This document provides a student's scores on the CLA+ assessment. The student received a total CLA+ score of 1404, which is at the 99th percentile of students at their school and considered an "Advanced" mastery level. The student's subscores were also provided, showing their relative strengths in Performance Task Analysis & Problem Solving and Selected-Response Scientific & Quantitative Reasoning. The report also provides context about the CLA+ assessment and what the scores and mastery levels represent.
- The student scored a 1070 on the CLA+ assessment, which is at the Basic mastery level. Their percentile rank was 33% at their school and 46% across all CLA+ test-takers.
- On the performance task, the student scored 1041 (48th percentile at their school and 30th percentile overall) and scored 1098 (51st and 39th percentiles) on the selected-response questions.
- The student's subscores were mostly close to or slightly below average compared to other students at their school and across CLA+.
The document is a student's score report from a CLA+ assessment. It includes the following information:
- The student scored 1374 overall, placing at the 98th percentile compared to other students at their school and across CLA+.
- Their mastery level was rated as "Advanced".
- They received subscores above average in all areas, including analysis, writing effectiveness, and selected response questions assessing scientific reasoning, critical reading, and argument critique.
This document is a sample online SAT score report for a student named Allen Cheng. It provides detailed breakdowns of the student's performance on each section of the SAT - Critical Reading, Mathematics, and Writing. For each section, it lists the number of questions answered correctly and incorrectly, along with the student's subscores and percentile rankings compared to other test takers. It also includes average score and GPA data to help the student evaluate their performance. The report does not represent an official score sent to colleges.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
- Armstrong and Hiesiger conducted an observational study over 14 weeks to evaluate math assessments and student performance at the Marion Shadd Workforce Development Site.
- They found that the CASAS entrance exam had too low of a passing score, was too focused on certain math types, and students were passing by guessing. The CASAS Level-Set also focused too little on computational questions.
- Pre- and post-TABE scores increased for all students receiving math assistance, suggesting such assistance improves retention and success. Most students needed help with CASAS prep and fractions, decimals, and percentages. Consistent students preferred one-on-one workshops on Mondays through Wednesdays from 3-5PM.
The document discusses several standardized tests used for higher education admissions abroad including the GRE, GMAT, TOEFL, TOEIC, and TSE. It provides overview information on the purpose and content of each test, eligibility, dates, fees, and application process. Key details are provided on the GRE test sections (verbal reasoning, quantitative reasoning, analytical writing), sample questions, scoring rubric, and test preparation resources. Information is also given on accreditation, academic terms, required application materials like transcripts and letters of recommendation, and types of financial aid available.
SAT Test by Confluence Educational Services Pvt Ltdanudeep reddy
The document provides information about the SAT (Scholastic Assessment Test) exam, which is a standardized test used for college admissions in the United States. It discusses what the SAT measures, the structure and scoring of the test, how to prepare and register, and the importance of SAT scores in the college admissions process. The SAT consists of three sections (Critical Reading, Mathematics, and Writing) that are each scored on a scale of 200-800. It is recommended that students prepare by taking practice tests, learning time management strategies, and becoming familiar with the test format and instructions.
The ACT is a standardized test used by US colleges for admissions. It consists of four multiple choice sections in English, math, reading and science, plus an optional writing test. The test takes around 3 hours and 30 minutes to complete. Results are accepted by all US 4-year colleges. The ACT is administered several times per year in Serbia at the International Academic Center in Belgrade. Most scores are available online within 2 1/2 weeks of the test date. Students typically take the ACT or SAT in spring of their penultimate year of high school.
- The student scored a 1070 on the CLA+ assessment, which is at the Basic mastery level. Their percentile rank was 33% at their school and 46% across all CLA+ test-takers.
- On the performance task, the student scored 1041 (48th percentile at their school and 30th percentile overall) and scored 1098 (51st and 39th percentiles) on the selected-response questions.
- The student's subscores were mostly close to or slightly below average compared to other students at their school and across CLA+.
The document is a student's score report from a CLA+ assessment. It includes the following information:
- The student scored 1374 overall, placing at the 98th percentile compared to other students at their school and across CLA+.
- Their mastery level was rated as "Advanced".
- They received subscores above average in all areas, including analysis, writing effectiveness, and selected response questions assessing scientific reasoning, critical reading, and argument critique.
