WEST VIRGINIA
ASSESSMENT REPORT RESULTS
EDUCATOR TOOLKIT
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Table of Contents
Purpose of Toolkit............................................................................................................................................................................................................. 2
Scale Scores for ELA and Mathematics........................................................................................................................................................................... 2
Achievement Level Descriptors....................................................................................................................................................................................... 3
Claims Performance Levels............................................................................................................................................................................................. 5
Science Proficiency Levels.............................................................................................................................................................................................. 5
Science Claims Performance Levels............................................................................................................................................................................... 5
Table of Reports- ELA/Literacy, Mathematics, and Science............................................................................................................................................ 6
Summative Reports Guide............................................................................................................................................................................................. 11
ELA/Literacy and Mathematics Roster Performance on Each Target...................................................................................................................... 11
Student Performance on Each Claim....................................................................................................................................................................... 12
Student Performance in Each Achievement Level................................................................................................................................................... 13
Longitudinal Report.................................................................................................................................................................................................. 14
Individual Student Report • Simple Report.............................................................................................................................................................. 15
Individual Student Report • Detailed Report............................................................................................................................................................ 16
Summative Science Reports.......................................................................................................................................................................................... 18
Student Performance on Each Claim....................................................................................................................................................................... 18
Student Performance in Each Proficiency Level...................................................................................................................................................... 19
Science Individual Student Report........................................................................................................................................................................... 20
Interim Assessment Blocks Reports Guide.................................................................................................................................................................... 21
Student Performance Overall................................................................................................................................................................................... 21
Student Performance on Each Block....................................................................................................................................................................... 22
Individual Student Report......................................................................................................................................................................................... 23
Interim Comprehensive Assessments Reports Guide................................................................................................................................................... 24
Student Performance in Each Achievement Level................................................................................................................................................... 24
Student Performance on Each Claim....................................................................................................................................................................... 25
Individual Student Report......................................................................................................................................................................................... 26
Diagnostic Assessments Reports Guide....................................................................................................................................................................... 28
Overall Student Performance................................................................................................................................................................................... 28
Student Performance on Each Diagnostic............................................................................................................................................................... 29
Performance on Each Item in the Diagnostics......................................................................................................................................................... 30
Individual Student Report......................................................................................................................................................................................... 31
Credits Page................................................................................................................................................................................................................... 32
More Information............................................................................................................................................................................................................ 32
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Purpose of Toolkit
This toolkit will provide educators and administrators with information and “how-to guides” to access student and classroom reports for the
WV General Summative Assessment, as well as diagnostic and interim assessments. This document provides a static view of the reports with
annotations to explain the different features that are available. The AIR Online Reporting System is an interactive online reporting platform that
provides a range of reports. Reports provide score data at the state, district, school, class, and student level. Educators may examine data at
multiple levels, depending on their level of access.
Scale Scores for ELA and Mathematics
Scale scores are the basic units of reporting on standardized tests. A scale score is a conversion of a student’s raw score on a test, or a version of
the test, to a common scale that allows for a numerical comparison among students. This is necessary since there are multiple versions, or forms,
of the test. For the West Virginia General Summative Assessments and the interim comprehensive assessments, these scores, which fall along a
continuous vertical scale (from approximately 2000 to 3000) that increases across grade levels, can be used to illustrate students’ current levels
of achievement and their growth over time. When aggregated, these scores can also describe school- or district-level changes in performance on
the tests and can measure gaps in achievement among different groups of students.
