2014 Training Guide Published by Student Learning Outcomes Division Department of Education and Early Childhood Development



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The English Online Interview

2014 Training Guide

Published by Student Learning Outcomes Division
Department of Education and
Early Childhood Development

Melbourne


November 2013
© State of Victoria (Department of Education
and Early Childhood Development) 2013
The copyright in this document is owned by the
State of Victoria (Department of Education and Early Childhood
Development), or in the case of some materials, by third parties
(third party materials). No part may be reproduced by any process
except in accordance with the provisions of the Copyright Act 1968
the National Education Access Licence for Schools (NEALS)
(see below) or with permission.
NEALS is an educational institution situated in Australia which is
not conducted for profit, or a body responsible for administering
such an institution may copy and communicate the materials, other
than third party materials, for the educational purposes of the
institution.
Authorised by the Department of Education
and Early Childhood Development,

2 Treasury Place, East Melbourne, Victoria, 3002.

This document is also available on the internet at
www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/assessment/Pages/resources.aspx
This guide is intended for use with the English Online Interview Training System.


Introduction

What is the English Online Interview?


The English Online Interview is a powerful online tool for assessing the English skills of students in Years Prep to Year 2. The Interview assesses students across the three modes of English in AusVELS (the Australian Curriculum in Victoria) – Reading, Writing, and Speaking and Listening.

The English Online Interview is a one-to-one interview between a teacher and student, using texts and downloadable resources designed specifically for the Interview.

Teachers record each student’s responses directly onto the online system. This data can then be used to generate a range of reports at the student, class or school level. These reports provide a point-in-time overview of student achievement and valuable diagnostic information to inform program planning and resource allocation.

The Interview must be completed during the formal assessment period at the beginning of the year. In 2014 this assessment will be between 28 January and 28 February. The Interview will remain open until 7 March to enable schools to finalise assessments.


About this Training Guide

This guide is intended for use with the English Online Interview Training System.

The English Online Interview Training System assists teachers to become familiar with the Interview prior to the formal assessment period. It provides opportunities to explore the functionality, downloadable resources and reports available in the Interview using mock student data.

Teachers in all Victorian government schools can access the English Online Interview Training System using their Edumail username and password. The Training System can be accessed from: www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/assessment/Pages/resources.aspx

Using the Training System


When working through the Training System please note:

  • The Training System may be used to become familiar with each of the four different modules available. This includes gaining familiarity with the resources required, the instructions given to the students, question formats and the processes required to score student responses and enter data.

  • Mock data and year levels are provided for use in the Training System. The following students are available:

  • Prep - Student15 Erin

  • Year 1 - Student01 Jessica

  • Year 2 - Student02 Connor

  • Data entered in the Training System is not stored. Therefore, the following features of the interview are not available in the Training System:

  • saving and pausing assessments

  • updating student details in English As an Additional Language (EAL)

  • administrative tasks such as creating classes and assigning teachers and students to classes

  • The reports provided in the Training System have been upgraded to reflect the introduction of AusVELS, with new report formats created to provide detailed diagnostic information on each student.

The English Online Interview Kit contains a Reading text and Picture Storybook text for each of the four modules (eight texts in total). Digital Picture Storybook texts are also available online during the assessment period from the English Online Interview website.

Checking class and student details

The first step to be completed before commencing the Interview with the students is to check the class and student details upon entering the Training System at the following page:


Checking the class set up

Before interviewing, teachers should confirm that they can access their class/es and that all required students have been allocated correctly. To check the class set up:



  1. Click the Class drop-down menu (highlighted in the red box on the diagram below) to check that the appropriate class appears in the list.

  2. Scroll through the Students drop-down menu (highlighted in the red box on the diagram below) to check that all students have been allocated to the class.




Checking student details

Before interviewing, teachers should check that the student details in the Interview are correct. Check student details as follows:



  1. From the Class drop-down menu select the appropriate class (highlighted in the red box on the diagram below). If a teacher has been provided access to a class which is not at the teacher’s school or campus an asterisk will be displayed beside the class name.

  2. From the Students drop-down menu select a student (highlighted in the red box on the diagram below).

  3. Check that student details (name, date of birth etc.) are accurate.

  4. Contact the CASES 21 coordinator if student details are incorrect.


Note: If a student is recorded as an EAL student in CASES 21, then further information must be entered and updated in the Interview before an assessment can commence. This functionality is not available in the Training System.


