Entire Test - Illuminate Education by hcj

VIEWS: 0 PAGES: 18

									Presenter:
Jenny Rankin,
Illuminate Education                  2011
                       Illuminate Education
                           User Conference
             How STAR Scores Work


CST/CMA/STS
Raw Score (e.g.,      % Correct (e.g.,
10 out of 14Qs) for   71% of 14Qs) for
each Cluster          each Cluster

CST/CMA/STS/CAPA
Raw Score (e.g.,      Scale Score       Proficiency/
51 out of 61Qs) for   (e.g., 352) for   Performance
Entire Test           Entire Test       Level (e.g., Basic)
                                        for Entire Test
Problems


 Who reads all 165
  pages of this? 
 Educators are likely to
  be intelligent, educated,
  and self-sufficient.
 STAR scores look
  deceptively simple to
  understand.
Problems (continued)


 Unfortunately, certain aspects of STAR tests
  and scores are more complex that they look
  on the surface.
 This means most educators analyzing them
  are making errors.
 These errors influence decisions that impact
  kids.
Example 1: Content Cluster Strengths



“I want more specific feedback on
how our school site performed on
the 5th Grade Math CST than just
proficiency. In which content
cluster did we score weakest, and
in which did we score highest?”
Example 1: Content Cluster Strengths
                         (continued)


      Adams Elementary School
5th Grade Scores (Average % Correct)
Example 1: Content Cluster Strengths
                         (continued)


      Adams Elementary School
5th Grade Scores (Average % Correct)
Example 1: Content Cluster Strengths
                            (continued)




                                  What is
                                wrong with
                               this picture?
Example 1: Content Cluster Strengths
                         (continued)

 Adams Elementary School (Average % Correct)




 Adams Elementary School (Compared to SMP)
Example 2: Limited Cohort Growth



“I want to know how much my
students grew when compared to
how they performed the year before.
How can I look at limited cohort
(students with scores for both
test years) growth on the CST?”
  Example 2: Limited Cohort Growth
                             (continued)


CST/CMA/STS/CAPA
Raw Score (e.g., Scale Score         Proficiency/
51 out of 61Qs)  (e.g., 352) for     Performance
for Entire Test  Entire Test         Level (e.g., Basic)
                                     for Entire Test
Raw Scores         Scale Scores      Average Prof.
Mean Different     Mean Different    Means Different
Things for         Things for        Things for
Different Tests    Different Tests   Different Tests
   What is
 wrong with
this picture?
 Example 2: Limited Cohort Growth
                            (continued)


               2010 Average Prof.
             – 2009 Average Prof.
             _________________
                      = WRONG
  2010 Raw Score                 2010 Scale Score
– 2009 Raw Score               – 2009 Scale Score
_______________                 _______________
       = WRONG                         = WRONG
 Help Is Available




Our Help system is not
just about using the technology…
…it’s also about using the data!
Help with Data Analysis




2 STAR Lessons
 Each of these also leads to
  a single STAR Analysis
  Guide you may download.

								
To top