ELA/Literacy Reported Scale Scores
Grade
Level 1
3
4
5
6
7
8
9
10
11
2001 - 2366
2032 - 2415
2056 - 2441
2079 - 2456
2082 - 2478
2097 - 2486
2102 - 2487
2102 - 2490
2102 - 2492
Level 2
Level 3
Level 4
2367 - 2431
2416 -2472
2442 -2501
2457 - 2530
2479 - 2551
2487 - 2566
2488 - 2570
2491 - 2576
2493 - 2582
2432 -2489
2473 - 2532
2502 - 2581
2531 - 2617
2552 - 2648
2567 - 2667
2571 - 2669
2577 - 2676
2583 - 2681
2490 - 2811
2533 - 2867
2582 - 2916
2618 - 2937
2649 - 2964
2668 - 2989
2670 - 3032
2677 - 3032
2682 - 3032
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Mathematics Reported Scale Scores
Grade
Level 1
3
4
5
6
7
8
9
10
11
2071 - 2380
2090 - 2410
2095 - 2454
2103 - 2472
2108 - 2483
2113 - 2503
2118 - 2514
2118 - 2528
2118 - 2542
Level 2
Level 3
Level 4
2381 - 2435
2411 - 2484
2455 - 2527
2473 - 2551
2484 - 2566
2504 - 2585
2515 - 2598
2529 - 2613
2543 - 2627
2436 - 2500
2485 - 2548
2528 - 2578
2552 - 2609
2567 - 2634
2586 - 2652
2599 - 2675
2614 - 2696
2628 - 2717
2501 - 2762
2549 - 2834
2579 - 2891
2610 - 2911
2635 - 2964
2653 - 2993
2676 - 3085
2697 - 3085
2718 - 3085
Click here to view Smarter Balanced States Approve Achievement Level Recommendations.
Achievement Level Descriptors
The purpose of achievement level descriptors is to specify, in content terms, the knowledge and skills that students display at four levels of
achievement. Achievement levels should serve only as a starting point for discussion about the performance of students and of groups of
students. That is, the achievement levels should not be interpreted as infallible predictors of students’ futures. They must continuously be
validated, and should be used only in the context of the multiple sources of information that we have about students and schools.
Mathematics and ELA/Literacy Achievement Level Descriptors – Grades 3-5
Level 4
Level 3
Level 2
Level 1
The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the
knowledge and skills in [content area] needed for likely success in future coursework.
The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in
[content area] needed for likely success in future coursework.
The student has nearly met the achievement standard and may require further development to demonstrate the knowledge
and skills in mathematics needed for likely success in future coursework.
The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and
skills in mathematics needed for likely success in future coursework.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Mathematics and ELA/Literacy Achievement Level Descriptors – Grades 6-8
Level 4
Level 3
Level 2
Level 1
The student has exceeded the achievement standard and demonstrates advanced progress toward mastery of the
knowledge and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high
school.
The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills in
[content area] needed for likely success in entry-level credit-bearing college coursework after high school.
The student has nearly met the achievement standard and may require further development to demonstrate the knowledge
and skills in mathematics needed for likely success in entry-level credit-bearing college coursework after high school.
The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and
skills in mathematics needed for likely success in entry-level credit-bearing college coursework after high school.
Mathematics and ELA/Literacy Achievement Level Descriptors – Grades 9-11
Level 4
Level 3
Level 2
Level 1
The student has exceeded the achievement standard and demonstrates the knowledge and skills in [content area] needed
for likely success in entry-level credit-bearing college coursework after high school.
The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills
in [content area] needed for likely success in entry-level credit-bearing college coursework after completing high school
coursework.
The student has nearly met the achievement standard and may require further development to demonstrate the knowledge
and skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school.
The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge and
skills in [content area] needed for likely success in entry-level credit-bearing college coursework after high school.
Click here to view Interpretation and Use of Scores and Achievement Levels.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Claims Performance Levels
ELA/Literacy and Mathematics are made up of assessment claims. Assessment claims are broad evidence-based statements about what students
know and can do as demonstrated by their performance on the assessments. At each grade level within ELA/Literacy and Mathematics, there is
one overall claim encompassing the entire content area and four specific content claims. Students will receive a score on each overall claim and
scores for the specific content claims. Student performance is reported as “Above Standard,” “At/Near Standard,” or “Below Standard.”
Above Standard
Your test results clearly show that you understand and are able to apply your knowledge to the standards in this content area
of your grade.
At/Near Standard Your test results may be just above or just below the standard, but due to the error band, the result is too close to call.
Below Standard Your test results clearly show that you have not yet met the standard in this content area for your grade.
Click here to view Initial Achievement Level Descriptors and College Content-Readiness Policy ELA/literacy.