Assessment Modules and Resources


It is important to be familiar with the assessment modules and resources before commencing the Interview with the students.

Modules

The English Online Interview is organised into assessment modules. Each module:



  • assesses a student in reading, writing, and speaking and listening

  • is designed around expected achievement at a particular year and stage of schooling

  • recognises the broad range of student skills and abilities within a year level and is designed to assess this range.

Although there are some similarities between each module, each uses different reading texts and asks different questions.

The English Online Interview Kit contains a Reading text and Picture Storybook text for each of the four modules (eight texts in total). Digital Picture Storybook texts are also available online during the assessment period from the English Online Interview website.

The recommended modules for each year level are as follows:


Year Level

Recommended Module

Start of Prep

Module 1

Start of Year 1

Module 2

Start of Year 2

Module 3

There is also a Module 4 available. This module would be suitable to use with students that have previously completed the English Online Interview in Year 1 and their results indicate they are operating at a higher level than expected. Module 4 provides evidence of achievement at AusVELS levels 2 – 4.

All modules are available for selection during the assessment period. Teachers have the flexibility to choose the most appropriate module for their students. This decision should be made balancing the recommendations above with the particular needs of the individual student, with consideration given to the range of difficulty of the tasks and questions in each module.

Detailed information on the assessment modules, including advice on module selection and information on how the modules are scored, is provided in the document Administration and Module Selection Advice available at: www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/assessment/Pages/resources.aspx

When all students in a year level complete the recommended module, information at an item level across the class can be easily compared. Groups of students with similar teaching needs can be identified based on their responses and patterns and trends of learning within a class can also be identified. If students within a year level are administered different modules the overall results will be directly comparable, however other comparisons can only be made by matching similar items across the different modules.

Tasks


Each assessment module contains a series of tasks. Each task consists of a series of questions with associated responses. For each question, teachers select the responses in the online system which most closely matches responses given by the student. The tasks for each module are outlined in the following table.

Module 1

Module 2

Module 3

Module 4

Oral Language

Oral Language

Oral Language

Oral Language

Phonemic Awareness

Phonemic Awareness

Phonemic Awareness

Tiger and the Big Wind

Cup Cakes

The Beach Ball

Blackie’s holiday

The Golden Carambola Tree

Words and Sound

Words and Sound

Segmenting words

Writing

Clever Max

‘Ick’ Words


Tap Dancing Star

Spelling

Clever Max Writing Activity

The lunch boxes

Writing







The lunch boxes Writing Activity

Spelling




Tasks can be selected and completed in any order. This provides flexibility in how the Interview is administered to students. However, wherever possible it is preferable to administer tasks in the order they are presented. Although all tasks can be conducted in a one-to-one situation, teachers may prefer to conduct some tasks such as the writing and spelling tasks with a small group of students or the whole class.

Resources - Texts


Two texts are required for each module – a reading text and picture story book.

The texts for each module are as follows:



Module

Reading Text

Picture Storybook Text

1

Cup Cakes

Clever Max

2

The Beach Ball

The Lunch Boxes

3

Blackie’s Holiday

Tap Dancing Star


4

Tiger and the Big Wind

The Golden Carambola Tree

All Victorian government primary schools have received copies of the texts in an English Online Interview Resource Kit.

The texts provided to schools for the English Online Interview should be made available to teachers only during the assessment period and should not be used for any purpose other than for the Interview.


Resources

A range of downloadable assessment materials are required to conduct the Interview. These should be printed prior to commencing the Interview. To access and print the worksheets:



  1. Click Resources the button (highlighted in the red box on the diagram below).

  2. A table showing all the resources for each module will be displayed (see the screen shown below).

  3. Note the printing requirements (per student/per class) for the relevant module.

  4. Click on the name of the relevant worksheets and a pdf document will be made available.

  5. Print the required quantities.




Conducting an Assessment

Selecting a class, student and module


Follow the steps below to commence an assessment after completing the preparations described in the preceding section.

  1. From the Class drop-down menu (in the left corner), select the appropriate class.


  1. From the Students drop-down menu select the appropriate student. The selected student’s details will then appear to the right of screen.

