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Evaluating individuals Evaluating classes Evaluating individuals Evaluating classes

Evaluating individuals Evaluating classes - PowerPoint Presentation

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Evaluating individuals Evaluating classes - PPT Presentation

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 ID: 688150

item student mastery level student item level mastery items performance class unusual individual material performing learning gaps patterns lowest

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Slide1

Evaluating individualsEvaluating classesNoting unusual patterns or trendsIdentifying gaps in learning

Use of scoresSlide2

To show overall classroom trends with respect to the learning progressionTo show the status of each individual student with respect to the learning progressionTo identify unusual patterns in a particular item or a particular studentTo identify remaining gaps in individual or class performance

How to record and interpret scoresSlide3

Grade level learning progressionK is highest LP level in the specific LP of interestSlide4

You might expect student performance by item to look like this (all dichotomous or right/wrong items)Students ordered by performanceItems ordered by difficulty

In a perfect world…

Student

Easiest

item

Hardest

item

Lowest

performing

1

0

0

0

0

1

1

0

0

0

1

1

1

0

0

1

1

1

1

0

Highest performing

1

1

1

1

1Slide5

For rubric scored items

Student

Easiest

item

Hardest

item

Lowest

performing

2

1

1

1

0

2

2

2

1

1

3

2

2

2

1

4

4

3

2

2

Highest performing

5

5

4

4

3Slide6

Arrange class data ordered by item level and student performanceSlide7

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 levelResults might look like this

Code student data by

LP level achievedSlide8

PretestPosttest

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 trendsSlide9

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

Interpreting individual student performanceSlide10

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.Slide11

Although the class is mostly at LP levels 2 and 3, notice that item 3 is unusually difficultMay be due to a problem with the itemMay be due to a gap in class understanding of a concept

Unusual item patternsSlide12

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 patternsSlide13

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. 181-208

.

Wright, B., & Masters, G. (1982).

Rating Scale Analysis

. Chicago: MESA Press.

bibliographySlide14

Use of Scores

PPT by

the

Oregon Department of Education

and

Berkeley Evaluation and Assessment

Research

Center

is licensed under a

CC BY

4.0

.

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indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Oregon Department of Education welcomes editing of these resources and would greatly appreciate being able to learn from the changes made. To share an edited version of this resource, please contact Cristen McLean,

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