This document is a sample online SAT score report for a student named Allen Cheng. It provides detailed breakdowns of the student's performance on each section of the SAT - Critical Reading, Mathematics, and Writing. For each section, it lists the number of questions answered correctly and incorrectly, along with the student's subscores and percentile rankings compared to other test takers. It also includes average score and GPA data to help the student evaluate their performance. The report does not represent an official score sent to colleges.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
- Armstrong and Hiesiger conducted an observational study over 14 weeks to evaluate math assessments and student performance at the Marion Shadd Workforce Development Site.
- They found that the CASAS entrance exam had too low of a passing score, was too focused on certain math types, and students were passing by guessing. The CASAS Level-Set also focused too little on computational questions.
- Pre- and post-TABE scores increased for all students receiving math assistance, suggesting such assistance improves retention and success. Most students needed help with CASAS prep and fractions, decimals, and percentages. Consistent students preferred one-on-one workshops on Mondays through Wednesdays from 3-5PM.
The document discusses several standardized tests used for higher education admissions abroad including the GRE, GMAT, TOEFL, TOEIC, and TSE. It provides overview information on the purpose and content of each test, eligibility, dates, fees, and application process. Key details are provided on the GRE test sections (verbal reasoning, quantitative reasoning, analytical writing), sample questions, scoring rubric, and test preparation resources. Information is also given on accreditation, academic terms, required application materials like transcripts and letters of recommendation, and types of financial aid available.
SAT Test by Confluence Educational Services Pvt Ltdanudeep reddy
The document provides information about the SAT (Scholastic Assessment Test) exam, which is a standardized test used for college admissions in the United States. It discusses what the SAT measures, the structure and scoring of the test, how to prepare and register, and the importance of SAT scores in the college admissions process. The SAT consists of three sections (Critical Reading, Mathematics, and Writing) that are each scored on a scale of 200-800. It is recommended that students prepare by taking practice tests, learning time management strategies, and becoming familiar with the test format and instructions.
The ACT is a standardized test used by US colleges for admissions. It consists of four multiple choice sections in English, math, reading and science, plus an optional writing test. The test takes around 3 hours and 30 minutes to complete. Results are accepted by all US 4-year colleges. The ACT is administered several times per year in Serbia at the International Academic Center in Belgrade. Most scores are available online within 2 1/2 weeks of the test date. Students typically take the ACT or SAT in spring of their penultimate year of high school.
This document provides an overview and instructions for administering the TABE Level L assessment. It discusses the purpose and structure of the TABE Level L, including the word list, pre-reading skills test, and reading skills test. It provides details on scoring procedures and determining appropriate placement based on student performance. Guidelines are also given for pre-testing students within the first months of class and post-testing after 4 months of instruction.
This mark scheme provides guidance for examiners marking an English Literature exam assessing students' analysis and comparison of poems. It includes 6 mark bands with descriptors of the skills and understanding demonstrated by responses scoring in each band. For each question, indicative content lists concepts and literary techniques that strong answers may discuss for each assessment objective. The document explains how examiners should apply the mark scheme and annotate responses to arrive at a final mark.
Hbel 3203 teaching of grammar asgnmt qnsperoduaaxia
1. The document provides instructions for an assignment on teaching grammar for an education course. Students are asked to write a report analyzing their use of tenses in short essays and describing the grammar instruction methods used.
2. The assignment requires students to teach present and past tenses to others, have them write short essays, and analyze their ability to use tenses accurately. Students must justify their choice of explicit or implicit grammar instruction methods.
3. The report will be evaluated based on introduction, data collection method, analysis of instruction methods, analysis of tense use in essays, conclusion, and organization. Students must attach at least 5 essays for full marks.
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
This document provides the mark scheme for Section A of the English Literature exam on poetry. It includes 6 mark bands with increasing levels of achievement. For each band, it lists the skills and understanding candidates may demonstrate in their response. It also provides sample exam questions and indicative content that responses could include. The summary evaluates the key details and skills assessed in the exam.
Standardized tests play a crucial role in the admission of students to their preferred colleges. Explore the top differences between ACT vs SAT vs PSAT standardized tests through this article.
This document provides an introduction to the book "501 Quantitative Comparison Questions". It discusses the following key points:
- The book contains 501 practice questions in the format of quantitative comparisons, which are a question type featured on the PSAT, SAT, and GRE exams.
- The questions are divided into four chapters focusing on arithmetic, algebra, geometry, and data analysis - topics covered on the relevant standardized tests.
- Quantitative comparison questions require comparing quantities in two columns and determining the relationship between them. Answer choices are always A) if column A is greater, B) if column B is greater, C) if they are equal, or D) if the relationship cannot be determined.