  2. Check that student details are correct.

  3. From the Select Module drop-down menu select the appropriate module.

  4. Click Start. If you have selected a non-recommended module for the student, for example if you select module 2 for a Prep student, you will be asked to confirm your selection as follows.

Once your module selection has been confirmed, the screen defaults to Assessment View.



Assessment View – screen layout


There are three main sections of the screen in Assessment View as shown in the diagram below.


Tasks


T

he tasks for the selected module will be listed and numbered on the left of screen with the current task surrounded by a dotted box.

Tasks can be selected by clicking on the name of the task in the list.

A green tick will appear beside a task when all questions in the task are complete.

Instructions and Script

Instruction script and equipment required can be displayed by clicking on the green ‘Hide/Show Help’ link. The following icons will assist to identify the different elements of the information provided.




Link to switch instructions on or off



Instructions to teachers



Script for teachers



Equipment required

Questions


Questions are presented below the instructions and script. All questions for a given task will appear in a single window. Scroll down to reveal the next question as required.

Selecting tasks and entering student responses


After the Start button is clicked, the Interview defaults to the first task in the given module. After completing all the questions in a given task click Next at the bottom of the screen to navigate to the next successive task. Alternatively, tasks can be selected by clicking on the name of the task in the list at top left of the screen. Once a task is selected, read the instructions and/or script at the top of the page and then:

  1. Complete the questions by selecting the answer that most closely reflects the student’s response.

  2. Scroll down when required to see the next question.
  3. When all questions in a task are complete, a tick will appear beside the task in the list at the top left of screen as shown below:




  1. Click Next at the bottom of the screen to go to the next task or click on a task directly from the list at the top left of screen. If Next is clicked and all questions for the task are not complete a message such as the following is displayed.

A response must be entered for every question in every task in order to finalise the assessment and generate reports.


Progressing through the tasks


Tasks can be completed in any order. However, wherever possible it is preferable to administer tasks in the order they are presented. Teachers should note the following advice on task order:

  • Task 1 in all modules is the conversation. This task is intended as an ice-breaker to help the student feel comfortable in the one-on-one interview situation. As well as providing a context for answering all subsequent questions, it provides an opportunity to assess the student’s speaking skills. It is not essential to administer this task first, but it is preferable.

  • Task 2 and Task 4 in Modules 1, 2 and 3 focus on different aspects of hearing sounds in words. It is essential that these tasks are separated by Task 3. Students may become confused between the instructions for each of these tasks if they are administered sequentially. Task 2 is generally easier than Task 4. It is preferable that Task 2 is administered first to give students confidence. The strongly recommended order for these tasks is Task 2, Task 3 then Task 4.
  • The writing task in each of the modules must be administered after the preceding task in which the students hear and retell a story and answer comprehension questions. The writing task can be administered to small groups or the whole class.

Saving and pausing and assessment


Where possible, teachers should aim to complete a task with a student in a single sitting. An assessment can be saved at any time by clicking Save and Pause Assessment as depicted below.



Note: The Save and Pause function is not operational in the Training System.

To resume the assessment at a later time, reselect the student and module and click Continue.

In some circumstances it may be necessary to pause a task before all questions in the task have been attempted by the student. This may occur if the student is clearly unable to provide further answers to the questions in the task or becomes distressed. For example some EAL students in the early stage of their EAL learning may have insufficient English to understand or respond to some tasks.

Where it is clear that a student can not continue with a particular task, select the ‘no attempt’ option for each of the questions in the task that were not administered to the student. Then continue to the next task.

It may be necessary to use the Save and Pause Assessment button and continue the Interview at a later time. The tasks are very different in nature, and students may be able to respond to some but not others. Each student should have an opportunity to attempt every task.



Finalising the assessment


A response must be entered for all questions in a module before the assessment can be finalised.

After the last task is complete, the teacher clicks Finalise Assessment as indicated below. No further changes can be made. Finalised assessments are used as the basis of reports.



Note: The results finalised in the Training System are not stored.

Logging Out


The Logout button is available on all pages of the Training System pages to exit the system.


Reports


Eleven reports can be generated using the English Online Interview. Reports can only be generated for students whose assessments have been finalised.

A summary of all the reports and examples of all the reports are included in the Appendix in this Training Guide.


