TWS Aid
For Factor 6: Analysis of Assessment Procedures
Major Section Requirements:
1. Graph comparing pre and post assessments
2. Worksheet showing Learning Gain Scores
(LGS) for each student
3. Learning Achievement Table depicting % of
students achieving “mastery level” for each
objective
4. Text/Graph/Chart analyzing how subgroups
performed relative to each objective
The Learning Achievement Table
Purpose: To identify the percentage of students who achieved
a minimum mastery level for EACH learning objective.
All assessment data (tests, performances, portfolios,
formal and informal questioning, checklists, rubrics, etc.)
could be used in this table to calculate percentages.
Required in order to capture some forms of performance
assessment that are criterion (given once at the end)
assessments.
YOU set the criteria for what is considered mastery.
You are not going to be evaluated by degree of mastery.
Mastery Learning Table
Setting Mastery Levels
Example for: Knowledge Objective & Assessment Type
Objective: List 12 reasons for the Industrial Revolution
Assessment: Fill in the blank – paper and pencil test
Mastery Level: 9 out of 12 is considered mastery
Example for: a Performance Objective & Assessment Type
Objective: Student integrates technology throughout presentation
Assessment: Student presentations at the end of the unit
Mastery Level: Score of a 3 on a 1-3 rubric factor for technology (see rubric)
Mastery should not be set too high or too low.
You need to be able to examine each student’s performance for
each objective.
Examples of Objectives
Classified Low Level of Difficulty
Cognitive: Knowledge & Comprehension (Bloom); Knowledge (Sternberg)
Affective: Receiving & Responding to
Psychomotor: Reflex movements & Fundamental movements
In a given music example, the student should be able to identify
all of the basic elements of music (cognitive)
The student will report two likes and two dislikes as a response
to the assigned reading (affective)
The student performs a tennis serve with correct form
(psychomotor)
Examples of Objectives
Classified Middle Level of Difficulty
Cognitive: Application & Analysis (Bloom); Skills/Performance/Applications (Stenberg)
Affective: Valuing & organizing of values
Psychomotor: Perceptual abilities & Physical abilities
After watching a video on scientific theories the student will list at
least one difference between the use of the term “theory” in
science and the use of “theory” in non-science contexts
(cognitive)
During a debate, the student will defend the right of scientists to
conduct research in a three-minute statement (affective)
Within the time allowed the student will adjust a microscope so
that the image is clear (psychomotor)
Examples of Objectives
Classified High Level of Difficulty
Cognitive: Synthesis & Evaluation (Bloom); Reasoning Ability (Stenberg)
Affective: Internalizing values
Psychomotor: Skilled movements & Nondiscursive communication
Given a map with six distinct geographical features, students will
be able to evaluate the best location for building a new city
(cognitive)
Student members of jazz band will perform solo improvisations in
Count Basie style for One O’Clock Jump (affective)
The student accurately performs a tennis serve, including correct
spin, speed and placement of the ball in the opposite side of the
court (psychomotor)
Graph for Pre/Post Assessment Data for Each Student
This example graph shows a comparison of the pre & post-assessment data for each student.
100%
80%
60%
40%
20%
0% Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7
Pre-Assessment Score
Post-Assessment Score
Concept of Gain Scores
A gain score is the actual gain divided by the potential gain.
ACTUAL GAIN
GAIN SCORE =
POTENTIAL GAIN
.82
What does it mean?
82%
Gain Score Worksheet
Using the formula, GAIN SCORE
calculate the
missing gain scores.
Pre Post Gain
Student # Score Score Score
1 40 90 .83
2 90 95 .50
3 40 80 Solve
4 30 85
5 85 88 .20
6 75 100 +1.00
7 60 90 .75
8 40 95 .92
9 40 40 .00
10 75 50 -1.00
11 45 70 .45
12 60 80 .50
13 40 95 .92
Gain Score Worksheet
GAIN SCORE
Pre Post Gain
Student # Score Score Score
Solutions:
1 40 90 .83 80 – 40
= 40 = .67
2 90 95 .50 100 – 40 60
3 40 80 .67 85 – 30
4 30 85 .79 = 55 = .79
100 – 30 70
5 85 88 .20
6 75 100 +1.00
7 60 90 .75
8 40 95 .92
9 40 40 .00
10 75 50 -1.00
11 45 70 .45
12 60 80 .50 Include the average of the gain scores.
13 40 95 .92 “ 50%” Average Learning Gain
Group Average .50
Negative Gain Scores
What happens when a student scores lower on the post-assessment than
on the pre-assessment?
Example:
Pre-Assessment = 75 %
Post-Assessment = 50 %
-25
25
Formula:
Post-Assess % - Pre-Assess % 50 - 75 -25
= = = - 1.00
100% - Pre-Assess % 100 - 75 25
This student could have gained up to 25 points, but instead lost 25
points, a value equaling 100 % of what could have been gained.
Gain Scores for Pre-Assessments of 100%
What happens when a student scores 100% on
the pre-assessment?
When a student scores 100% on the pre-assessment, that score
must be changed to 99%. Otherwise, the potential gain will
equal zero and the gain score will be undefined.
Explanation:
Remember:
If the potential gain equals zero, then
Gain Score = Actual Gain
Potential Gain Actual Gain = undefined
0
Changing the student’s pre-assessment score to 99% will make
the potential gain equal 1. Then, using 1 as the denominator
(instead of 0) will allow the score to be defined.
Other Points About Gain Scores
Gain scores are not a perfect measure
You should include more than just assessment of
knowledge in your assessment plan and gain score
calculations
You are not being evaluated or judged on the amount of
gain you produce
Sub-Group Comparisons
Purpose: To provide evidence that
you can deal effectively with students
with various needs and from various
backgrounds.
YOU pick the groups of individuals
Could use SES, ESL/Non-ESL,
race/ethnicity, disabilities,
achievement levels, and gender as
potential comparisons
Comparisons can be depicted:
in text using a narrative while
referring to gain scores and
objective mastery %
with a chart or graph
Example Graph for Sub-Group Comparison
100%
90%
80%
Percentage
70%
60%
50%
ESL, Non-ESL,
40%
30% 84% 86%
20%
10%
0%
Could also use
Gain Scores here.