Assessment tools for teaching and learning (asTTle) Version 4, 2005: Technical Reports and asTTle Monographs
Creators: name: Brown, Gavin T. L.
name: Keegan, Peter J.
name: Irving, S. Earl
name: HATTIE, JOHN
name: Meagher-Lundberg, Trisha
Publisher: name: The University of Auckland
Year: 2025
Subjects: classificationCode: 520102
subject: Educational psychology
classificationCode: 390405
subject: Educational technology and computing
classificationCode: 390402
subject: Education assessment and evaluation

description: asTTle Technical reports have been taken offline by the Ministry of Education. This repository contains the following reports, listed alphabetically by author surname.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.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.Brown, G. T. L., Pipe, D., &amp; Higginson, R. (2003, December). Writing at Level 5-6 of the New Zealand English Curriculum: Development of Progress Indicators &amp; Tasks. (Tech. Rep. No. 45). Auckland, NZ: University of Auckland/Ministry of Education.Brown, G. T., &amp; Hattie, J. A. (2003). A national teacher-managed, curriculum-based assessment system: Assessment Tools for Teaching &amp; Learning (asTTle) (Tech. Rep. No. 41). Auckland, NZ: University of Auckland/Ministry of Education.Brown, G.T.L., Irving, S.E. &amp; 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 &amp; tasks. asTTle Technical Report 48, University of Auckland/Ministry of Education.Brown, G.T.L., Irving, S.E., Hattie, J., Sussex, K., &amp; 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.Christensen, I., Trinick, T., &amp; Keegan, P. J. (2003). Pängarau curriculum framework and map: Levels 2-6 (Tech. Rep. No. 38). Auckland, NZ: University of Auckland/Ministry of Education.Coogan, P., Hoben, N., &amp; 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.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.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.Fairhall, U., &amp; Keegan, P. J. (2001). Pängarau curriculum framework and map: Levels 2-4. (Tech. Rep. No. 13). Auckland, NZ: University of Auckland/Ministry of Education.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.Glasswell, K., &amp; 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.Glasswell, K., Parr, J., &amp; 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.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.Hattie, J. A. (2002). Schools like mine: Cluster analysis of New Zealand schools. (Tech. Rep. No. 14). Auckland, NZ: University of Auckland, Project asTTle.Hattie, J. C., &amp; 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.Hattie, J. C., Brown, G. T. L., &amp; Keegan, P. J. (embargoed). Narrative requirements document: Project asTTle CD ROM. (Tech. Rep. No. 20). Auckland, NZ: University of Auckland, Project asTTle.Hattie, J.A.C., &amp; Brown, G.T.L. (2004, September). Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report #43, University of Auckland/Ministry of Education.Hattie, J.A.C., Brown, G.T.L., Irving, S.E., Keegan, P.J., Sussex, K., Cutforth, S., Yu, J. &amp; 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.Hattie, J.A.C., Brown, G.T.L., Keegan, P., Irving, S.E., MacKay, A.J., Sutherland, T., Mooyman, D., &amp; Patel, P. (2003, November). Validation Evidence of asTTle Reading Assessment Results: Norms and Criteria. asTTle Tech. Rep. 22, University of Auckland/Ministry of Education.Hughes, P., Hattie, J.A., Brown, G.T.L., &amp; 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.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.Irving, S. E., &amp; 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.Keegan, P. J., &amp; 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.Keegan, P. J., &amp; 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.Keegan, P.J., &amp; 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.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.Lavery, L., &amp; 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.Lavery, L., &amp; 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.Lavery, L., &amp; 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.Limbrick, L., Keenan, J., &amp; Girven, A. (2000). Mapping the English curriculum. (Tech. Rep. No. 4). Auckland, NZ: University of Auckland, Project asTTle.Meagher-Lundberg, P. (2000). Comparison variables useful to teachers in analysing assessment results. (Tech. Rep. No. 1). Auckland, NZ: University of Auckland, Project asTTle.Meagher-Lundberg, P. (2001). Output reporting design: Focus group 1. (Tech. Rep. No. 9). Auckland, NZ: University of Auckland, Project asTTle.Meagher-Lundberg, P. (2001). Output reporting design: Focus group 2. (Tech. Rep. No. 10). Auckland, NZ: University of Auckland, Project asTTle.Meagher-Lundberg, P., &amp; 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.Meagher-Lundberg, P., &amp; 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.Murphy, H., &amp; 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.Murphy, H., &amp; 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.Nicholls, H. (2003). English reading curriculum framework and map: Levels 2-6 (Tech. Rep. No. 34). Auckland, NZ: University of Auckland/Ministry of Education.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.Parker, A. M., &amp; 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.Schouten, J., &amp; 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.Thomas, G., Holton, D., Tagg, A., &amp; 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.Thomas, G., Tagg, A., Holton, D., &amp; Brown, G.T.L. (2002). Numeracy item signature study: A theoretically derived basis. (Tech. Rep. No. 25). Auckland, NZ: University of Auckland, Project asTTle.van Gardaren, D. (2002). Paper &amp; pencil strategy assessment items for the New Zealand Number Framework: Pilot study. (Tech. Rep. No. 18). Auckland, NZ: University of Auckland, Project asTTle.Ward, L., Hattie, J. A., &amp; 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.Zwiegelaar, J. (2000). Evaluation of the first trials of reading and writing assessments. (Tech. Rep. No. 2). Auckland, NZ: University of Auckland, Project asTTle.Zwiegelaar, J., &amp; 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.<br>Also included are 8 asTTle monographs written by the asTTle Research &amp; 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: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 <br>