Range of reports


Reports can be generated for an individual student, a pre-defined group (see details following on assigning students to a group to generate reports) on or a whole class.

  • Teachers can only generate reports for their own classes.

  • School Administrators can generate reports for any class as well as for the whole school.

The following report parameters can be selected for each report:

  • Assessment period

  • Dimension (Speaking and Listening, Reading, Writing, All)

  • Report view and format (see below).

Reports may also be further refined using the following filters:

  • Year Level

  • Gender

  • ATSI Status

  • EAL Status

  • Date of birth.

Report views and formats

All reports can be displayed in tabular view. Some reports are also available in graphical view.

All reports can be saved in Excel format to allow further interrogation of data. Users can choose the view (tabular or graphical) and format (Excel, HTML or PDF) of a report prior to generating it.

Tabular reports are available in Excel, HTML and PDF format. Some Tabular HTML reports can be sorted (ascending or descending) by clicking on the arrows displayed in the applicable column headings.

Graphical reports are available in HTML or PDF format.

More information about generating reports is provided in the English Online Interview School User Guide.


Updates to reports


The reports have been updated to cater for the introduction of AusVELS English.

  • The reports that previously included VELS progression points on the axis have been amended to report against the AusVELS achievement standards. The axis still begins at 0 and proceeds in 0.5 increments, aligned to the AusVELS progression points. The “F” refers to Foundation level in AusVELS.



  • On some reports an English Online Interview (EOI) scale score has also been included (see above). When an assessment is finalised students’ receive an EOI scale score. This EOI scale score is then translated into the equivalent AusVELS progression point. This score will enable teachers to track student progression from previous years. Further information about the EOI scale score is available on the website here: www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/assessment/Pages/reports.aspx .

  • A Diagnostic Report provides teachers with more detailed information about individual student responses to all the questions within a module demonstrating strengths and weaknesses in the modes of reading, writing, and speaking and listening and the literacy aspects and sub aspects. The students’ indicative AusVELS level is also shown in this report (see below).


Assigning Students to Groups to generate reports

Teachers can create groups using the Groups button on the landing page. This may be useful to distinguish achievement between particular groups, for example:

Boys/Girls

EAL students

Year 1 students (in a composite grade).

Create Group


  1. Click the Groups button from the Student View landing page



  1. Enter a group name in the Group Name field.

  2. Click Create Group.

Edit Group (To add or remove students)


  1. Select a group from the Group drop-down menu. The following screen displays:



  1. Click on a student* on the list at left and click Add Student, or click on a student at right and click Remove student as required.

* To select multiple, but non-sequential students, hold down the Ctrl key while clicking on the required students.

Delete Group


Groups can only be deleted if empty. All students must be removed from a group (as explained above) before the group can be deleted.

To delete a group:



  1. Select a group from the Group drop-down menu.

  2. Click Delete Group.



Appendix: Report Examples

Summary of Reports


Reports can be generated for groups of students or for individual students. There are eight group and three individual student reports.

Reports for Groups of Students


Report Name

Report Description

When to use this report

Views Available

Formats

  1. Student Details Report

Summarises the personal and demographic details of students in a chosen cohort and provides a list of completed assessments.

  • To view the personal and demographic details of a cohort of students.

  • To see which assessments have been completed for each student in a cohort.

Tabular

- HTML

- PDF


- Excel

  1. Assessment Status (Quick) Report

This report summarises the assessment status of students in a selected cohort during an assessment period.

  • To check the status of assessments (not started, assessing, finalised) for a selected cohort during an assessment period.

Tabular


- HTML

- PDF


- Excel

  1. Assessment Status (Detailed) Report

Summarises the assessment status of students in a selected cohort during an assessment period. It also provides details of the assessment status of each individual student in the cohort.


  • Assessments (not started, assessing, finalised) for individual students in a selected cohort during an assessment period.

Tabular

- HTML

- PDF


- Excel

  1. AusVELS by Student Report

This report presents the AusVELS progression points achieved by a cohort of students in each mode of the AusVELS. The equivalent EOI scale score is also provided.

  • To view and compare achievement across different modes for a cohort of students.

Graphical

- HTML

- PDF



  1. Group Comparison Report

Shows the percentage of students in two cohorts achieving the specified AusVELS progression points for a mode. Any group of students in the same year level can be compared.