Click here to view Initial Achievement Level Descriptors and College Content-Readiness Policy Mathematics.
Science Proficiency Levels
The Science West Virginia General Summative Assessment uses a separate scale scoring system. The students receive a score report with a
scale score and proficiency level. Below are the science proficiency levels.
Distinguished
Above Mastery
Mastery:
Partial Mastery
Novice
Student demonstrates knowledge, comprehension, application, analysis, synthesis, and evaluation of skills which exceed the
standard.
Student demonstrates knowledge, comprehension, application, and analysis of skills which exceed the standard.
Student demonstrates knowledge, comprehension, and application of skills which meet the standard.
Student demonstrates knowledge and recall of skills toward meeting the standard.
Student does not demonstrate knowledge and recall of skills needed to meet the standard.
Science Claims Performance Levels
Science reports also indicate student performance on the science assessment claims. Assessment claims are broad evidence-based statements
about what students know and can do as demonstrated by their performance on the assessments. Students will receive a score on each overall
claim. Student performance is reported as “Above Standard,” “At/Near Standard,” or “Below Standard.”
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Above Standard
Your test results clearly show that you understand and are able to apply your knowledge to the standards in this content area
of your grade.
At/Near Standard Your test results may be just above or just below the standard, but due to the error band, the result is too close to call.
Below Standard Your test results clearly show that you have not yet met the standard in this content area for your grade.
Table of Reports - ELA/Literacy, Mathematics, and Science
Below is a comprehensive table of score reports available to educators. These reports use the WV General Summative Assessments, Interim
Comprehensive Assessments, Interim Assessment Blocks, and WV Diagnostic Assessments.
Important note: Educators are unable to view reports in the Online Reporting System (ORS) unless their principal has created/managed rosters for
them in the ORS. If they are not associated with students in the ORS, then principals are the only school users who can view and print assessment
reports. All reports can be found at this website - http://wv.portal.airast.org/.
1. Click Test Administrators.
2. Click Online Reporting System.
3. Log in using your school email address.
4. Click Score Reports.
Summative
Available Reports
Data Presented
ELA/
Literacy and
Mathematics
Roster Performance on
Each Target
• Comparison Scores
• Performance on Each
Target
6
Report Levels
Available
Class
How To Get There
1. Under Test, select ELA and Math
Summative.
2. Make sure the correct year is selected.
3. Select which group of student score reports
you wish to view.
4. This should generate a list below of your
students’ scores.
5. Click the number for the students tested at
the grade level you wish to view.
6. Scroll down and click your name.
7. Change Subject to Targets.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance on
Each Claim
Student Performance in
Each Achievement Level
Longitudinal Report
• Achievement Levels
• Comparison Scores
• Claims Achievements
Categories
• Scale Scores
• Achievement Levels
• Comparison Scores
• Scale Scores
• Student Performance
Over Time
Individual Student Report •
•
•
•
•
Science
Student Performance on
Each Claim
•
•
•
•
Student Performance on
Each Content Standard
•
•
•
Individual Student Report •
•
•
•
•
Class
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Claims.
Class
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Roster to Student.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Current Admin to Trend.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Roster to Student.
7. Scroll down and click individual student.
8. Click individual student. Click Student to
view the report.
1. Under Test select Science Summative.
2. Make sure the correct year is selected.
3. Select which group of student score reports
you wish to view.
4. This should generate a list below of your
students’ scores.
5. Scroll down and click your name. Click
View.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Subject to Content Standards.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Roster to Student.
7. Scroll down and click individual student.
Class/Individual
Achievement Level
Comparison Scores
Overall Performance
Scale Score
Student Test
Performance
Comparison Scores
Content Standard
Performance
Categories
Proficiency Levels
Scale scores
Individual
Comparison Scores
Proficiency Levels
Scale Scores
Comparison Scores
Overall Performance
Proficiency Level
Scale Score
Student Test
Performance
Class
7
Class
Individual
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
ELA/
Literacy and
Mathematics
Interim
Assessment
Blocks (IAB)
Report Levels
Available
Available Reports
Data Presented
Student Performance
Overall
• Comparison Scores
• Number of Blocks
Above Standard
• Number of Blocks
Tested
Class
• Block Achievement
Categories
• Comparison Scores
• Individual Student
Scores
Individual Student Report • Student Information
• Student Test
Performance
Class
Student Performance on
Each Item
Class
Student Performance on
Each Block
Student Performance on
Each Item
• Item #/Target
• Percentage Points
Earned
• Item #/Target
• Percentage Points
Earned
Individual
Individual
8
How To Get There
1. Under Test select Interim Assessment
Blocks.
