Using the Grade 9 Applied Mathematics Assessment IIR Looking at the Item Information Report: Student Roster Files

Grade 9 Mathematics EQAO Files EQAO provides a variety of files regarding the Grade 9 assessments of mathematics: Detailed, internal board and school reports of aggregate achievement for diverse learner groups. All students and Participating Students public reports for the board, schools, and province. Individual Student Data files containing demographic and outcomes data for students. Item Information Report: Student Roster files containing item-by-item data for individual students, the school, board, and province. Profile of strengths and areas for improvement summaries.

Grade 9 Mathematics EQAO Files EQAO provides a variety of files regarding the Grade 9 assessments of mathematics: Student questionnaire results for the school and board. Board-level teacher questionnaire results. School and board summary of results over time. Framework document explaining the assessment, the assessment process, and curriculum connections and blueprint. Released assessment items and scoring guides. Guides to interpreting results. Provincial highlights and summaries. Other resources for educators and parents.

Individual Student Data File (ISD) There are two student-level files available to schools: the ISD and the IIR. The ISD is accessible via your school’s secure EQAO web site. This file contains outcome, demographic and accommodations information for each individual student, including those not participating in the assessment(s). This file can assist with student-level and cohort inquiry.

Item Information Report: Student Roster (IIR) The IIR files are accessible via your school’s secure EQAO web site. The IIR contains data regarding the responses provided by each student for each released item on the assessment, as well as indication of each student’s overall achievement level. The summary band below the student data contains aggregate performance information for each question for the school, board, province, and students across the province who achieved Level 3 or higher overall on the assessment. This file can assist with student-level and cohort inquiry, as well as comparisons between school, board and province.

Using the IIR File The IIR can be used to assist actual members of the cohort. There may be some application of overall trends to future assessment cohorts. In the summary band, the number for each multiple choice item (MC) represents the percentage of students who got the item correct. In the summary band, the number for each open response item (OR) represents the average score point achieved by all students in the respective population, expressed as a percentage.

Cautions with the IIR The IIR findings represent a starting point for looking at student data. Examination of other student data can supplement IIR data and provide greater understanding about student learning needs. EQAO assessment questions are designed for a variety of student ability levels. There are relatively few questions per strand and per curriculum expectation. Conclusions about student learning needs cannot be made on the basis of only a few items. Clustering of questions is required.

Grade 9 Applied Mathematics: DPCDSB Winter The following multiple choice items were most challenging for the board: 18 (26%), MGV.02, PS 19 (28%), MGV.02, AP 1 (30%), NAV.01, PS 3 (36%), NAV.02, AP 5 (43%), NAV.02, KU 4 (48%), NAV.01, KU The following open response items were most challenging for the board: 21 (mean score point of 35%, or approx. 14/40), MGV.03, AP 15 (mean score point of 35%, or approx. 15/40), LRV.03, AP

Grade 9 Applied Mathematics: DPCDSB Spring The following multiple choice items were most challenging for the board: 18 (24%), MGV.02, PS 11(28%), LRV.03, AP 2 (40%), NAV.02, AP 4 (47%), NAV.02, KU 1 (48%), NAV.01, PS The following open response items were most challenging for the board: 5 (mean score point of 48%, or approx. 14/40), NAV.01, PS

Grade 9 Applied Mathematics: DPCDSB Examination of all items with a score of less than 60% has suggested that areas of challenge in Dufferin-Peel in were likely to be related to: Mathematical processes, particularly problem solving (multi-step), reasoning and proving, connecting, and representing. Novel ways of asking students to demonstrate their mathematical knowledge.

Contact Information For questions regarding the EQAO files or this presentation: Kathy Russell-Kwan Researcher, Program Department, Ext