C:\Documents And Settings\Anderb04\My Documents\Trainings\February\Item Analysis\Item Analysis

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February 2007 Presentation on Item Analysis presented to library media specialists.

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C:\Documents And Settings\Anderb04\My Documents\Trainings\February\Item Analysis\Item Analysis

  1. 1. Item Analysis An Introduction
  2. 2. What is “Item Analysis” and its Connection to Our Media Programs? <ul><li>A method to analyze the skills needed to answer standardized assessment questions. </li></ul><ul><li>We can analyze assessment questions to determine the skills required for student success. </li></ul><ul><li>We can connect skills tested to instruction of information literacy skills. </li></ul>
  3. 3. Why do Item Analysis? <ul><li>Use as an advocacy tool </li></ul><ul><ul><li>Teachers will be more willing to make connections with your media program if they see how their students are better prepared for high stakes tests through collaboration with LMS. </li></ul></ul><ul><ul><li>Administrators are provided evidence that our programs build foundations for student progress. </li></ul></ul>
  4. 4. Student Achievement Collection Library Program Student Learning Needs Student Assessments Quizzes Tests Reports Standardized Tests Data Analysis Dialogue Raw Data Analysis Tools Plus
  5. 5. Item Analysis Form Format Content Skills Connections Content Question
  6. 6. Explanation of terms Format: What is the physical format of the question? i.e. The student has to read a passage and answer multiple choice questions, write an essay and label a diagram. Skills: What do students need to be able to do? i.e. drawing conclusions, determining fact versus opinion, or interpreting charts Content: What do students need to know or understand? What is the subject matter? Connections: SLMP Information Literacy standards
  7. 7. English 10 <ul><li>Miriam is writing a draft of an essay about the SS Central America , a ship that sank in 1857. The draft of Miriam's essay requires revisions and edits. Read the draft. Then answer the following: </li></ul><ul><li>Which Internet site would most likely provide information about collecting gold recovered from the SS Central America ? </li></ul><ul><li>A. www.shipwrecks.org/treasurehunting The online treasure hunter forum provides a place to discuss shipwrecks. </li></ul><ul><li>B. www.bookbrowse.com/nonfiction/excerpts The exciting adventure of the search for lost sea treasure is told in these excerpts. </li></ul><ul><li>C. www.globalclassroom.org The shipwreck of the SS Central America is an adventure that dates back to the time of the Gold Rush. </li></ul><ul><li>D. www.centralamericatreasures.com This is the official site of the company with the exclusive rights to sell items salvaged from the SS Central America . </li></ul>
  8. 8. Correct Answer The correct answer for this item is: D
  9. 9. Expectation for HSA – English 10 <ul><li>Goal 2: </li></ul><ul><ul><li>The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. </li></ul></ul><ul><li>Expectation 2.3: </li></ul><ul><ul><li>The student will locate, retrieve, and use information from various sources to accomplish a purpose. </li></ul></ul><ul><li>Indicator 2.3.1: </li></ul><ul><ul><li>The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. </li></ul></ul>
  10. 10. Format Content Skills Connections Content Question This is a multiple choice question where students must choose the best website in regard to a research project. This question comes from the English 10 HSA. The student will locate, retrieve, and use information from various sources to accomplish a purpose. The student will identify sources of information on a self-selected and/or given topic and assess their appropriateness to accomplish a purpose. SLMP Outcomes 2 -5 Miriam is writing a draft of an essay about the SS Central America , a ship that sank in 1857. The draft of Miriam’s essay requires revisions and edits. Read the draft. Then answer the following: Which Internet site would most likely provide information about collecting gold recovered from the SS Central America? The 4 websites are listed. Item Analysis
  11. 11. Example of MSA – Reading Grade 8 Brief Constructed Response Item <ul><li>Read these articles about a secret language, ‘Codetalking’ and ‘The Navajo’. Then answer the following: </li></ul><ul><li>Explain whether knowing that the passage from “The Navajo” is non-fiction makes the article easier to understand. In your response, use information from the article that supports your explanation. </li></ul>
  12. 12. Sample Student Response