2. Make sure the correct year is selected.
3. Select which group of student score reports
you wish to view.
4. This should generate a list below of your
students’ scores.
5. Click the Number of Students Tested at the
grade level you wish to view.
6. Scroll down and click your name. Click
View.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Subject to Block.
7. Change Roster to Student.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Roster to Student. Change Subject to Block.
7. Scroll down and click individual student.
Click View.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Items.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Items.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Interim
Comprehensive
Assessment
(ICA)
Student Performance in
Each Achievement Level
• Achievement Level
• Comparison Scores
• Scale Score
Student Performance on
Each Claim
• Achievement
Levels and Claims
Achievements
Categories
• Comparison Scores
• Scale scores
Individual Student Report • Overall Performance
• Comparison Scores
• Student Test
Performance
• Scale Score
Student Performance on • Item #/Target
Each Item
• Percentage Points
Earned
Student Performance on • Item #/Target
Each Item
• Percentage Points
Earned
9
Class
Class
Individual
Class
Individual
1. Under Test select Interim Comprehensive
Assessment.
2. Make sure the correct year is selected.
3. Select which group of student score reports
you wish to view.
4. This should generate a list below of your
students’ scores.
5. Click the Number of Students Tested at the
grade level you wish to view.
6. Scroll down and click your name. Click
View.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Change
Subject to Claims.
7. Change Roster to Student.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Click
View.
7. Change Roster to Student. Click individual
Student and View.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Items.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Items.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Diagnostic
Available Reports
Data Presented
ELA/
Literacy and
Mathematics
Student Performance
Overall
• Comparison Scores
• Number of
Diagnostics Taken
• Total Number of
Diagnostics Available
• Numbers of
Diagnostics Tested
• Total Number of
Diagnostics Available
• Points Obtained/
Possible
• Average Points
Obtained
• Percent of Points
Earned
Student Performance on
Each Diagnostic
Performance on Each
Item in the Diagnostics
Individual Student Report • Student Information
• Student Performance
on Diagnostics
• Student Performance
on Each Test Item
Student Performance on • Item #/Target
Each Item
• Percentage Points
Earned
10
Report Levels
Available
Class
Class
Class
Individual
Class
How To Get There
Repeat steps 1-5 from above.
6. Click the Number of Students Tested at the
grade level you wish to view.
7. Scroll down and click your name. Click
View.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Diagnostic.
1. Under Test select Diagnostics.
2. Make sure the correct year is selected.
3. Select which group of student score reports
you wish to view.
4. This should generate a list below of your
students’ scores.
5. Click the Number of Students Tested at the
grade level you wish to view.
6. Scroll down and click your name. Change
Roster to Student.
7. Change Subject to Diagnostic.
Repeat steps 1-5 from above.
6. Scroll down and click your name. Click
View.
7. Scroll down and click individual student.
Click View.
Repeat steps 1-5 from above.
6. Scroll down and click your name.
7. Change Subject to Items.
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
School Performance on Each Target for the ELA/Literacy Test
What are my school's strengths and weaknesses in the ELA/Literacy Targets?
