Administrator’s view. Contents Getting ready Getting started – Learners – Groups Getting around Reporting data – Reports – Data extracts A detailed administrators’

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.


Apply to sector service desk for ESAA ID for tool administrator.


Receive signed agreement.Set up organisation in tool.


Create/update ESAA ID for tool administrator giving organisation access to 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











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

Documents

Administrator’s view. Contents Getting ready Getting started – Learners – Groups Getting around Reporting data – Reports – Data extracts A detailed administrators’