- Completing the
Essay questions can measure higher-order thinking skills and writing ability. They allow for open-ended responses aligned with learning objectives. While scoring can be time-consuming and subjective, essay questions eliminate guessing and can effectively cover content with fewer questions. When writing essay questions, teachers should clearly define the task, suggest a time or page limit, decide what they are looking for in responses, and provide a scoring system or model answer. Good essay questions ask students to explain, compare, classify, predict effects, or synthesize multiple sources.
The document discusses essay or subjective tests which assess students' ability to produce, integrate and express ideas through extended written responses. It describes two general types - unrestricted response questions that are open-ended, and restricted response questions that require answers within set criteria. Guidelines are provided for constructing effective essay questions based on Bloom's Taxonomy, as well as for grading responses consistently using a scoring rubric.
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
The document discusses two types of tests: subjective and objective. Subjective tests usually involve essay or brief answer questions where the teacher expects particular information in the student's response. Objective tests require selecting the correct answer from multiple choices or matching questions. The document provides examples of different types of subjective questions like short essays, phrases, and long essays. It also lists various verbs that may be used as cues in essay questions like analyze, compare, contrast, define, describe, and evaluate. Sample objective test questions include true/false, sentence completion, and multiple choice. The document concludes with tips for preparing for both essay and objective tests.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
The document provides guidance on applying for graduate degrees, outlining key requirements such as English proficiency exams, transcripts, statements of purpose, recommendation letters, and deadlines. It also defines common terminology used in applications and the graduate school process. Tips are provided for writing strong statements of purpose and securing recommendation letters to strengthen applications.
The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
The document provides guidelines for constructing a valid, reliable, and usable test or exam. It discusses the importance of ensuring content validity by covering all important course areas and staying within the syllabus. Questions should be clear, specific, and have an unambiguous marking scheme. The document also recommends planning the test structure with the appropriate knowledge, understanding, application and skill weightings. The response should be 3 sentences or less.
1. The document provides an overview of a new developmental math course called Mathematical Literacy for College Students (MLCS).
2. MLCS aims to provide an alternative pathway to college-level math for non-STEM majors by integrating numeracy, proportional reasoning, algebraic reasoning, and functions.
3. The course is designed to develop students' mathematical maturity through problem solving, critical thinking, writing, and communication while covering topics over four units in a semester.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
This document provides a summary of a student's ACT test scores and results. It includes the following information:
- The student's scores on the ACT subtests of English, Math, Reading, Science, and an optional Writing test. It also provides the student's Composite score, which is the average of the other subtest scores.
- Benchmark scores that indicate the student's likelihood of success in related college courses. Some subscores are below the benchmark while others are at or above.
- The student's national and state percentile ranks, showing what percentage of other test takers scored the same or lower. Ranks are provided for each subtest and Composite score.
- Additional information and recommendations for
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
Assessment Rubrics Thinking Inside The BoxesKarla Adamson
The document discusses assessment rubrics used in higher education and raises some criticisms. It summarizes that assessment rubrics are promoted as efficient and reliable tools to evaluate student performance, but there has been little discussion of their value. Some contend that rubrics cannot accurately measure complex thinking, limit student creativity, and promote a false sense of objectivity. The document explores these issues through the experience of a student who failed assignments despite strong past performance, bringing the validity and value of rubrics into question.
The document discusses implementing a consistent approach to identifying essential standards, called "power standards", across grade levels and content areas in a school district. It proposes a multi-step process for teachers to identify power standards by considering factors like enduring understanding, leverage of skills, and readiness for the next grade level. Teachers would first identify power standards individually and then work in teams to agree on standards at the grade level, grade span, and full K-12 district level to ensure vertical alignment of essential concepts.
This document provides an overview and instructions for administering the TABE Level L assessment. It discusses the purpose and structure of the TABE Level L, including the word list, pre-reading skills test, and reading skills test. It provides details on scoring procedures and determining appropriate placement based on student performance. Guidelines are also given for pre-testing students within the first months of class and post-testing after 4 months of instruction.
This mark scheme provides guidance for examiners marking an English Literature exam assessing students' analysis and comparison of poems. It includes 6 mark bands with descriptors of the skills and understanding demonstrated by responses scoring in each band. For each question, indicative content lists concepts and literary techniques that strong answers may discuss for each assessment objective. The document explains how examiners should apply the mark scheme and annotate responses to arrive at a final mark.
Hbel 3203 teaching of grammar asgnmt qnsperoduaaxia
1. The document provides instructions for an assignment on teaching grammar for an education course. Students are asked to write a report analyzing their use of tenses in short essays and describing the grammar instruction methods used.
