March 3, at 3: This third edition restores the original colour of the first edition and includes several new colour photographs and illustrations, giving readers a better feel for the richness and creativity of the Oruaiti school environment. The book contains a new foreword by educationalist Dr Gwenneth Phillips as well as an epilogue that brings the story up to the present day.
Reading and Maths e-asTTle Norms reflect the data collected in e-asTTle from until when the most recent re-calibration took place. For Reading and Maths, norms are available for Year 4 to Year The e-asTTle norms differ from the curriculum expectation.
The curriculum expected indicates how an average student in each year level should be progressing, according to the New Zealand curriculum documents. The e-asTTle norms, however, indicate how the average student in New Zealand is progressing in the subject. When e-asTTle scores are generated, they take into account the level of the questions asked.
There are many possible different combinations of e-asTTle questions, creating tests that vary widely in content, spread and difficulty.
It should be noted that the norms are not specific to tests of a specific curriculum level or type. They are instead based on the combined data from all types of e-asTTle tests within an appropriate curriculum range. Only tests that are considered within an appropriate curriculum range for each year level are included in the norming process.
For example, while it is possible to administer a Year 9 student any level of test, only tests between 3A and 5A are included in the norming process. This avoids skewing the data from tests where the minimum or maximum possible scores are very low or very high.
The average values are calculated using rolling means across the quarters, ensuring that the e-asTTle norms will always increase across the year. It should be noted that scores need to be at least 44 points apart before we can assume a non-chance difference.
There are some year levels in e-asTTle where there have been insufficient numbers of appropriate tests to generate justifiable norms. This is particularly evident at Years At these year levels, there is a potential selection bias, where the data is representative of particular ability range of students.
To mitigate the effects of non-representative sampling, norms have been adjusted to reflect appropriate score values. These norms will be updated in future years as e-asTTle is used further by students at the upper year levels. Click on the following links to see the e-asTTle norms and curriculum expected for Reading and Maths by year level and time of the year.Apr 14, · My concern has been the inflated e-asTTle and STAR results having an inflationary on national standards results, allowing the government to triumphantly declare that national standards had brought about a significant improvement in learning.
Inside this newsletter you will see a description of the National Standards at our level and an explanation on how to interpret the e-asTTle Individual Learning Pathways Report.
Your child should have one of these for reading, writing and mathematics in their portfolio. Welcome; Testimonials; How to apply; Enrolment Form; Fees & Associated Costs; International Student and Parent Handbook; Orientation Programme and Support Services.
NZQA New Zealand Qualifications Authority Mana Tohu Matauranga O Aotearoa.
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Reports must include: We use E-asTTle, ongoing class tests, teacher observations and discussions with students to determine a student’s understanding. Teachers make an overall teacher judgement as to where the student is working in relation to the.
Music Standards 4 Preface About the National Board for Professional Teaching Standards The National Board for Professional Teaching Standards (National Board) is a not-for-profit professional organization, created and governed by practicing teachers and their advocates.
The founding mission of.