  13. 13. Scoring Annotation <ul><li>The student answers that the passage is easier to understand when a reader knows that it is nonfiction. The student elaborates that it is difficult &quot;to believe that a group of Navajo volunteers came up with over four hundred Navajo words&quot; and that it might seem &quot;unimaginable&quot; that less than 50 non-Navajos knew the language. The student continues that the facts in the article are &quot;astounding&quot; but knowing they are nonfiction makes understanding easier. The student does answer the question, offers text support about the Navajo language and its speakers, and concludes that knowing that information which could be the work of imagination is true makes comprehension easier. </li></ul>
  14. 14. Standard/Indicator/Objective Addressed <ul><li>Standard 2.0 comprehension of Informational Text Topic A. comprehension of Informational Text Indicator 1. Apply and refine comprehension skills by selecting, reading, and analyzing a variety of print and electronic informational texts. Objective a. Read, use, and identify the characteristics of primary and secondary sources of academic information. </li></ul>
  15. 15. Assessment limits: <ul><li>Textbooks </li></ul><ul><li>Trade books </li></ul><ul><li>Reference and research materials </li></ul><ul><li>Periodicals </li></ul><ul><li>Editorials </li></ul><ul><li>Speeches </li></ul><ul><li>Interviews </li></ul><ul><li>Commentary </li></ul><ul><li>Non-print materials </li></ul><ul><li>Online materials </li></ul><ul><li>Other content-specific texts </li></ul>
  16. 16. Item Analysis Format This is a Brief Constructed Response (BCR) where students must define non-fiction within the context of an article students read. Content This question comes from the Reading Grade 8 MSA. The student composes a BCR demonstrating the ability to find evidence in a text to answer a question. Question Read these articles about a secret language, ‘Codetalking’ and ‘The Navajo’. Then answer the following: Explain whether knowing that the passage from “The Navajo” is non-fiction makes the article easier to understand. In your response, use information from the article that supports your explanation. Skills The student will apply comprehension skills by reading an informational text with a defined purpose. Connections SLMP Outcome 3 - Students will be able to gather relevant information from appropriate resources. SLMP Outcome 5 – Students will be able to interpret information to generate new understandings and knowledge.
  17. 17. Example of MSA – Reading Grade 3 <ul><li>Read the story ' Mischief in the White House ' and answer the following question. </li></ul><ul><li>Choose a text feature from the article. Explain how that text feature helps the reader understand the article. Use details from the article to support your choice. </li></ul><ul><li>Write your answer on your answer document. </li></ul>
  18. 18. Sample Student Response
  19. 19. Scoring Annotation <ul><li>Score for Sample Student Response </li></ul><ul><li>Rubric Score 3 </li></ul><ul><li>Annotation, Using the Rubric: This response demonstrates an understanding of the complexities of the text. The student identifies a text feature, &quot;subheadings,&quot; and effectively explains that &quot;Each sub-heading tells what the paragraph under it is about.&quot; The student identifies the subheading, &quot;animals everywhere,&quot; and states that this section &quot;talks about the animals in the White House.&quot; </li></ul>
  20. 20. Standard/Indicator/Objective/Assessment Limit Addressed <ul><li>Standard 2.0 Comprehension of Informational Text </li></ul><ul><li>Topic A. Comprehension of Informational Text Indicator 2. Identify and use text features to facilitate understanding of informational texts </li></ul><ul><li>Objective f. Identify and explain the contributions of text features to meaning </li></ul><ul><li>Assessment limit: Connections between text features and the main idea and/or the reader's understanding </li></ul>
  21. 21. Item Analysis Format This is a Brief Constructed Response (BCR) where students must identify a text feature from the article and explain why that text feature helps in the understanding of the article. Skills The student will identify and explain the contributions of text features to meaning of informational text. Connections SLMP Outcome 3: Students will be able to gather relevant information from appropriate resources. Indicator 3.C: Reinforce reading strategies 3.C.2 Use text features Content 3 rd grade Reading Language Arts Connections between text features and the main idea and/or the reader's understanding Question Read the story ' Mischief in the White House ' and answer the following question. Choose a text feature from the article. Explain how that text feature helps the reader understand the article. Use details from the article to support your choice.
  22. 22. School Improvement in MD Website <ul><li>Where to find sample HSAs and MSAs </li></ul><ul><li>http://www.mdk12.org/instruction/curriculum/reading/assessments.html </li></ul><ul><li>Voluntary State Curriculum with Assessment Limits and Lesson Seeds </li></ul><ul><li>http://www.mdk12.org/instruction/curriculum/index.html </li></ul>
  23. 23. REFLECTION Benefit Students Authority Why Informs Instruction Collaboration Benefits You

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