2. The assignment requires students to teach present and past tenses to others, have them write short essays, and analyze their ability to use tenses accurately. Students must justify their choice of explicit or implicit grammar instruction methods.
3. The report will be evaluated based on introduction, data collection method, analysis of instruction methods, analysis of tense use in essays, conclusion, and organization. Students must attach at least 5 essays for full marks.
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
This document provides the mark scheme for Section A of the English Literature exam on poetry. It includes 6 mark bands with increasing levels of achievement. For each band, it lists the skills and understanding candidates may demonstrate in their response. It also provides sample exam questions and indicative content that responses could include. The summary evaluates the key details and skills assessed in the exam.
Standardized tests play a crucial role in the admission of students to their preferred colleges. Explore the top differences between ACT vs SAT vs PSAT standardized tests through this article.
This document provides an introduction to the book "501 Quantitative Comparison Questions". It discusses the following key points:
- The book contains 501 practice questions in the format of quantitative comparisons, which are a question type featured on the PSAT, SAT, and GRE exams.
- The questions are divided into four chapters focusing on arithmetic, algebra, geometry, and data analysis - topics covered on the relevant standardized tests.
- Quantitative comparison questions require comparing quantities in two columns and determining the relationship between them. Answer choices are always A) if column A is greater, B) if column B is greater, C) if they are equal, or D) if the relationship cannot be determined.
- Completing the
Essay questions can measure higher-order thinking skills and writing ability. They allow for open-ended responses aligned with learning objectives. While scoring can be time-consuming and subjective, essay questions eliminate guessing and can effectively cover content with fewer questions. When writing essay questions, teachers should clearly define the task, suggest a time or page limit, decide what they are looking for in responses, and provide a scoring system or model answer. Good essay questions ask students to explain, compare, classify, predict effects, or synthesize multiple sources.
The document discusses essay or subjective tests which assess students' ability to produce, integrate and express ideas through extended written responses. It describes two general types - unrestricted response questions that are open-ended, and restricted response questions that require answers within set criteria. Guidelines are provided for constructing effective essay questions based on Bloom's Taxonomy, as well as for grading responses consistently using a scoring rubric.
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
The document discusses two types of tests: subjective and objective. Subjective tests usually involve essay or brief answer questions where the teacher expects particular information in the student's response. Objective tests require selecting the correct answer from multiple choices or matching questions. The document provides examples of different types of subjective questions like short essays, phrases, and long essays. It also lists various verbs that may be used as cues in essay questions like analyze, compare, contrast, define, describe, and evaluate. Sample objective test questions include true/false, sentence completion, and multiple choice. The document concludes with tips for preparing for both essay and objective tests.
This document discusses guidelines for setting effective question papers and evaluating answer scripts. It outlines the important factors to consider when framing questions, such as the purpose, objectives, and type of assessment. The types of questions that can be used are described, including objective, short answer, and essay questions. Guidelines are provided for framing questions effectively and evaluating different question types, including preparing scoring keys and marking rubrics. The conclusion emphasizes the importance of teachers playing a role in the evaluation process to create a healthy learning environment.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
The document provides guidance on applying for graduate degrees, outlining key requirements such as English proficiency exams, transcripts, statements of purpose, recommendation letters, and deadlines. It also defines common terminology used in applications and the graduate school process. Tips are provided for writing strong statements of purpose and securing recommendation letters to strengthen applications.
The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
The document provides guidelines for constructing a valid, reliable, and usable test or exam. It discusses the importance of ensuring content validity by covering all important course areas and staying within the syllabus. Questions should be clear, specific, and have an unambiguous marking scheme. The document also recommends planning the test structure with the appropriate knowledge, understanding, application and skill weightings. The response should be 3 sentences or less.
1. The document provides an overview of a new developmental math course called Mathematical Literacy for College Students (MLCS).
2. MLCS aims to provide an alternative pathway to college-level math for non-STEM majors by integrating numeracy, proportional reasoning, algebraic reasoning, and functions.
3. The course is designed to develop students' mathematical maturity through problem solving, critical thinking, writing, and communication while covering topics over four units in a semester.
Tips For Constructing Objective Written Exam QuestionsSoha Rashed
Tips for constructing objective written exams (MCQs, Short answer questions, Modified essay questions, True/False and Matching questions) for assessing medical students.
This document provides a summary of a student's ACT test scores and results. It includes the following information:
- The student's scores on the ACT subtests of English, Math, Reading, Science, and an optional Writing test. It also provides the student's Composite score, which is the average of the other subtest scores.
