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Enhancing Classroom Learning with On-Demand Testing: Tools and Strategies for Educators

On-Demand Testing is a powerful assessment resource that enables educators to track student learning in real-time. With options for adaptive, linear, and progress linear tests, teachers can tailor assessments to individual learning needs from Grades 3 to Year 8. This resource allows for easy downloading from an online central server and provides comprehensive reports on student performance. Learn how to effectively integrate On-Demand Testing in your classroom to improve instruction, assess learning outcomes, and support differentiated learning for all students.

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Enhancing Classroom Learning with On-Demand Testing: Tools and Strategies for Educators

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  1. On Demand Testing Ways to use On Demand data in classrooms and across the school

  2. What is On Demand Testing? • An assessment resource that is housed on the school server. • Tests can be downloaded to the school’s server, from the AIM online central server. • A range of tests which be administered to individual students, a class or a cohort.

  3. Types of Testing • There are three different types of On Demand tests available for use: • Adaptive Tests • Linear Tests • Progress Linear Tests • Available for students from Grade 3 to Year 8

  4. Adaptive Tests • Adaptive tests: • constantly monitor student responses and adapt future questions to match students’ ability. • are delivered on computer only. • students cannot go back and change their answers. • generate only one report which provides each student with a numerical score. (see page 16 & 38 of booklet)

  5. ADAPTIVE TEST REPORT: Year 3 Class Standard Score Report (2.0 – 2.5) (Booklet page 16)

  6. Adaptive Tests • English(page 26 of booklet) • Reading • Writing 30 questions • Spelling • General Test – 60 questions • Mathematics (page 38 of booklet) • Number • Measurement Chance & Data 30 questions • Space • General Test – 60 questions

  7. How does a teacher effectively cater to the differing needs in their class?

  8. Teacher Judgementsv’sOn Demand Testing = Teacher judgements = On-Demand Testing * Results from one school in SMR

  9. Linear Tests English – Reading and Spelling (Booklet Page 20) Mathematics – Number (Booklet Page 31) (15 to 30 questions)

  10. Progress Linear Tests Reading (Booklet Page 28) Number (Booklet Page 39)

  11. (Booklet page 28, 29,30, 39)

  12. Linear & Progress Linear Tests • Six Reports • Student Raw Score by Question Standard Level • Class Raw Score by Question Standard Level • Student Percentage Correct by Question Standard Level • Student Percentage Correct by Dimension • Student Skill Report • Class Skill Report

  13. VELS 2.5 – 3.0 Number Progress Test

  14. Class Raw Score by Question Standard Level Booklet page 12

  15. VELS 3.5 – 4.0 Number Progress Test Student Raw Score Report Booklet page 11

  16. How might On Demand Testing enable teachers at your school to assess student learning in relation to… • AS learning? • OF learning? • FOR learning?

  17. More information http://www.vcaa.vic.edu.au/prep10/aim/ondemand/docodownload.html http://www.vcaa.vic.edu.au/correspondence/memorandums/2008/attachment/OnDemandTeacherTrainingGuide-April2008-1.pdf vanderkruk.penny.j@edumail.vic.gov.au andrews.giselle.m@edumail.vic.gov.au

  18. Action Research Project - Assessment • A network-wide study of the ways in which On Demand Testing is used by schools with current assessment practices. • Includes an analysis of what schools may need to enable them to best use On Demand Testing.

  19. Action Research Project - Assessment • A network-wide study of the ways in which On Demand Testing is used by schools with current assessment practices. • Includes an analysis of what schools may need to enable them to best use On Demand Testing. • A study of the assessment practices within a cluster of schools. • Focus on which assessment tools are used, when they are used and the way in which the data which is collected is used.

  20. Action Research Project - Assessment “Sometimes, teachers need help making the connections among assessment, data and instruction.” Buhle, R. & Blachowicz, C. L. Z. (2008/09) The assessment double play. in Educational leadership. V66 n4 p42-46

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