This guide explains what each
part of your student’s score
report means. The following
pages show a sample report
for a student named Jolyne
Smith. Your student’s scores
and progress are in a report
like Jolyne’s.
Understanding Your
Student’s Test Scores
Fall 2015
1
Your student’s
Family of Jolyne W. Smith
name, birth
date, school,
and district
Birth Date: 03/17/1999
School: ABC School (1234567)
District: ABC District (987654)
Ohio’s State Tests
ALGEBRA I
FALL 2015
appear at the
top of the first
page, along with
introduction text.
Parents can find
This report provides the score
for the state test in Algebra I
that Jolyne took in fall 2015,
explains what the score
means, and includes ideas for
how your family can help Jane
improve, if needed.
Visit reportcard.education.ohio.gov
to view your school and district report
card.
For information on how you can
help your child do better in school,
subscribe to parent text alerts. Visit
education.ohio.gov/text and sign up.
resources and
information by
visiting the websites
near the bottom of
the page.
What information is in this guide?
Ohio’s State Tests
Interpretive Guide
Family Reports
High School
This guide applies to score
reports for the following high
school subjects:
•• American Government
•• American History
•• Algebra I
•• Biology
•• English Language Arts I
•• English Language Arts II
•• Geometry
•• Integrated Mathematics I
•• Integrated Mathematics II
•• Physical Science
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Disclaimer: The data in the
Family Report sample are for
display purposes only and do
not represent actual results.
The student’s name on the
sample is fictitious, and any
similarity to an actual student
name is purely coincidental.
2
hio
FA M I LY S C O R E R E P O RT
Department
Education
of
Algebra I assessment
814
Advanced - A student with a score of
Advanced can create quadratic and exponential
equations and inequalities to solve non-routine
problems, and can interpret function notation and
data in terms of its context.
725
What is in my student’s score report?
She has performed
at the proficient level
700
and meets standards
for Algebra I.
682
School Average Score: 725
District Average Score: 721
State Average Score: 717
618
DOES NOT MEET STATE STANDARD
Jolyne’s
score is 706.
MEETS STATE STANDARD
754
Has Jolyne reached proficient in
the areas of Algebra I?
Below
Near
Above
Proficient Proficient Proficient
Accelerated - A student with a score of
Accelerated can rewrite exponential expressions in
multiple forms appropriate to the context, interpret
the graphs of functions in context, and interpret
categorical data displays in context.
Functions
Proficient - A student with a score of
Statistics
Proficient can solve multi-step linear equations,
interpret key features of functions, compare
functions, and summarize categorical data in two
categories using tables or graphs.
Basic - A student with a score of Basic can
create and solve simple linear equations and
inequalities in one or two variables, recognize
exponential functions, and interpret key features of
scatter plots.
Limited - A student with a score of Limited can
solve simple linear equations and inequalities,
graph simple linear functions, and describe the
comparison of center (mean, median) of two data
sets.
Number, Quantities,
Equations and
Expressions
Modeling and
Reasoning
This chart shows how well Jolyne
performed in each area. She is near
proficient in Functions, is near proficient
in Number, Quantities, Equations
and Expressions, is below proficient
in Statistics, and is near proficient in
Modeling and Reasoning.
What are your child’s strengths and weaknesses in Algebra I?
Functions
Scores
above
Jolyne
Scoredthe
Near Proficient
Detailed performance
solid
black
line
WHAT THESE RESULTS MEAN
NEXT STEPS
level descriptors for
Your child graphs quadratic functions, interprets key
With your child, use dynamic graphing programs
Students analyze and compare functions represented
in different ways. Students interpret and compare
meet the state standard.
quadraticOhio’s
and exponential
features of graphs, compares properties of functions
Yourlinear,
student’s
Statefunctions
Test and the and
situations they model. Students identify and explain
and differentiates between linear and exponential
important details of functions. are shown in a box
functions from real-world contexts.
score
performance level
Scores below the
solid black line
to exploreeach
the behavior
of linear,
quadraticin
andyour
subject
appear
exponential functions by changing one coefficient or
student’s
report and
constant to
see the effectscore
on graphs.
with an arrow pointing to the shaded portion
describe the general skills
do not meet the state
of the barrel graph. Provided for comparison
and abilities of students who
standard.
