The document provides guidance to mapping teams on developing, modifying, and analyzing common assessments, with sections outlining the process for each scenario and examples of assessment data reports from Mastery Manager that can be used to inform future assessment and curriculum decisions. Key steps include establishing learning outcomes, aligning questions, and examining assessment and teacher reflection data to determine if assessments adequately measure taught content.

1. The data is coming, the data is coming!
A Self Help Guide to planning an effective Assessment Meeting:
Early Release Days January 31st, February 13th, and March 16th

2. Mapping Team Scenarios
In most situations your mapping team will be in
one of the following three modes:
1. Developing common assessment(s) from
scratch.
2. Modifying an existing common assessment for
alignment with Key Outcomes.
3. Analyzing data from previously administered
common assessments.

3. Based upon your team’s
current status, click on the
most applicable scenario!
Quickly
!
1. Developing common assessment(s) from
scratch.
2. Modifying an existing common
assessment for alignment with Key
Outcomes.
3. Analyzing data from previously
administered common assessments.

4. Developing a CA from Scratch
When developing a common assessment here
are some things to keep in mind. Before the
first question is created, it is important to have
established Key Outcomes/Local Standards.
• To read an explanation of this process click here.
• To view an example visit the Chemistry Master Map
in the District Entity 2006-2007 of Curriculum
Mapper and download the Local Standards located
at the top of August.
*Although you are being provided with the materials necessary to complete this
activity with a mapping team, it has been our experience that it can be
efficiently and accurately completed by the facilitator with Scott and Matt’s
assistance. This can save the group time and allow the mapping team to
focus on minor revisions and the development of test questions.

5. Developing a CA from Scratch – Con’t
Now that your Key Outcomes/Local Standards
are finished and attached to the Master Map,
you are ready to begin developing test
questions. A good resource to share with your
mapping team would be Stiggins’ chart titled,
“Links Among Achievement Targets and
Assessment Methods.” Click here to view.
Stiggins’ document will help the mapping team
determine the appropriate type(s) of assessment
based on what they are assessing.

6. Developing a CA from Scratch – Con’t
The following clip discusses the process the mapping team will engage in to create
their common assessment. Double-click the video to begin.
*Clip courtesy of the Assessment Training Institute

7. Developing a CA from Scratch – Con’t
• Request Members bring sample questions
pertaining to the Key Outcomes to the next
meeting.
• As facilitator, we suggest you monitor how
many questions address each of the standards.
The idea isn’t to have the same number of
questions for each of your standards, but rather
an appropriate number of questions relative to
how much time was devoted to each of the
standards on the map and during instruction.

8. Modifying a Common Assessment
This section is for groups that had
common assessments in place before
local standards (derived from Key
Outcomes) were developed. Now that
you have local standards, you need to
see if your assessments are assessing
what you are teaching!

9. Modifying a Common Assessment
When modifying a common assessment, one of the most
important steps is ensuring that the test questions are aligned
to the course’s Key Outcomes/Local Standards. The following
language was taken from your Boot Camp Binder:
1. Examine the Common Assessments for alignment with Standards
Now that the Standards are complete, it is time to work through the common
assessments to see which questions relate to the different standards. During this
process, the mapping team will determine if all of the questions on the common
assessments fit into one of the standards (i.e. are we testing what we said we would
teach?). If we find a question that does not fit into one of the standards that we
created, there are two options. The first is to add another standard covering that
topic. The second option is to either reword the question to make it more
appropriate, or to get rid of the question all together.
2. Check the Thoroughness of the Common Assessment
It may be a good idea to create a tally sheet of how many questions address each of
the standards. The idea isn’t to have the same number of questions for each of your
standards, but rather an appropriate number of questions relative to how much time
was devoted to each of the standards. The mapping team may decide that some
revision to the common assessment is necessary at this time.

10. Modifying a Common Assessment
Some other things to consider:
• Teacher Feedback – specifically comments regarding
the test format (style of
questions, language, length, etc…) or content issues
(either questions on irrelevant material OR too few or
no questions measuring a specific standard).
• Collected Data (possibly from Mastery Manager) –
please help to ensure that mapping team decisions
are based on data which might include trends or
consensus from the team and are not necessarily
reactionary in nature.
• Please view the Analyzing Data pages that follow for more specific
information.