- Benchmark scores that indicate the student's likelihood of success in related college courses. Some subscores are below the benchmark while others are at or above.
- The student's national and state percentile ranks, showing what percentage of other test takers scored the same or lower. Ranks are provided for each subtest and Composite score.
- Additional information and recommendations for
The document discusses product-oriented performance-based assessment and scoring rubrics. It provides examples of using products or outputs to evaluate student learning and define competency levels. Scoring rubrics describe the criteria for different performance levels and are used to consistently evaluate student work. The document outlines steps to develop reliable scoring rubrics, including identifying criteria, defining descriptor levels, and testing inter-rater reliability.
Assessment Rubrics Thinking Inside The BoxesKarla Adamson
The document discusses assessment rubrics used in higher education and raises some criticisms. It summarizes that assessment rubrics are promoted as efficient and reliable tools to evaluate student performance, but there has been little discussion of their value. Some contend that rubrics cannot accurately measure complex thinking, limit student creativity, and promote a false sense of objectivity. The document explores these issues through the experience of a student who failed assignments despite strong past performance, bringing the validity and value of rubrics into question.
The document discusses implementing a consistent approach to identifying essential standards, called "power standards", across grade levels and content areas in a school district. It proposes a multi-step process for teachers to identify power standards by considering factors like enduring understanding, leverage of skills, and readiness for the next grade level. Teachers would first identify power standards individually and then work in teams to agree on standards at the grade level, grade span, and full K-12 district level to ensure vertical alignment of essential concepts.
The document discusses various concepts related to grading and reporting systems in education. It describes the aims of grading and reporting as providing results in an understandable format for various users and measuring student learning. It also outlines different types of grading systems such as traditional letter grades, pass-fail systems, and absolute versus relative scoring. Key aspects of grading like assigning letter grades to test scores, record keeping, and using assessment feedback are explained in detail with examples.
The document describes how i-Ready's adaptive diagnostic assessment works to precisely measure student performance. It dynamically selects test items based on student responses to pinpoint skills mastered and needed improvement. This allows it to assess on and off grade level skills efficiently. It also uses a vertical scale to consistently measure growth across grades. Administrators can track the percentage of students below, on or above grade level and on track to meet growth goals to make long-term decisions. Upon completion, it reports scale scores on a single continuum across grades and placement levels to help teachers determine instructional focus.
The document discusses various methods for grading and reporting student progress. It begins by outlining the main purposes of grading systems, which include instructional use, reporting to parents, and administrative/guidance functions. It then describes several common grading systems like traditional letter grades, pass/fail, checklists of objectives, letters to parents, portfolios, and parent-teacher conferences. For each system, it provides details on how the system works and potential advantages and disadvantages. The document concludes by providing guidelines for developing effective grading and reporting systems and conducting productive parent-teacher conferences.
Preparing Adult Learners for the Changing Landscape of High School EquivalencyPrepPath
With the increase in the number of High School Equivalency exam options (GED, TASC, HiSet) along with the transformation in education technology, educators need to adapt to help students achieve HSE success.
The document discusses various types of assessment questions that can be used for computer-aided assessment (CAA) and their suitability for different levels of Bloom's Taxonomy. It describes the advantages and disadvantages of true/false, matching, multiple choice, short answer, calculation, essay, "problem based", simulation, and performance questions. The document recommends that any CAA system developed by the university should be easy to use, supported, standards-based, secure, and scalable to meet the needs of assessing higher-order thinking skills.
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It includes 5 main sections: test scores, review of answers, skills improvement suggestions, information on National Merit Scholarship programs, and educational plans. It encourages students to use online resources through CollegeBoard to further review answers, access practice materials, and explore college and career options based on their test performance and interests.
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It outlines the 5 main parts of the score report including individual scores, answer review, skill improvement suggestions, information on National Merit Scholarship programs, and educational plans. It also provides resources and next steps for students to utilize after receiving their score report, including online practice tests, college and major matching tools, and information on Advanced Placement courses.
The document provides the most essential learning competencies in mathematics for Grade 1. It is divided into 4 quarters, with content standards and performance standards specified for each quarter. The identified most essential learning competencies are meant to be the learning goals for each quarter. They focus on developing numeracy skills, higher-order thinking skills, and applying mathematics to real-life problems. Teachers are advised to use the competencies to plan lessons, break down goals into smaller targets, and design activities emphasizing problem-solving and analysis.