Number, Quantities, Equations and Expressions
Jolyne Scored Near Proficient
are average scores for all students in the
take Ohio’s State Tests. For
Students create and solve equations and inequalities
WHAT THESE RESULTS MEAN
NEXT STEPS
same
grade
your student’s
information,
please
that
describeat
relationships
in real-worldschool
problems.(School
Your child multiplies binomials and creates simple
With your additional
child, explore how
the multiplication
of
They solve equations with one variable and systems
exponential equations; solves multi-step linear
binomials is related to multiplication of two-digit
Average
Score)
and
school
district
(District
refer
to
the
reporting
resources
of equations with two variables. Students can explain
equations, systems of linear equations graphically
numbers, such as patterns in squaring two-digit
each step.
numbers ending
5. the Ohio’s State Tests
Average
Score) and for all students in the and quadratic equations by factoring.
pageinof
same grade in Ohio public schools (State
Portal.
Average Score).
Statistics
Students summarize and interpret one- and twovariable data. They represent the data using box
plots, line plots and histograms, two-way tables and
scatterplots. They identify and express trends in twovariable data using linear models.
Modeling and Reasoning
Students analyze, make sense of, and apply
mathematics to solve real-world problems. They draw,
justify, and communicate conclusions or inferences
supported by logical and mathematical thinking.
EDUC A TION.OH IO.G OV
Jolyne Scored Below Proficient
WHAT THESE RESULTS MEAN
Your child describes the median and mean of two
different data sets but may struggle summarizing
categorical data using two-way frequency tables or
fitting a linear function to data.
NEXT STEPS
With your child, discuss examples of two-variable
data that seem strongly correlated and what
the variables have in common that leads to an
appearance of causation (ice cream and sunscreen
sales).
Jolyne Scored Near Proficient
WHAT THESE RESULTS MEAN
Your child solves most routine real-world problems
mathematically. Your child’s thinking relates skills
and concepts to mathematical principles.
NEXT STEPS
Your child needs to use more mathematical terms,
symbols and models to solve and explain real-world
problems.
THE OHIO DE PARTME NT OF EDU CATI ON
3
hio
FA M I LY S C O R E R E P O RT
Department
Education
of
Algebra I assessment
814
Advanced - A student with a score of
Advanced can create quadratic and exponential
equations and inequalities to solve non-routine
problems, and can interpret function notation and
data in terms of its context.
She has performed
at the proficient
level
A description
of each
and meets standards
area appearsforinAlgebra
the far left
I.
column and describes tasks that
students who are proficient in
School
Score:
725
each area
areAverage
able to
perform.
725
682
District Average Score: 721
State Average Score: 717
618
Below
Near
Above
Proficient Proficient Proficient
Accelerated - A student with a score of
Accelerated can rewrite exponential expressions in
multiple forms appropriate to the context, interpret
the graphs of functions in context, and interpret
categorical data displays in context.
Functions
Proficient - A student with a score of
Statistics
Proficient can solve multi-step linear equations,
interpret key features of functions, compare
functions, and summarize categorical data in two
categories using tables or graphs.
The What These Results Mean
700
section describes
your student’s general
Basic - A student with a score of Basic can
createof
and
solve
simple linear
and
understanding
the
content
in equations
this area
inequalities in one or two variables, recognize
based on his
or her functions,
ability level.
exponential
and interpret key features of
DOES NOT MEET STATE STANDARD
Jolyne’s
score is 706.
MEETS STATE STANDARD
754
Has Jolyne reached proficient in
the areas of Algebra I?
Number, Quantities,
Equations and
Expressions
Modeling and
Reasoning
The Next Steps recommendations
This chart shows how well Jolyne
are performed
based oninyour
student’s
overall
each area.
She is near
proficient
in
Functions,
is
near
proficient
subject performance level. This section
in Number, Quantities, Equations
provides information on activities you
and Expressions, is below proficient
scatter plots.
canindo
with your
to build
Statistics,
and student
is near proficient
in on
Limited - A student with a score of Limited can
Modeling
andalleviate
Reasoning.
solve simple linear equations and inequalities,
strengths
and
weaknesses in
graph simple linear functions, and describe the
comparison of center (mean, median) of two data the subjects assessed.
sets.
What are your child’s strengths and weaknesses in Algebra I?
Functions
Students analyze and compare functions represented
in different ways. Students interpret and compare
linear, quadratic and exponential functions and the
situations they model. Students identify and explain
important details of functions.
Jolyne Scored Near Proficient
WHAT THESE RESULTS MEAN
Your child graphs quadratic functions, interprets key
features of graphs, compares properties of functions
and differentiates between linear and exponential
functions from real-world contexts.
Number, Quantities, Equations and Expressions
Students create and solve equations and inequalities
that describe relationships in real-world problems.
They solve equations with one variable and systems
of equations with two variables. Students can explain
each step.
Statistics
Students summarize and interpret one- and twovariable data. They represent the data using box
plots, line plots and histograms, two-way tables and
scatterplots. They identify and express trends in twovariable data using linear models.
Modeling and Reasoning
Students analyze, make sense of, and apply
mathematics to solve real-world problems. They draw,
justify, and communicate conclusions or inferences
supported by logical and mathematical thinking.
