs.
Forms (www.literacyandnumeracyforadults.com)
Getting ready
Decide to use tool.Decide on administrator. Sign appropriate use agreement.
Decide to use tool.Decide on administrator. Sign appropriate use agreement.
Apply to sector service desk for ESAA ID for tool administrator.
Apply to sector service desk for ESAA ID for tool administrator.
Receive signed agreement.Set up organisation in tool.
Receive signed agreement.Set up organisation in tool.
Create/update ESAA ID for tool administrator giving organisation access to the tool.
Create/update ESAA ID for tool administrator giving organisation access to the tool.
Organisation now able to use the tool.
Organisation now able to use the tool.
Getting ready
ESAA IDs• The CE (or delegate) is now
able to certify the identity of the person applying for ESAA ID.
• The new ESAA forms– allow for certification– include the administrator
and educator roles for the Assessment Tool
Forms http://cms.steo.govt.nz/News+and+Info/ESAA.htm
The organisation’s administrator &
educators always log in via ESAA.
The organisation’s administrator &
educators always log in via ESAA.
Getting started
Name of administrator &
organisation
Name of administrator &
organisation
Quick link to creating assessments
Quick link to creating assessments
Tabs to manage assessments,
learners, educators & groups of learners.
Tabs to manage assessments,
learners, educators & groups of learners.
Summary of assessments
created within the organisation and
their status.
Summary of assessments
created within the organisation and
their status.
Administrator home
Getting started
Any relevant system level
messages
Any relevant system level
messages
Organisation statistics: numbers of learners, educators & groups.
Organisation statistics: numbers of learners, educators & groups.
Administrator home
Getting started
How are programmes, educators & learners
structured in your organisation?
How are programmes, educators & learners
structured in your organisation?
Getting started
Administrative decisions• Which learners will be
assessed?– use of information? – timing of assessments?
• How will you add these learners to the tool?– From your SMS?– From the tool interface?
Learners
Create learners from within the
tool.
Create learners from within the
tool.
Upload learners from a CSV file.Upload learners from a CSV file.
Getting started
Administrative decisions• Do your learners have
assessment histories with other organisations ?– ITOs?– Other PTEs or ITPs?
Learners from other organisations
A learner’s assessment history
is tracked using their NSN.
A learner’s assessment history
is tracked using their NSN.
Learners “own” their assessment
data.
Learners “own” their assessment
data.
Getting started
Administrative decisions• How are learners “grouped”
within your organisation?– by programme?– by course?– by class?
• Who in your organisation will use information on learners from the Assessment Tool?– their diagnostic information– their progress information
• What conventions will you use in your organisation for:– labeling groups?– labeling assessments?
Groups of learners
Groups created by the administrator control which learners can be seen within the Assessment Tool by which Educator.
Groups created by the administrator control which learners can be seen within the Assessment Tool by which Educator.
Getting started
Administrative decisions• Which educators need to have
access to assessment reports?– for individual learners?– for groups of learners?
• Which learners have multiple educators?– How will they share
assessment information?
• Which educators will create assessments within the tool?– all or some
educators/managers?– Do these educators have ESAA
IDs?– How will assessments be
labeled?
• How are the educators best linked to groups of learners?
Educators
Create educators from within the tool.
Create educators from within the tool.
An educator can have multiple groups. A
group can have multiple educators.
An educator can have multiple groups. A
group can have multiple educators.
Getting around
Administrative decisions• What type of assessment
is going to be most appropriate for your purpose and your learners?– On the computer or a
printed assessment?– Adaptive or not?
Creating reading and numeracy assessments
If you select a non adaptive assessment
you select the difficulty of the
assessment.
If you select a non adaptive assessment
you select the difficulty of the
assessment.
Getting around
Administrative decisions• What types of reports are
most appropriate for your purpose/s?– Group assessment
report?– Group progress report?– Other (own analysis)?
Reports and downloads
Filter assessmentsFilter assessments
Data engine extracts (to csv)
Data engine extracts (to csv)
Reports
Administrative decisions• How many learners are
going to need further learning to meet the numeracy demands of the course/qualification/workplace?
• Which learners are “well below” the numeracy demand?
• Are there any “surprising” results for learners suggesting the need to probe further?
• For large groups: is there any pattern in the achievement levels of sub-groups (gender/age)?
Group assessment report
Report filtersReport filters
Numbers of learners by
step.
Numbers of learners by
step.
Summary of learners and link
to individual reports
Summary of learners and link
to individual reports
Reports
Administrative decisions• Overall have the learners
have made progress in numeracy?
• What proportion of learners are now at the level of the numeracy demand of the course/programme/workplace?
• Has the teaching and learning “intervention” been effective in terms of numeracy gain?• Has there been sufficient
deliberate numeracy teaching between assessments?
Group progress report Report filtersReport filters
Range & quartiles.Range & quartiles.
Numeric summaryNumeric summary
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