Testing Is Only Part Of The Evaluation Of Learningnoblex1
Every time you ask a question in class, monitor a student discussion, or read a term paper, you are evaluating learning. Moreover, the evaluation process (whether it involves examinations or not) is a valuable part of the teaching process. The primary purpose of evaluation is to provide corrective feedback to the student, the secondary purpose is to satisfy the administrative requirement of ranking students on a grading scale.
Source: https://ebookschoice.com/testing-is-only-part-of-the-evaluation-of-learning/
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
The document discusses guidelines for grading tests and performance tasks. It covers topics such as the purposes of grading, different scoring methods like number right scoring and negative marking, types of test scores like raw scores and percentile ranks, and guidelines for grading essays. The key points are:
- Grades communicate learner achievement and provide feedback. Scoring should be clear, consistent, and aligned to learning outcomes.
- Common scoring methods include counting correct answers, subtracting points for wrong answers, and partial credit systems.
- Test scores take forms like raw scores, percentages, criterion-referenced scores based on standards, and norm-referenced scores comparing performance to peers.
- Essay grading guidelines include identifying criteria
This document provides guidelines for constructing different types of written tests to assess student learning. It begins by outlining the desired learning outcomes, which are to identify appropriate test formats for different outcomes and apply guidelines for constructing test items. It then describes various test formats, including selected response (e.g. multiple choice) and constructed response (e.g. essays, short answer). The document provides detailed guidelines for writing high-quality test items for multiple choice, matching, and true/false question formats. Teachers are advised to choose formats based on learning outcomes and cognitive level, and to write clear stems and options to develop valid and reliable assessments of student knowledge.
The document provides information on developing rubrics to assess student performance. It discusses the key components of an effective rubric, including clearly defined criteria, gradations of quality across different achievement levels, and examples or models. It emphasizes making the rubric specific, measurable, and consistent. Tips for creating rubrics include looking at models, listing criteria, articulating different quality levels with descriptions, practicing on models, and revising based on feedback. The goal is for rubrics to provide clear expectations for students and allow for objective assessment.
Assessment of Learning 2 (assessment).pptxLizzieBho
The document discusses summative assessment, which evaluates student learning at the end of a learning period. It describes summative assessment tools like rubrics, tests, projects and portfolios. Effective summative assessment ensures alignment to learning outcomes, uses tools like rubrics and table specifications, and provides meaningful feedback and grading according to Department of Education policies. Scores are recorded and reported regularly to monitor student progress towards standards.
1. Fall 2016 Student Score Report Page 1
Total Score: 1404
Mastery Level: Advanced
Percentile Rank: N/A
Your CLA+ Scores and Percentile Ranks
YOUR SCORE
PERCENTILE RANK
AT YOUR SCHOOL
PERCENTILE RANK
ACROSS CLA+
TOTAL CLA+ SCORE 1404 99 N/A
PERFORMANCE TASK 1453 98 N/A
SELECTED-RESPONSE QUESTIONS 1354 96 N/A
NOTE: CLA+ scores range approximately from 400 to 1600.
Your CLA+ Mastery Level
YOUR MASTERY LEVEL
AVERAGE MASTERY LEVEL
AT YOUR SCHOOL
AVERAGE MASTERY LEVEL
ACROSS CLA+
TOTAL CLA+ SCORE
MASTERY LEVEL Advanced N/A N/A
NOTE: There are five CLA+ mastery levels: Below Basic, Basic, Proficient, Accomplished, and Advanced.
Your CLA+ Subscores
PERFORMANCE TASK
Analysis & Problem Solving Writing Effectiveness Writing Mechanics
AVERAGE SCORES AVERAGE SCORES AVERAGE SCORES
YOUR
SUBSCORE Your School All CLA+
YOUR
SUBSCORE Your School All CLA+
YOUR
SUBSCORE Your School All CLA+
5 3.0 N/A 5 3.0 N/A 5 3.4 N/A
SELECTED-RESPONSE QUESTIONS
Scientific & Quantitative
Reasoning Critical Reading & Evaluation Critique an Argument
AVERAGE SCORES AVERAGE SCORES AVERAGE SCORES
YOUR
SUBSCORE Your School All CLA+
YOUR
SUBSCORE Your School All CLA+
YOUR
SUBSCORE Your School All CLA+
658 491 N/A 600 478 N/A 648 504 N/A
NOTE: The Performance Task subscore categories are scored on a scale of 1 through 6, and Selected-Response Question
subscores are reported on a scale ranging approximately from 200 to 800.
cla+Rebecca Beck | Fayetteville State University
2. Fall 2016 Student Score Report Page 2
CLA+, a product of CAE (the Council for Aid to
Education), is an innovative assessment designed to
measure critical-thinking and written-
communication skills.
