English Online Interview An English Assessment for Prep2

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English Online Interview An English Assessment
for Prep-2
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Context Why a new assessment approach?

• The current approach (Assessment of Reading P-2)
  had limitations
• Focus only on reading
• Discrepancy between Assessment of Reading P-2 and
  Year 3 AIM outcomes
• Not challenging for too many students
• Alignment to VELS and NAPLAN
• Mathematics Online Interview - one integrated,
  online set of tools
• The Victorian Student Number and the Ultranet.

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Context Why a new assessment approach? (contd)

• Opportunity to ensure a comprehensive and
  reliable profile of a childs strengths and
  weaknesses in early literacy and numeracy
  capabilities (National Reform Agenda, Victorias
  Plan to Improve Literacy and Numeracy Outcomes,
  April 2007)
• Requirement of COAG to implement nationally
  consistent, on entry, school diagnostic systems
  by 2010
• Capacity to interface with AEDI (Australian Early
  Development Index)

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The English Online scale aligns with NAPLAN
English Online and NAPLAN say the same things
about student achievement levels
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Developing the new Assessment Approach

• A two year Research and Development project
• Anchored in relevant research and current best
  practice
• Aligned with the statewide standards for English
  and other policy, advice and support materials
  that have already been developed
• Delivering robust, valid and reliable data on
  student progress
• from shortly after the commencement of Prep, to
  the end of Year 2
• against each dimension of the statewide standards
  for English

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Developing the new Assessment Approach (contd)

• Suitable to the Victorian school context in terms
  of level of administrative burden, teacher and
  student engagement, and adherence to privacy and
  confidentiality policies and agreements
• Supporting the continued development of a
  learning and assessment culture, and high quality
  learning and assessment practice in Victorian
  schools
• Premised on on-line assessment, recording,
  reporting and tracking of results

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The Assessment trials

• 100 randomly selected schools (20 from EMR)
• 10 randomly selected students from each of Prep,
  Year 1, 2 and Year 3 (total 40 students per
  school)
• Data collected twice (term 1 and term 4) from the
  same students in order to show growth

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Implementation

• Minister has approved the statewide
  implementation of the English Online Interview
  from October 2009 to replace the Assessment of
  Reading P-2
• Assessment dates 12 23 October 2009 for End of
  Prep, End Year 1 and End Year 2 assessments
• Introduce the Start of Prep assessment for the
  first time in 2010
• An Implementation Taskforce has been established
  to oversee all aspects of the implementation
  process
• September 2009 Launch of online training
  environment for teachers to practise the
  interview

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In action
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Overall Benefits

• Baseline data about English ability for all
  students at school entry
• Measurement of growth in student achievement for
  years Prep-2 against the VELS
• The ability to track student achievement online
  at all government schools
• Evidence to support teacher judgement for report
  writing
• Data to support school annual reports and Annual
  Implementation Plans

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Benefits to teachers

• Set up groups within the online environment
• Compare groups
• Compare results to state averages
• VELS and progression points available for all
  students in their class
• Provide evidence for student reports
• Access to rich diagnostic data on individual
  students English abilities
• Access to immediately available student results
• Opportunity for one to one assessment and getting
  to know the student better
• Opportunity for group/class activities to
  strengthen and extend learning

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English Online Interview
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Modules
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Tasks

• Tasks
• Oral language
• engagement, text structure, volume, expression,
  vocabulary, strategies
• Phonemic awareness/Spelling
• rhyme, changing sounds in words, letter ID,
  spelling test
• Reading
• Running record, concepts of print, segmenting
  words, comprehension
• Retell
• text comprehension
• Writing

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ENGLISH TASKS1. Oral language2. Phonemic
awareness3. Spelling4. Reading- CAP,
Comprehension R.Records5. Retell6.
WritingQUESTIONWhich aspects of these
assessments do you think you could administer
during the literacy block?
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Generating Reports- collecting data

• The English Online Interview assesses all
  aspects of English VELS - Reading, Writing and
  Speaking and Listening
• It replaces the Assessment of Reading P-2
  program
• Teachers can review student results from
  previous years/other schools
• Individual student results can be accessed
  immediately after completion of the interview
• Class results can be accessed when all members
  of the class have completed the interview
• Results from each assessment are linked so that
  teachers can examine student growth over time. 

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Key differences to other online assessments

• Student CASES data is uploaded centrally
• Each assessment period is for 2 weeks
• Once an assessment has been completed, access
  is locked

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Assessment Periods
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THINK, PAIR, SHAREWhat ideas do you have for
implementing this assessment in your school
within the 2 week period?
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• BENEFITS
• Rich diagnostic data on individual students
  English abilities

• Baseline data about English ability for all
  students at school entry
• VELS and progression points available for all
  students in the class
• The ability to track student achievement online
  at all government schools
• Evidence to support teacher judgement for report
  writing

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WHAT NOW?In September an on-line training
environment will be available for all teachers to
familiarise themselves with the assessments.
Kits will be sent straight to schools. Please
alert your bursar.Please refer to your User
Guide first
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For any further information please
contactCathy Dickinson9265 2430 0422 003
544dickinson.catherine.t_at_edumail.vic.gov.au
Margaret Bertram9265 2426 0421 097
360bertram.margaret.m_at_edumail.vic.gov.auCheryl
Lawsonlawson.cheryl.l_at_edumail.vic.gov.au