  • To compare the AusVELS progression points achieved by two cohorts of students.

Tabular and graphical

- HTML

- PDF




Report Name

Report Description

When to use this report

Views Available

Formats

  1. Group Progression Report


This report presents the spread of achievement for a cohort of students for each assessment completed. The equivalent EOI scale score is also provided.

The


  • To see how a group of students have progressed in a given mode over two or more assessment periods.

Tabular and graphical

- HTML

- PDF



  1. Group Summary Report

This report shows the percentage of students in a cohort achieving the specified AusVELS progression points for each mode.

  • To compare the AusVELS progression points achieved by a group of students across each mode.

Tabular and graphical

- HTML

- PDF



  1. Diagnostic Report




This report shows the level of response given by a cohort of students to the questions in their most recently completed assessment. Student results are mapped against the AusVELS and equivalent EOI scale score.

  • To compare the level of responses given by a group of students to each question.

  • To compare student responses across modes, tasks and literacy aspects.

  • To determine areas of strength and weakness within a group.

  • To see where students in the group are working against the AusVELS.

Tabular

- PDF


Reports for Individual Students

Report Name


Report Description

When to use this report

Views Available

Formats

  1. Student Progression Report

This report presents the progression point achieved by a student in each mode of the AusVELS for each assessment completed. The equivalent EOI scale score is also provided.
This report shows the progression of each dimension for a student over two or more assessment periods. This is shown by both AusVELS and Equivalent EOI scale score.

  • To see how an individual student has progressed in a given mode over two or more assessment periods.




  • To compare an individual student’s achievement across different modes.

Graphical

- HTML

- PDF



Report Name

Report Description

When to use this report

Views Available

Formats

  1. Student Response Summary Report

This report shows the level of response given by a student to the questions in their most recently completed assessment. The report can be displayed in order of task or dimension and literacy aspect.


  • This report shows the actual response to questions to see the level of response given by a student to each question.





  • For additional information when using the Diagnostic Report.

Tabular

- HTML

- PDF


- Excel

  1. Finalised Assessment Report

Actual responses given by a student to the questions in their most recently completed assessment. This report can be displayed in order of task or dimension and literacy aspect.

  • To see a student’s actual response to each question.




  • For additional information when using the Student Response Summary Report or Diagnostic Report.



  • This report can be used with the English Online Interview Teaching Resource.




Tabular

- HTML

- PDF


- Excel



Examples of Reports


Reports for Groups of Students
  1. Student Details Report


This report summarises the personal and demographic details of students in a chosen cohort and provides a list of completed assessments.


  1. Assessment Status (Quick) Report


This report summarises the assessment status of students in a selected cohort during an assessment period.


  1. Assessment Status (Detailed) Report

This report summarises the assessment status of students in a selected cohort during an assessment period. It also provides details of the assessment status of each individual student in the cohort.



  1. AusVELS by Student Report


This report presents the AusVELS progression points achieved by a cohort of students in each mode of the AusVELS. The equivalent EOI scale score is also provided.






  1. Group Comparison Report


This report shows the percentage of students in two cohorts achieving the specified AusVELS progression points for a mode. Any group of students in the same year level can be compared.

Graphical view



Tabular view



  1. Group Progression Report


This report presents the spread of achievement for a cohort of students for each assessment completed. The equivalent EOI scale score is also provided.

Graphical view



Tabular view




  1. Group Summary Report


This report shows the percentage of students in a cohort achieving the specified AusVELS progression points for each mode.

Graphical view



Tabular view

  1. Diagnostic Report


The Diagnostic Report shows the level of response given by a cohort of students to the questions in their most recently completed assessment. Student results are mapped against the AusVELS and equivalent EOI scale score.



Reports for Individual Students
  1. Student Progression Report


This report presents the progression point achieved by a student in each mode of the AusVELS for each assessment completed. The equivalent EOI scale score is also provided.



  1. Student Response Summary Report


This report shows the level of response given by a student to the questions in their most recently completed assessment. The report can be displayed in order of task or dimension and literacy aspect.



  1. Finalised Assessment Report


This report shows the actual responses given by a student to the questions in their most recently completed assessment. This report can be displayed in order of task or dimension and literacy aspect.






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