CLA+ includes two major components: a
Performance Task (PT) and a series of Selected-
Response Questions (SRQs).
The Performance Task presents students with a
real-world situation that requires a purposeful
written response. Students are asked to address an
issue, propose the solution to a problem, or
recommend a course of action to resolve a conflict.
They are instructed to support their responses by
utilizing information provided in a Document Library.
This repository contains a variety of reference
materials, such as technical reports, data tables,
newspaper articles, office memoranda, and emails. A
full PT includes four to nine documents in the library.
Students have 60 minutes to complete this
constructed-response task.
In the second part of the examination, students are
asked to answer 25 Selected-Response Questions.
Ten questions measure scientific and quantitative
reasoning, and ten measure critical reading and
evaluation. Another five questions call for students
to critique arguments by identifying logical flaws and
questionable assumptions. Like the PT, the 25 SRQs
are document-based and require students to draw
information from provided materials. Students have
30 minutes to complete this section of the
assessment.
YOUR CLA+ SCORES AND PERCENTILE RANKS
The scores in the first table of your results represent
your performance on the two sections of CLA+ and
on the assessment as a whole.
Your Score for the Total CLA+ is the average of the
Performance Task and Selected-Response
Questions section scores. Your CLA+ section scores
are determined by your subscores for the CLA+
tasks, which are aggregated and converted to scale
scores. This process results in a scale score
distribution with the same mean and standard
deviation as the combined SAT Math and Critical
Reading (or converted ACT) scores of college
freshmen that took CLA+. This type of scaling makes
it such that the CLA+ score range corresponds
approximately to the combined SAT Math and
Critical Reading score range of college freshmen who
took CLA+.
CLA+ scores typically range roughly from 400 to
1600, though it is possible for individuals with
exceptionally high performance on the assessment
to receive scores above 1600.
The Percentile Rank Across CLA+ column in the first
table of this report indicates how well you performed
on CLA+ relative to other test-takers. The values in
this column represent the percentage of examinees
at your class level whose scores were lower than
yours, both within your school and across CLA+.
MASTERY LEVEL
Your CLA+ mastery level is presented in the second
table on page 1. These levels are determined by your
Total CLA+ score.
There are five mastery levels for CLA+: Below Basic,
Basic, Proficient, Accomplished, and Advanced.
Students who are Below Basic do not meet the
minimum requirements to merit a basic level of
mastery.
Students at the Basic level should be able to
demonstrate that they at least read the documents,
UNDERSTANDING YOUR RESULTS
Rebecca Beck | Fayetteville State University cla+
3. Fall 2016 Student Score Report Page 3
made a reasonable attempt at an analysis of the
details, and are able to communicate in a manner
that is understandable to the reader. Students
should also show some judgment about the quality
of the evidence.
Students at the basic level should also know the
difference between correlation and causality. They
should be able to read and interpret a bar graph, but
not necessarily a scatter plot or comprehend a
regression analysis. Tables may be out of reach for
basic students as well.
Students at the Proficient level should be able to
extract the major relevant pieces of evidence
provided in the documents and provide a cohesive
argument and analysis of the task. Proficient
students should be able to distinguish the quality of
the evidence in these documents and express the
appropriate level of conviction in their conclusion
given the provided evidence. Additionally, students
should be able to suggest additional research or
consider counterarguments. Minor errors in writing
need to be defined rigorously.
Proficient students have the ability to correctly
identify logical fallacies, accurately interpret
quantitative evidence, and distinguish the validity of
evidence and its purpose. They should have the
ability to determine the truth and validity of an
argument. Finally, Proficient students should be able
to know when a graph or table is applicable to an
argument.
Students at the Accomplished level of mastery
should be able to analyze the information provided in
the documents, extract relevant pieces of evidence,
and make correct inferences about this information.
Accomplished students should be able to identify
bias, evaluate the credibility of the sources, and craft
an original and independent argument. When
appropriate, accomplished students will identify the
need for additional research or further investigation.
They will refute some, but not all of the
counterarguments within the documents and use
this information to advance their argument.
Accomplished students also have the ability to
correctly identify logical fallacies, accurately
interpret and analyze qualitative and quantitative
evidence (e.g., graphs and charts), and incorporate
this information into their argument. Students will be
able to correctly identify false claims and other
sources of invalid information and integrate this
information in their responses.