11. Analyzing Data
Based on careful analysis and
inspection, I have concluded
that gasoline is not necessary
for my current mode of
transportation!
How can we use data to
make meaningful and
informed decisions in regards
to our master maps and
common assessments?
*Audio clip courtesy of Bravenet.com

12. Analyzing Data
• As the facilitator, please remember to take time
to celebrate any accomplishments that may be
encountered when analyzing the data!
• Here are a few things to remember as you
examine data with your mapping team:
• NEVER show teacher or student names to the
group.
• Any changes based on data should be based on
trends or consensus from the team. Avoid rushing
to changes without sufficient evidence.

13. Analyzing Data
There are really Teacher Reflections:
two forms of data •Teachers should be given an
that could be opportunity to share resources and
examined: reflections that have been documented
teacher reflections on their diary maps.
and/or
assessment data. •Teachers may have comments on how
thoroughly the assessment measured
what was taught as described on the
master map.

14. Analyzing Data
Assessment Data
If your group gave a common assessment using Mastery
Manager, here are some resources to help you
successfully show them some of the results.
• Please remember to avoid showing teacher or student names on any
reports that you choose.
Begin by logging onto the Mastery Manager website.
• Remember that your login is the first portion of your e-mail address (Ex. jhawk)
and your default password was/is: chsd155
We strongly urge you to change your password ASAP to help protect the
confidentiality of the data!

15. Analyzing Data
Generating Reports
• Locate the name of the assessment that you plan
on examining in the list of assessments.
• Click on the Reports Button on the right side of the
screen.
• A new screen will appear allowing you to choose
many different ways to display your data. In order
to show the test results for ALL students taking the
assessment lumped together, please follow the
directions on the next page!

16. Analyzing Data
#1 - Choose the #2 - Leave
“All Teachers” this on
choice at the top “Combined
of the list. Selected
Sections.”
#4 - Click on
#3 - Choose the
Generate Reports
“All Sections”
to gain access to
choice at the top
the data reports.
of the list.

17. Analyzing Data
After choosing “All Teachers” and “All Sections” and clicking on the generate reports
button, this screen appears allowing you access to a variety of reports.
This reminds you of the
assessment which you
are examining.
The Item Analysis report is a
great report for any
assessment that does not
yet have local standards
linked to test questions.
The Item Analysis by
Learning Objective report is a
great report for assessments
that have established local
standards and have them
linked to test questions. Please remember not to
show any reports that
display teacher or student
names!
Also, please only show
reports that you are
familiar with to avoid
accidentally showing a
report that may embarrass
a colleague.

18. Analyzing Data
If your common assessment does not currently have
local standards assigned to test questions, then the
most relevant report would most likely be the Item
Analysis report. This report shows information on how
students responded to all multiple choice questions.
Please remember that by selecting all teachers and all
sections this combines data for all teachers that gave
this common assessment.
It is possible to attach local standards to questions in
Mastery Manager even after you have given the test.
Once this is done, new reports with more detailed
information will also become available without the need
to re-scan any student answer sheets.

19. Analyzing Data
Sample Size
Remember, this shows This column shows
combined data for all statistically how difficult
teachers giving this the question was. The
common assessment. number relates to the
percentage of students
This area shows the that got the question
number of students correct. Anything
that chose each highlighted in red
response as well as means that less than
the corresponding 50% of the students got
percentage. Green that question correct.
represents what the
correct answer was
while yellow
Average Number of students leaving
represents the most
score on the the question blank.
commonly chosen
incorrect answer. assessment. Number & % of students that
received a multimark answer (most
commonly from poor erasing).

20. Analyzing Data
If your common assessment does have local
standards attached to its test questions, then
another report will offer some very detailed
information for your mapping team. Please
check out the Item Analysis by Learning
Objective report. This report breaks the test
into pieces showing how students performed on
questions related to each of the local standards.
Hear ye, hear ye! The question, “How
do I know if my students have
learned it?” has been answered!

21. Analyzing Data
Displays the standard being
measured, the percentage of
students mastering this
The Mastery Cut Score standard, and which test
refers to the percentage a questions were specifically
student must earn to aligned with this standard.
demonstrate mastery. Displays the Item Analysis for all of
the questions measuring this
standard.
If 70% of students or more
master the standard, this bar
will be green. If 50-69%
master the standard it will be
yellow. It less than 50%
master the standard, the bar
will be red.

22. In Closing…
Thanks for your hard work and
leadership! Your efforts on the
front lines have allowed us to move
forward and improve instruction
and assessment for all our
students! Remember it’s about
answering the question, “How will
we know if our students have
learned what our mapping teams
have determined as important to
the course?”
Keep up the good work! If you
have any questions or need any
assistance, please don’t hesitate
to contact:
Scott Kubelka 455.8500 x31
Matt Timmerman 455.8500 x43