Summative Reports Guide
Test:
ELA and Math Summative ELA/Literacy Grade 5
Year:
2015-2016
Name: Demo School
ELA/Literacy and Mathematics Roster Performance on Each Target
Legend: Performance Relative to the Test as a Whole
2
Performance is better than on the rest of the test
Performance is similar to performance on the test as a whole
Performance is worse than on the rest of the test
1
Report Title — Title of report generated
2
Performance Relative to the Test as a
Whole Legend — Presents the icons and icon
descriptions used in the first column
3
Performance Relative to Proficiency
Legend — Presents the icons and icon
descriptions used in the second column
4
Comparison Scores — Comparison of student
scale scores
5
Performance Relative to the Test as a
Whole Column — Indicates the assessment
target performance for a group of students as
compared to their performance on the other
assessment targets
6
Performance Relative to Proficiency
Column — Indicates the group of students’
performance on the assessment target related to
proficiency
Insufficient Information
3
Legend: Performance Relative to Proficiency
Performance is above the Proficiency Standard
Performance is near the Proficiency Standard
Performance is below the Proficiency Standard
Insufficient Information
Name
Average Scale
Score
WestVirginia
2500±1
DEMO COUNTY
SCHOOLS
2499±3
DEMO ELEMENTARY
SCHOOL
4
2522±15
1
Performance on Each Target ELA Grade 5 Test for Students in DEMO ELEMENTARY SCHOOL ELA and
Math Summative ELA/Literacy Grade 5 Test for Students in DEMO ELEMENTARY SCHOOL
Target
5
Performance
Relative to
the Test as a
Whole
Performance
Relative to
Proficiency
Reading
(Informational Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or
conclusion provided.
(Informational Text) CENTRAL IDEAS: Identify or determine a main idea and the key details that support it, or summarize key details using evidence from the
text.
6
(Informational Text) WORD MEANINGS: Determine intended meanings of words including academic/tier 2 words, domain-specific (tier 3) words, and words with
multiple meanings, based on context, word relationships (e.g., synonyms, antonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of
reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary common to complex
texts in all disciplines.
(Informational Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to
compare texts (e.g., relationships or interactions between individuals, events, ideas, or concepts; points of view; use of information from multiple print; reasoning
and evidence to support points) and use supporting evidence as justification/explanation.
(Informational Text) ANALYSIS WITHIN OR ACROSS TEXTS: Interpret and explain how information is presented within or across texts (e.g. individuals, events,
ideas, concepts) or how information reveals author's point of view.
(Informational Text) TEXT STRUCTURES OR TEXT FEATURES: Relate knowledge of text structures (e.g., chronology, comparison, cause/effect,
problem/solution) to interpret or explain information.
(Informational Text) LANGUAGE USE: Interpret understanding of figurative language, word relationships, and nuances of words and phrases used in context
(e.g., similes, metaphors, idioms, adages, proverbs) and the impact of those word choices on meaning.
(Literary Text) KEY DETAILS: Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion
provided.
(Literary Text) CENTRAL IDEAS: Identify or determine a theme or central idea from details in the text, or summarize the text.
(Literary Text) WORD MEANINGS: Determine intended or precise meanings of words, including words with multiple meanings (academic/tier 2 words), based on
context, figurative language such as metaphors and similes, word relationships (e.g., antonyms, synonyms), word structure (e.g., common Greek or Latin roots,
affixes), or use of reference materials (e.g., dictionary), with primary focus on determining meaning based on context and the academic (tier 2) vocabulary
common to complex texts in all disciplines.
(Literary Text) REASONING & EVIDENCE: Make an inference or draw a conclusion about a text OR make inferences or draw conclusions in order to compare
texts (e.g., characters, setting, events, point of view, themes, topics) and use supporting evidence as justification/explanation.
(Literary Text) ANALYSIS WITHIN OR ACROSS TEXTS: Compare and explain relationships among literary elements (e.g., characters, setting, events) within or
across texts or describe the narrator or speakers' point of view within or across texts.
(Literary Text) TEXT STRUCTURES & FEATURES: Analyze text structures to explain information within the text.
