Evaluating individuals Evaluating classes Noting unusual patterns or trends Identifying gaps in learning USE OF SCORES

 To show overall classroom trends with respect to the learning progression  To show the status of each individual student with respect to the learning progression  To identify unusual patterns in a particular item or a particular student  To identify remaining gaps in individual or class performance HOW TO RECORD AND INTERPRET SCORES

GRADE LEVEL LEARNING PROGRESSION K is highest LP level in the specific LP of interest

 You might expect student performance by item to look like this (all dichotomous or right/wrong items)  Students ordered by performance  Items ordered by difficulty IN A PERFECT WORLD… StudentEasiest item Hardest item Lowest performing Highest performing 11111

FOR RUBRIC SCORED ITEMS StudentEasiest item Hardest item Lowest performing Highest performing 55443

ARRANGE CLASS DATA ORDERED BY ITEM LEVEL AND STUDENT PERFORMANCE

 Right/wrong items code to the matching LP level (for LP level 2, right is 2, wrong is 0 – see item 4)  Rubric items should be scored by building block matching each rubric level  Results might look like this CODE STUDENT DATA BY LP LEVEL ACHIEVED

 Pretest  Posttest  Class has gone from at least some mastery of Level 1 for most students (some students are doing better) to mastery of Levels 1 and 2, and partial mastery of Level 3 INTERPRETING CLASS TRENDS

 Student 1 is at the lowest level (lower anchor) with some partial mastery of LP level 1  Student 2 is at LP level 1; partial mastery of LP 2  Student 3 is near mastery of LP 3  Student 4 is at LP 3; perhaps some mastery of upper anchor INTERPRETING INDIVIDUAL STUDENT PERFORMANCE

GAPS IN INDIVIDUAL PERFORMANCE  Student 1 has several gaps in mastery of LP level 1 (items 2, and 7-9; note item 4 is dichotomous at LP 2)  Student 2 has a gap in mastery of LP 2 (item 2, and items 6-9)  Etc.

 Although the class is mostly at LP levels 2 and 3, notice that item 3 is unusually difficult  May be due to a problem with the item  May be due to a gap in class understanding of a concept UNUSUAL ITEM PATTERNS

 Note that Student 1 has an unusual pattern of responses. Although this student is doing somewhat poorly overall (and is the lowest scoring student), they also did very well on items 5, 6, and 9, achieving the maximum score on these items.  It might be worth checking in with this student to learn more about their performance. UNUSUAL STUDENT PATTERNS

 Wilson, M. (2005). Constructing measures: An item response modeling approach. New York: Psychology Press, Taylor & Francis Group.  Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp  Wright, B., & Masters, G. (1982). Rating Scale Analysis. Chicago: MESA Press. BIBLIOGRAPHY

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