EDUC A TION.OH IO.G OV
NEXT STEPS
With your child, use dynamic graphing programs
to explore the behavior of linear, quadratic and
exponential functions by changing one coefficient or
constant to see the effect on graphs.
Jolyne Scored Near Proficient
WHAT THESE RESULTS MEAN
Your child multiplies binomials and creates simple
exponential equations; solves multi-step linear
equations, systems of linear equations graphically
and quadratic equations by factoring.
NEXT STEPS
With your child, explore how the multiplication of
binomials is related to multiplication of two-digit
numbers, such as patterns in squaring two-digit
numbers ending in 5.
Jolyne Scored Below Proficient
WHAT THESE RESULTS MEAN
Your child describes the median and mean of two
different data sets but may struggle summarizing
categorical data using two-way frequency tables or
fitting a linear function to data.
NEXT STEPS
With your child, discuss examples of two-variable
data that seem strongly correlated and what
the variables have in common that leads to an
appearance of causation (ice cream and sunscreen
sales).
Jolyne Scored Near Proficient
WHAT THESE RESULTS MEAN
Your child solves most routine real-world problems
mathematically. Your child’s thinking relates skills
and concepts to mathematical principles.
NEXT STEPS
Your child needs to use more mathematical terms,
symbols and models to solve and explain real-world
problems.
THE OHIO DEPARTMENT OF E DUCATI ON
Frequently Asked Questions
What is the purpose of Ohio’s State
Tests?
State achievement tests tell us how well our students are
growing in the knowledge and skills outlined in Ohio’s
Learning Standards. These tests help guide and strengthen
future teaching so we can be sure that we are preparing our
students for long-term success in school, college, careers, and
life. Test results also allow citizens to know how their local
schools are performing compared to others around the state.
Frequently Asked Questions & Additional Resources
How were the tests developed?
Test development is an extensive, ongoing process for
ensuring that state tests are valid and appropriate measures of
student knowledge and skills.
Content advisory panel members first reviewed questions for
this year’s test from a bank of test items field-tested in other
states by the American Institutes for Research (AIR). During
this review, committee members discussed whether each test
item was accurate, was suitable for the course, and measured
an aspect of the Ohio’s learning standards.
4
From the resulting group of potential test items, the Ohio
Department of Education and AIR built online and paper tests.
Another group of educators serving on a standard-setting
committee recommended performance levels or cut scores
for five levels of tests results. The State Board of Education
approved these recommendations. Also, the standard-setting
committee prepared descriptions of what students should know
and be able to do at each of the five performance levels. All
performance standards and performance level descriptors can
be found on the reporting resources page of the Ohio’s State
Tests portal.
What if there are blanks or no score on
the score report?
If your student’s test was invalidated, no scores will appear
on the report. In addition, the section about student strengths
and weakness detailed on page 3 of this guide will say “No
data available. Talk with your student’s teacher if you have
questions.” Please contact your student’s school if you have a
question or concern about these statements.
Glossary of Terms/Definitions
Content Areas—Content areas are also known as subjects (for example, English language arts, mathematics,
science, and social studies).
Ohio’s Learning Standards—Ohio’s Learning Standards define what students should know and be able to
do at each grade level. Find information about Ohio’s Learning Standards on the Ohio Department of Education
website at education.ohio.gov.
Performance Levels—There are five performance levels of achievement in each subject area. Three of the
performance levels (Advanced, Accelerated and Proficient) are above the “passing” score of 700. Two performance
levels (Basic and Limited) are below the “passing” score. The accelerated level of performance suggests that a
student is on track for college and career readiness. Each subject area has its own specific descriptions of each
of these performance levels, called Performance Level Descriptors. Performance Level Descriptors for all content
areas may be found on the reporting resources page of the Ohio’s State Tests portal.
Reporting Categories—Each test has three to five reporting categories. Reporting categories are the major
areas tested within each subject. For example, areas for integrated mathematics I are Geometry, Statistics,
Algebra, Number & Quantity Functions, and Modeling and Reasoning.
Reporting Category Indicators— The test results present groups of similar skills or learning standards
measured on the test in reporting categories. For example, a reporting category within integrated mathematics I
would be statistics. Student performance on statistics or other areas within the reporting category is reported with
an indicator. These indicators are below proficient, near proficient and above proficient.
Scores—Because we may not be able to compare raw scores (points earned) from one state test administration
to another, we convert raw scores to scaled scores for reporting purposes. Scaled scores allow us to make
comparisons between different students taking different administrations of the test. For example, we can compare
scaled scores for students who took the English I test this year with those who will take this test next year. Scaled
scores are not comparable across different subjects.