English Assessment Administration Script

Introduction

"Good morning/afternoon, everyone. Today, we will be conducting an English assessment. To complete this English assessment, you will be provided with some texts to read and answer questions related to those texts. Today, you will be sitting beside your learning to find out what you know and what you need to learn next. You will read different text genres (fiction and non-fiction), and it is important to read the full text before you begin each set of questions. Remember, the word 'assessment' does not mean 'test'. The word assessment means to 'sit beside'."

Before starting the assessment

Front-loading: (5-10 minutes) "Before we begin the assessment, I will “sit beside” you as a learner and read aloud some words from this assessment, allowing for thinking time and talking time. (think-pair-share). Your role is to think about what you already know about these words and share your ideas with a partner."

Teacher preparation: requires previewing the assessment questions and deciding which words will benefit the students to hear, think, and talk about before they begin the assessment.

Vocabulary: "I am going to put up a list of words and read them to you. As I read out the words, your role as a learner is to start thinking about each word and decide whether you know it or not. If you know the word, think about what the word means, how the word is used, and could you explain the word to a partner?"

Teacher: provide the list of words, monitor student engagement and discussion, and share some ideas as a class. If a student provides an incorrect response, acknowledge it in a positive way, clarify that it is a misconception, and seek any additional responses. Try to avoid teaching the words during this front-loading experience. Remember that on Essential Assessment, you have the option to choose the “I don’t know yet” box to tick.

Instructions for the assessment

Ensure that only one assessment is turned ON in 'Manage Class Assessments' to reduce confusion, cognitive load and guarantee students access the correct assessment. Students can then quickly access their assessment using this pathway. You can demonstrate this pathway and reorient students to their assessment and question types through our student portal (located under the student login details tab). Re-orient students on how to navigate the platform if unsure - e.g. the question is always at the TOP.

Question types online include multiple-choice, drop-down selection, drag-and-match, and drag-and-drop in sequence order. 

Use the appropriate student poster to provide instructions to support assessment-capable skills.

1. Online 
2. Paper-based (printed questions with texts)
3. Multi-mode ( Printed texts with online answer input)

Starting the assessment

Online Mode: 

Before setting the assessment, you can activate audio support for your class within Manage Class Assessments. Audio should be a consistent, school-based decision and be included in your School Norms of Practice. 

If Audio has been turned on, all students should have access to headphones to ensure accessibility. 

Teacher: To respect cognitive load, the assessment does not need to be completed in one sitting. It is the teacher’s role to check in with the student when they have completed the end of the first year level, which will be when they reach the checkpoint if Dynamic is activated. At this point, the student can either:

1. Exit the assessment without submitting and resume at a later point in time.
2. Take a short cognitive break and resume ( after the checkpoint they will either continue to the next year level of questions, or they may be offered the level BELOW where they started if they have not achieved enough understanding in the first level.
3. Submit the assessment  and the student will be graded on one Year Level of questions (teacher-directed)

Please note that once unlocked, the student can only complete one more year level of content. Dynamic will not continue to shift students to higher levels of content after unlocking. 

If Dynamic is not turned ON, you can indicate the question number where students will complete their assessment by previewing the assessment (sample question mode). This allows you to check results, review assessments, and only unlock students who may need to attempt the next year level (e.g, if the student has already achieved the end of the first year level). Once submitted, educators can then choose to unlock the next section if they wish the student to continue. 

If students are completing the two-year levels, please respect their cognitive load and reading stamina by indicating a time limit to avoid fatigue. Alternatively, take a break and resume the assessment at a later time. It is ideal to break at the Dynamic checkpoint or at a particular question (if dynamic is not active).

Paper-based Mode: To support cognitive load, the assessment can be completed in multiple sittings. 

Teacher: Provide guidance to students about when to complete their assessment. Your teacher's judgement will determine if students need to complete one year level of content or both year levels. 

During the assessment

Monitor for fatigue (cognitive load may be reached if students are losing focus).  Prompt students to take a break after a specific time period, a specific question has been answered, or a checkpoint has been reached. 

Considerations: 

• Remind students to refer to their poster for the steps to follow
• Be active during the assessment. Use assessment notes section to record anecdotes if desired (Click on a student’s name  to leave assessment notes)

• Prompt the students to use the audio icon ( if SET ON)
• Remind students how to select “I don’t know yet” if they are unsure
• Prompt students to refresh the answer if they need to redo a drag and drop
• Provide encouragement and prompting to look back at the question/ text 

Please do not:

• Give hints or examples
• Explain, paraphrase, or interpret questions ( unless supporting a Learning Adjusted student, which will require a recorded Assessment note).
• Indicate if an answer is correct or incorrect

Ending the assessment

Online: Students tap the submit button 

Paper-based: After students have completed the assessment, the teacher will mark and upload it following this help guide.

Reviewing assessments

• Access individual student assessment data by clicking  the student name to view the student’s Profile Page

Access REVIEW mode if you need to “sit beside” any students to clarify their understanding if the data doesn’t look right. Use this help guide if you wish to undertake a REVIEW.