(Literary Text) LANGUAGE USE: Determine the meaning of words and phrases including figurative language (e.g., metaphors, similes) or demonstrate
understanding of nuances in word meanings used in context.
https://wv.reports.airast.org/Default.aspx?page=WV4&sd=SOu%2bl4%2fYxS8%3d
11
11/3/2016
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance on Each Claim
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Legend: Claims Performance
Levels — Symbols used to indicate
student performance level on each claim
in the student test performance box at
the bottom of the report. The symbol can
indicate the following performance levels:
Below Standard, At/Near Standard, and
Above Standard. The claim descriptions
are the broad evidence-based statements
about what students know and can do as
demonstrated by their performance on the
test
4
Comparison Scores — Comparison of
student scale scores
5
Summary Student Information —
Includes student names, scale scores,
achievement levels, and performance on
each claim
4
5
12
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance in Each Achievement Level
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, scale scores, and
the achievement levels
4
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Longitudinal Report
1
2
3
4
1
Report Title — Title of report generated
2
Subject Name and Class — Includes
subject and class reported
3
Group Performance Over Time —
Graph of average scale scores for overall
performance levels for the selected group
over time
4
Test Titles and Dates — Indicates titles
and test years of selected tests
5
Legend for Group — Indicates the group
shown on the graph
6
Student Scale Scores on Test Over
Time — Shows the scale scores for each
test included in the report
5
6
14
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report • Simple Report
Individual Student Report
1
How did my student perform on the test?
Legend: Claim Achievement Category
Below
Standard
Test: ELA and Math Summative ELA/Literacy Grade 6
Above
Standard
2
Year: 2015-2016
Name: DEMO STUDENT
At/Near
Standard
3
Student Test Performance
Name
SSID
Scale Score Achievement Level
2655±26
DEMO STUDENT
2937
2655±26
2531
2457
Does Not Meet State Standards Meets State Standards
5
2618
2079
Level 4 The student has exceeded the achievement standard
and demonstrates advanced progress toward mastery of the
knowledge and skills in English language arts/literacy needed
for likely success in entry-level credit-bearing college
coursework after high school.
Level 3 The student has met the achievement standard and
demonstrates progress toward mastery of the knowledge and
skills in English language arts/literacy needed for likely success
in entry-level credit-bearing college coursework after high
school.
Level 2 The student has nearly met the achievement standard
and may require further development to demonstrate the
knowledge and skills in English language arts/literacy needed
for likely success in entry-level credit-bearing college
coursework after high school.
Writing
Listening
Research/Inquiry
Below the Standard
Above the Standard
Below the Standard
Above the Standard
Below the Standard
Above the Standard
Below the Standard
Above the Standard
Writing Performance Based on Writing Rubric
Essay
Explanatory
Average
Scale Score
WestVirginia
2518±1
DEMO COUNTY
SCHOOLS
2503±3
DEMO
MIDDLE
SCHOOL
2522±6
Student Score
A student's score is best interpreted
when recognizing that the student's
knowledge and skills fall within a
score range and not just a precise
number. For example, 2300 (+/-10)
indicates a score range between
2290 and 2310.
7 Claim Description
Claim
Performance
Reading
Name
Report Title — Title of report generated
2
Test Session Information — Includes test
type, grade level, year of test session, and student
3
Legend: Claims Performance Levels —
Symbols used to indicate student performance
level on each claim
4
Summary Student Information — Indicates
student’s name, scale score, and achievement
level. The scale score is the conversion of a
student’s raw score on a test to a common scale
that allows for numerical comparison between
students. The achievement level indicates which
level the student’s performance falls.
5
Scale Score and Overall Performance —
Provides the scale score, margin of error (+
or - sign), and overall performance. The margin
of error indicates the score range in which the
student’s score would likely fall if the student took
the test multiple times. The overall performance
shows where the scale score falls on a range of
achievement levels from Level 1 to Level 4.
6
Comparison Scores — Comparison of student
scale scores
7
Student Performance Claims — Provides
the claim name, performance level, and claim
description. The student’s performance on each
claim is indicated with a symbol. The symbol can
indicate the following performance levels: Below
Standard, At/Near Standard, and Above Standard.
The claim descriptions are the broad evidencebased statements about what students know and
can do as demonstrated by their performance on
the test.
8
Writing Performance Based on Writing
Rubric — Provides the essay type and rubric
categories of student writing.
6
Level 1 The student has not met the achievement standard and
needs substantial improvement to demonstrate the knowledge
and skills in English language arts/literacy needed for likely
success in entry-level credit-bearing college coursework after
high school.
