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Choosing when to look at standardized assessment data to look at, and making inferences from the data about what you should teach.
One time to look at standardized assessment data is when you want to know generally how well a student is performing compared to grade level standards. The assessment should include a broad range of items from across the content area (such as the New York State tests or the Acuity predictive assessments), and need not have many items for each performance indicator.
How to interpret the results: The overall score tells you if a student is performing at the standard (Level 3), above it (Level 4), slightly below (Level 2) or significantly below (Level 1). This score does not give you next steps for instruction! To understand this student's performance in more depth, you may need to:
Another time to look at standardized assessment data is when you want to know what are the student's areas of strength and weakness. The assessment should include 3 to 5 items for each area you are interested in. You need several instances of a student's performance to see a pattern. If you are looking for patterns across a broad area like geometry or measurement, there are usually enough items in that area on standardized assessments (such as the New York State tests or the Acuity predictive assessments). If you are looking for patterns in a more narrow skill set, like comparing fractions, you may need to build a customized assessment from an item bank to ensure that there are enough items where students must compare fractions.
How to interpret the results: A strand analysis can tell you how a student is doing in broad areas, like geometry or measurement. This is somewhat helpful, because you can see where to focus your efforts. Most likely, however, you will need to assess more deeply in the area to find your next steps for instruction.
An item analysis must have 3 to 5 items for each indicator to help you see patterns.
Creating your own assessments from an item bank, and making inferences from the data about what you should teach
Most item banks allow you to select a grade level and drill into the standards and performance indicators for that grade before choosing questions for your assessments. As you are going through this process consider the following:
Authoring your own items for an assessment, and making inference from the data about what you should teach
Writing good multiple choice items takes careful thought. Here are some things to keep in mind:Additional resources on using assessments to accelerate learning. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Proin id ligula est. Etiam cursus eros vitae odio aliquam vel convallis dolor rhoncus. Vivamus enim diam, volutpat vulputate egestas vel, volutpat at quam. Maecenas at leo vitae risus consectetur blandit. Phasellus id auctor justo. Sed diam justo, adipiscing id tincidunt vel, mattis eu est. Curabitur auctor pharetra rutrum. Aenean mauris dolor, viverra hendrerit dapibus ut, posuere eu massa. Vivamus sed velit et orci bibendum porttitor. Pellentesque sed mauris nec erat pharetra aliquam nec eget quam. In faucibus ultrices purus at tincidunt. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Phasellus dapibus, lacus et consequat placerat, est arcu molestie dui, vitae sodales est quam sed libero. Aenean ornare nulla laoreet leo posuere quis vulputate urna viverra.