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Instructional Uses of Test Results
Interpreting Item-Level
Reports
Iowa Assessments
Provide Teacher with
• Important information to use in your
instructional decision-making
• Information that is intended to supplement
your observations and classroom assessment
data
• Information to help teachers plan to
accommodate classroom and individual
student needs
Today’s Session
Procedures for the review of test booklets
Class Item Response Record
Class Item Analysis
Review of Test Booklets
• Provided for:
– Review of item-level reports
– Support of data analysis and interpretation
• Supported by:
– Assurances language for proper and ethical test
administration and use (Iowa Department of
Education)
– Iowa Testing Programs Online Tools
Test items are Copyright © 2012 by The University of Iowa. All rights reserved.
These tests contain operational questions that are to be used solely for report
review and score interpretation purposes associated with the users of the Class
Item Response Record or the Group Item Analysis. No test items may be
disclosed or used for any other reason. By accepting delivery of or using these
tests, the recipient acknowledges responsibility for maintaining test security
that is required by professional standards and applicable state and local
policies and regulations governing proper use of tests and for complying with
federal copyright law which prohibits unauthorized reproduction and use of
copyrighted test materials.
THESE TEST BOOKLETS MAY NOT BE RETAINED BY YOU AND MUST BE
RETURNED TO IOWA TESTING PROGRAMS WITHIN THREE WEEKS OF RECEIPT.
I have read, understood, and accept this message.
Class Item Response Record
• Assists teachers in the diagnosis of learning
difficulties within a test area
• Used to identify students who are not
completing a test
• Used by teachers to identify areas where a
large part of the class is having difficulty with
the same concept
– Common misconception
– Scope and sequence issue
Class Item Response Record
• In the body of the chart
– Numbers are Percent Correct
– Letters are the incorrect response marked by that
student
– Blanks are correct responses
Average Percent Correct
scores for the nation,
system, and class can be
used to compare:
• Class to Nation
• System to Nation
• Class to System
• Students to the whole
Classscores for
Average percent correct
Average percent correct
Reading subtests.
scores for the entire
• In general, the class performed
Reading test.
similarly to the system and slightly
• The class did as well as
below the nation
the system and the
nation
This report can be used to help detect
These students answered
•
All “Central ideas & their strengths and weaknesses of
support” items incorrectly • Individual students
•
The same on
• The class as a whole
“Synthesizing/summarizing”
items
•
Correctly on all
“Connecting/extending ideas”
items
This group of students may need
more help grasping the first two
concepts than the third.
Students either answered this item
correctly or they chose incorrect
option “C”.
Further information about the item
would allow the teacher to decide
the best way to remedy this shared
misunderstanding.
This student appears to be performing well on the Reading
content in general.
His incorrect answers to “Author’s Craft” items seem to be
similar to other students’ incorrect responses. Perhaps these
patterns indicate a misunderstanding shared among students.
More information about the content covered by these items
help
the teacher
howwith
to address
such content
confusion.
Thiscould
student
appears
to be decide
struggling
the Reading
in general.
However,
• He answered only one “Understand stated information” item incorrectly.
• He answered all “Connecting/extending ideas” items correctly.
This information is useful because it shows which areas he is more successful in,
allowing the teacher to decide how to best address the other areas he is
struggling with.
Class Item Analysis
• Provides a deeper diagnostic review of
performance
• The items that are most difficult for a class can
be identified
• Analysis of the most difficult items may be
beneficial in understanding why test
performance was low
These show the difference
This report allows for comparisons between the
between the class average and the
• Class
national average for each skill.
• Building
• System
A “+” or “–” indicates the
• Nation
difference is larger than 20 points.
This can be useful for identifying skills that need
These graphs are useful to see
extra attention or improvement, as well as skill
stronger and weaker skill areas at a
areas that are being understood well.
glance.
The graphs illustrate that this
On average,
the
class performed
lower
class
performed
similarly
or
much
than the
than better
the nation
on nation
items covering
on
“Understand
“Central
ideas stated
and their support”.
information” items.
However, in general, the class
performed similarly to the building
and the system. On items 9 and 12,
the class did better than the building
and system.