Student Performance on Claims
Claim
4
Comparison Scores
Scale Score and Overall Performance
DEMO STUDENT
Scored
Level 4
1
Organization/Purpose
8
The explanatory response has an effective
structure including: a clear topic or
controlling idea, logical development, and
various transitions to clarify ideas. The
response has an effective introduction and
conclusion and creates a sense of
completeness.
At/Near
Standard
Student may be able to read closely and analytically to comprehend
a range of increasingly complex literary and informational texts.
Above
Standard
Student can produce effective and well-grounded writing for a range
of purposes and audiences.
At/Near
Standard
Student may be able to employ effective listening skills for a range
of purposes and audiences.
Above
Standard
Student can engage in research and inquiry to investigate topics,
and to analyze, integrate, and present information.
Evidence/Elaboration
The explanatory response provides
thorough elaboration to support the topic or
controlling idea including: clear facts and
details cited from sources, effective
elaborative techniques, and precise
language to enhance the content for the
audience and purpose.
Conventions
The explanatory response shows an
adequate understanding of correct
sentence formation, punctuation,
capitalization, grammar usage, and
spelling.
15
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report • Detailed Report
1
Individual Student Report
How did my student perform on the test?
Legend: Claim Achievement Category
Below Standard
Test: ELA and Math Summative ELA/Literacy Grade 6
2
Year: 2015-2016
Name: DEMO STUDENT
At/Near Standard
Above Standard
3
Student Test Performance
Name
SSID
Scale Score Achievement Level
2655±26
DEMO STUDENT
2655±26
2531
2457
2079
Does Not Meet State Standards Meets State Standards
2618
Average
Scale Score
Name
2937
DEMO STUDENT
Scored
Level 4 The student has exceeded the achievement
standard and demonstrates advanced progress toward
mastery of the knowledge and skills in English language
arts/literacy needed for likely success in entry-level
credit-bearing college coursework after high school.
Level 3 The student has met the achievement standard
and demonstrates progress toward mastery of the
knowledge and skills in English language arts/literacy
needed for likely success in entry-level credit-bearing
college coursework after high school.
WestVirginia
2518±1
DEMO COUNTY
SCHOOLS
2502±3
DEMO MIDDLE SCHOOL
2522±6
Student Score
A student's score is best interpreted when
recognizing that the student's knowledge and
skills fall within a score range and not just a
precise number. For example, 2300 (+/-10)
indicates a score range between 2290 and
2310.
Level 2 The student has nearly met the achievement
standard and may require further development to
demonstrate the knowledge and skills in English
language arts/literacy needed for likely success in entrylevel credit-bearing college coursework after high school.
7
3000
2655
2588
2
Test Session Information — Includes test
type, grade level, year of test session, and student
3
Legend: Claims Performance Levels —
Symbols used to indicate student performance
level on each claim
4
Summary Student Information — Indicates
student’s name, scale score, and achievement
level. The scale score is the conversion of a
student’s raw score on a test to a common scale
that allows for numerical comparison between
students. The achievement level indicates which
level the student’s performance falls.
5
Scale Score and Overall Performance —
Provides the scale score, margin of error (+
or - sign), and overall performance. The margin
of error indicates the score range in which the
student’s score would likely fall if the student took
the test multiple times. The overall performance
shows where the scale score falls on a range of
achievement levels from Level 1 to Level 4.
6
Comparison Scores — Comparison of student
scale scores
7
Student Performance Over Time —
Indicates student performance over time on
the summative assessment taken each year, if
applicable
6
6
-2
01
15
20
16
20
15
-
Su
m
m
at
iv
e
20
rim
te
In
iv
e
m
at
Su
m
te
rim
20
20
14
-
14
20
15
-2
01
5
2400
In
Report Title — Title of report generated
Level 1 The student has not met the achievement
standard and needs substantial improvement to
demonstrate the knowledge and skills in English
language arts/literacy needed for likely success in entrylevel credit-bearing college coursework after high school.