Student responses are presented in a cohesive and
organized fashion. There may be infrequent or minor
errors in writing fluency and mechanics, but they will
not detract from the reader’s comprehension of the
text.
Students at the Advanced level demonstrate
consistency and completeness, and show a
command of the English language in their response.
They have a level of sophistication that is not seen in
the proficient or basic levels. Advanced students
create and synthesize the provided evidence, are
comfortable with ambiguity, are able to structure
their thoughts, understand causality, add new ideas,
and introduce new concepts in order to create or
seek new evidence. They think about conditions and
nuances and express finer points and caveats by
proposing a conditional conclusion.
The students at this level display creativity and
synthesis, while understanding the finer points in the
documents. For example, advanced students will be
able to synthesize the information across multiple
documents and address the ambiguities in the data
that are presented, such as outliers and knowing
how sample size affects outcomes. Advanced
students will also be able to identify and highlight
gaps in logic and reasoning.
YOUR CLA+ SUBSCORES
Performance Task responses are scored across
three skill areas: Analysis & Problem Solving, Writing
Effectiveness, and Writing Mechanics. Each of these
subscore categories is scored on a scale of 1 through
6. For information about the skills associated with
each subscore, please refer to the CLA+
Performance Task scoring rubric, which is available
on our website at www.cae.org/claptrubric.
The top section of the Your Subscores table on page
1 of this report shows your Performance Task
subscore in each skill area, as well as the average
subscore of students at your class level, both at your
school and across CLA+.
Rebecca Beck | Fayetteville State University cla+
4. Fall 2016 Student Score Report Page 4
Selected-Response Questions are also scored
across three skill areas: Scientific & Quantitative
Reasoning, Critical Reading & Evaluation, and
Critique an Argument. Subscores for the selected-
response section of CLA+ are determined by the
number of correct answers in a given section,
adjusted for the difficulty of the set of questions
received, and then converted to a more interpretable
scale using a linear transformation, with a mean of
500 and standard deviation of 100. This scale results
in selected-response section subscores ranging
from approximately 200 to 800, similar to the
subsections of the SAT. Students must attempt at
least half of the questions to receive a score for this
section.
The lower section of the Your Subscores table on
page 1 of this report shows your Selected-Response
Questions subscores, as well as the average
subscore of students at your class level, both at your
school and across CLA+.
SHARING RESULTS WITH EMPLOYERS OR GRADUATE SCHOOLS
Whether you intend to enroll in graduate school for
an advanced degree, or enter the workforce upon
graduation, your CLA+ results provide a valuable tool
for potential employers or graduate schools to
ascertain the depth of your critical-thinking and
writing skills. In addition to your Total CLA+ Score,
your percentile rank indicates how your score ranks
against others across CLA+, and your mastery level
provides details about the skills required to have
scored at a given level. You can choose to
supplement internship, job, or graduate school
applications by including these results—total CLA+
scores, percentile rankings, and mastery levels—on
you résumé.
If you have scored at the Proficient, Accomplished, or
Advanced level on CLA+, you will also be eligible to
receive a verified digital badge. These badges allow
career-ready students to stand out among their
peers and appeal to companies seeking employees
with the higher-order skills measured by CLA+. A
CLA+ badge can be displayed via an online vault or
backpack, an electronic résumé, or a LinkedIn profi-
le. A badge supplements a résumé because it
showcases a broad range of a student’s skills,
particularly the skills that are transferable outside of
the classroom and valid in the workplace.
If you have performed well on CLA+, you can also
choose to share your CLA+ results on job boards and
employment platforms. There are a growing number
of employment websites that function as job boards
and matching services for entry-level positions.
These sites are important tools for connecting
employers and recent graduates. CLA+ is recognized
as a high-quality, valid measure of the skills
employers value the most. CLA+ performance can be
featured on the profiles that you create for these
sites.
Through a partnership with Brazen Careerist, high-
performing CLA+ participants may have the
opportunity to connect with companies in an
exclusive virtual job fair. With Brazen Careerist’s
virtual platform, selected students will have the
ability to engage in real time with hiring managers
seeking students who possess the skills measured
by CLA+.
You can also choose to share results on their
electronic transcripts and résumés. A growing
number of universities subscribe to electronic
credential profiles where students can display and
distribute records of academic accomplishment.
CLA+ participants can easily and securely include
CLA+ scores as a verified record and share your
score report.
MOVING FORWARD
cla+Rebecca Beck | Fayetteville State University