Assessment tools for teaching and learning (asTTle) Version 4, 2005: Technical Reports and asTTle Monographs

<p dir="ltr">asTTle Technical reports have been taken offline by the Ministry of Education. This repository contains the following reports, listed alphabetically by author surname.</p><p dir="ltr">Brown, G. T. L. (2001). Reporting assessment information to teachers: Report of Project asTTle outputs design. (Tech. Rep. No. 15). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Brown, G. T. L. (2002). Item signature study: Report on the characteristics of reading texts and items from calibration 3 (Tech. Rep. No. 28). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Brown, G. T. L., Pipe, D., & Higginson, R. (2003, December). Writing at Level 5-6 of the New Zealand English Curriculum: Development of Progress Indicators & Tasks. (Tech. Rep. No. 45). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Brown, G. T., & Hattie, J. A. (2003). A national teacher-managed, curriculum-based assessment system: Assessment Tools for Teaching & Learning (asTTle) (Tech. Rep. No. 41). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Brown, G.T.L., Irving, S.E. & Sussex, K. (2004, August). Scoring of a nationally representative sample of student writing at Level 5—6 of the New Zealand English curriculum: Use and refinement of the asTTle progress indicators & tasks. asTTle Technical Report 48, University of Auckland/Ministry of Education.</p><p dir="ltr">Brown, G.T.L., Irving, S.E., Hattie, J., Sussex, K., & Cutforth, S. (2004, August). Summary of Teacher Feedback from the Secondary School Calibration of asTTle™ Reading and Writing Assessments for Curriculum Levels 4 to 6. (asTTle Tech. Rep. 49). University of Auckland/Ministry of Education.</p><p dir="ltr">Christensen, I., Trinick, T., & Keegan, P. J. (2003). Pängarau curriculum framework and map: Levels 2-6 (Tech. Rep. No. 38). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Coogan, P., Hoben, N., & Parr, J. M. (2003). Written language curriculum framework and map: Levels 5-6 (Tech. Rep. No. 37). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Ell, F. (2001). Mathematics in the New Zealand Curriculum - A concept map of the curriculum document. (Tech. Rep. No. 11). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Ell, F. (2002). Strategies and thinking about number in children aged 9-11 years (Tech. Rep. No. 17). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Fairhall, U., & Keegan, P. J. (2001). Pängarau curriculum framework and map: Levels 2-4. (Tech. Rep. No. 13). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Fletcher, R. B. (2000). A review of linear programming and its application to the Assessment Tools for Teaching and Learning (asTTle) Projects. (Tech. Rep. No. 5). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Glasswell, K., & Brown, G. T. L. (2003). Accuracy in the scoring of writing: Study in large-scale scoring of asTTle writing assessments. (Tech. Rep. No. 26). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Glasswell, K., Parr, J., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks. (Tech. Rep. No. 6). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Harland, D. (2003). Using asTTle persuasive writing: A case study of teaching argument writing (Tech. Rep. No. 29). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Hattie, J. A. (2002). Schools like mine: Cluster analysis of New Zealand schools. (Tech. Rep. No. 14). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Hattie, J. C., & Brown, G. T. L. (2003). Standard setting for asTTle reading: A comparison of methods. (Tech. Rep. No. 21). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Hattie, J. C., Brown, G. T. L., & Keegan, P. J. (embargoed). Narrative requirements document: Project asTTle CD ROM. (Tech. Rep. No. 20). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Hattie, J.A.C., & Brown, G.T.L. (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report #43, University of Auckland/Ministry of Education.</p><p dir="ltr">Hattie, J.A.C., Brown, G.T.L., Irving, S.E., Keegan, P.J., Sussex, K., Cutforth, S., Yu, J. & MacKay, A.J. (2004, September). Use of asTTle in secondary schools: Evaluation of the pilot release of asTTle V3. asTTle Tech. Rep., 47, University of Auckland/Ministry of Education.</p><p dir="ltr">Hattie, J.A.C., Brown, G.T.L., Keegan, P., Irving, S.E., MacKay, A.J., Sutherland, T., Mooyman, D., & Patel, P. (2003, November). Validation Evidence of asTTle Reading Assessment Results: Norms and Criteria. asTTle Tech. Rep. 22, University of Auckland/Ministry of Education.</p><p dir="ltr">Hughes, P., Hattie, J.A., Brown, G.T.L., & Leeson, H.V. (2004, September). Assessment of student number strategy development: A case study in the use of paper and pencil items. asTTle Technical Report #40, University of Auckland/Ministry of Education.</p><p dir="ltr">Irving, S. E. (2001). Report on teacher feedback from the first calibration of reading and writing assessments. (Tech. Rep. No. 7). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Irving, S. E., & Higginson, R. M. (2003). Improving asTTle for secondary school use: Teacher and student feedback (Tech. Rep. No. 42). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Keegan, P. J., & Pipi, A. (2002). Summary of the teacher feedback from the calibration of asTTle v2 pänui, pängarau and tuhituhi assessments (Tech. Rep. No. 27). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Keegan, P. J., & Pipi, A. (2003). Summary of the teacher feedback from the calibration of the asTTle V3 pängarau assessments. (Tech. Rep. No. 44). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Keegan, P.J., & Ngaia, T. (2004, August). Summary of teacher feedback from the V4 calibration of asTTle pänui and tuhituhi assessments for Curriculum Levels 2 to 6. (asTTle Tech. Rep. 46). University of Auckland/Ministry of Education.</p><p dir="ltr">Langstaff, J. (2000). Evaluation of the second trial of reading and writing assessment papers. (Tech. Rep. No. 3). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Lavery, L., & Brown, G. T. L. (2001). Report on teacher feedback from the third calibration of writing assessments (Tech. Rep. No. 32). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Lavery, L., & Brown, G. T. L. (2002). Overall summary of teacher feedback from the calibrations and trials of the asTTle reading, writing, and mathematics assessments (Tech. Rep. No. 33). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Lavery, L., & Brown, G. T. L. (2002). Report on teacher feedback from the first calibration of mathematics assessments (Tech. Rep. No. 24). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Limbrick, L., Keenan, J., & Girven, A. (2000). Mapping the English curriculum. (Tech. Rep. No. 4). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Meagher-Lundberg, P. (2000). Comparison variables useful to teachers in analysing assessment results. (Tech. Rep. No. 1). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Meagher-Lundberg, P. (2001). Output reporting design: Focus group 1. (Tech. Rep. No. 9). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Meagher-Lundberg, P. (2001). Output reporting design: Focus group 2. (Tech. Rep. No. 10). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Meagher-Lundberg, P., & Brown, G. T. L. (2001). Item signature study: Report on the characteristics of reading texts and items from calibration 1. (Tech. Rep. No. 12). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Meagher-Lundberg, P., & Brown, G. T. L. (2001). Item signature study: Report on the characteristics of reading texts and items from calibration 2. (Tech. Rep. No. 16). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Murphy, H., & Gray, A. (2003). Review of Mäori literacy framework for koeke 2-6 panui/tuhituhi of the Mäori language curriculum statement, Te Reo Mäori i roto i ngä Marautanga o Aotearoa (Tech. Rep. No. 39). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Murphy, H., & Keegan, P. J. (2002). Te Reo Mäori literacy curriculum map. Levels 2-4 (Tech. Rep. No. 23). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Nicholls, H. (2003). English reading curriculum framework and map: Levels 2-6 (Tech. Rep. No. 34). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Parker, A. M. (2001). Teacher feedback from the linking calibration of reading and writing assessments. (Tech. Rep. No. 8). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Parker, A. M., & Brown, G.T.L. (2001). Teacher evaluation of the second calibration of reading and writing assessments: Summary (Tech. Rep. No. 19). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Schouten, J., & Brown, G.T.L. (2002). Report on teacher feedback from the first calibration of mathematics assessments. (Tech. Rep. No. 31). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Thomas, G., Holton, D., Tagg, A., & Brown, G. T. L. (2003). Mathematics curriculum framework and map: Levels 2-6 (Tech. Rep. No. 36). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Thomas, G., Tagg, A., Holton, D., & Brown, G.T.L. (2002). Numeracy item signature study: A theoretically derived basis. (Tech. Rep. No. 25). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">van Gardaren, D. (2002). Paper & pencil strategy assessment items for the New Zealand Number Framework: Pilot study. (Tech. Rep. No. 18). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Ward, L., Hattie, J. A., & Brown, G. T. L. (2003). The evaluation of asTTle in schools: The power of professional development (Tech. Rep. No. 35). Auckland, NZ: University of Auckland/Ministry of Education.</p><p dir="ltr">Zwiegelaar, J. (2000). Evaluation of the first trials of reading and writing assessments. (Tech. Rep. No. 2). Auckland, NZ: University of Auckland, Project asTTle.</p><p dir="ltr">Zwiegelaar, J., & Brown, G.T.L. (2002). Teacher evaluation of the reading level 4 assessments: Summary. (Tech. Rep. No. 30). Auckland, NZ: University of Auckland, Project asTTle.</p><p><br></p><p dir="ltr">Also included are 8 asTTle monographs written by the asTTle Research & Development Team based at the University of Auckland. These were supplied to the Ministry of Education in response to their call for a summary of results from our testing of over 90,000 students in 6 subjects and over the school years 4 to 12. The material was folded into the Ministry report:</p><p dir="ltr">Satherley, P. (2006). Student outcome overview 2001-2005: Research findings on student achievement in reading, writing and mathematics in New Zealand schools. Ministry of Education, Research Division. https://www.educationcounts.govt.nz/publications/schooling2/learners/education-and-learning-outcomes/6858 </p><p dir="ltr"><br></p>