Student Performance Over Time
1800
4
Comparison Scores
Scale Score and Overall Performance
5
Level 4
1
16
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report • Detailed Report (continued)
Claim
Performance
Claim
Reading
Below the Standard
Writing
Below the Standard
Listening
Below the Standard
Research/Inquiry
Below the Standard
Above the Standard
8a
Explanatory
At/Near
Standard
What These Results Mean
Student may be able to read closely and analytically to comprehend
a range of increasingly complex literary and informational texts.
Next Steps
Have your child read different types of texts, and explain how the
details (words, paragraphs) relate to the main idea or theme. Talk
about how specific ideas or events are introduced and developed
and how they end.
Above
Standard
What These Results Mean
Student can produce effective and well-grounded writing for a range
of purposes and audiences.
Next Steps
Help your child write argumentative essays (address opposing
views), or informational essays (explain a point). The essays should
be organized, quote sources as support, and include specific
language about the topic.
At/Near
Standard
What These Results Mean
Student may be able to employ effective listening skills for a range
of purposes and audiences.
Next Steps
Have your child listen to or watch a report. Have him or her talk
about the main topic, outline the supporting evidence in the report,
and point out specific points where more evidence is needed.
Above
Standard
What These Results Mean
Student can engage in research and inquiry to investigate topics,
and to analyze, integrate, and present information.
Next Steps
Have your child conduct a short research project using reliable
sources, and be sure to state when reporting someone else's ideas.
8b
Above the Standard
Above the Standard
Organization/Purpose
Student Performance Claims — Provides
the claim name, performance level, and claim
description.
Claim Description
Above the Standard
Writing Performance Based on Writing Rubric
Essay
8
8
Student Performance on Claims
9 Evidence/Elaboration
The explanatory response has an effective
structure including: a clear topic or
controlling idea, logical development, and
various transitions to clarify ideas. The
response has an effective introduction and
conclusion and creates a sense of
completeness.
The explanatory response provides
thorough elaboration to support the topic or
controlling idea including: clear facts and
details cited from sources, effective
elaborative techniques, and precise
language to enhance the content for the
audience and purpose.
8c
9
Conventions
The explanatory response shows an
adequate understanding of correct
sentence formation, punctuation,
capitalization, grammar usage, and
spelling.
17
8a
The bar under Claim Performance provides
a visual representation of where the student’s
performance on each claim fell in relationship
to proficiency.
8b
The student’s performance on each claim
is indicated with a symbol. The symbol can
indicate the following performance levels:
Below Standard, At/Near Standard, and Above
Standard.
8c
The claim descriptions are the broad evidencebased statements about what students
know and can do as demonstrated by their
performance on the test. On the detailed report,
Next Steps provide some suggestions parents/
guardians can do with their child based on the
child’s performance on each claim.
Writing Performance Based on Writing
Rubric — Provides the essay type and rubric
categories of student writing.
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Summative Science Reports
Student Performance on Each Claim
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, scale scores,
proficiency levels, and the content standard
performance levels
4
18
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance in Each Proficiency Level
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, scale scores, and
proficiency levels
4
19
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Science Individual Student Report
1
2
3
4
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and student
3
Student Test Performance — Indicates
student’s name, scale score, and proficiency
level
4
Comparison Scores — Comparison of
student scale scores
5
Scale Score and Overall Performance
— Provides the scale score, margin of error,
and overall performance
6
Student Test Performance — Includes
descriptions of student performance on the
content standards
5
6
20
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Interim Assessment Blocks Reports Guide
Student Performance Overall
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, number of blocks
tested, and number of blocks above standard
4
21
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance on Each Block
1
2
3
4
1
Report Title — Title of report generated
2
Test Session Information — Includes
test name, test type, grade level, year of test
session, and class
3
Legend: Performance Levels —
Symbols used to indicate student
performance on each block
4
Comparison Scores — Comparison of
student scale scores
5
Summary Student Information —
Indicates student names, number of blocks
tested, number of blocks above standard,
and student performance for each block
using the performance level indicators
5
22
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report
Individual Student Report
How did my student perform on the test?
1
Test: Interim Assessment Blocks Mathematics Grade 6
Year: 2014-2015
Name: DEMO STUDENT
2
1
Report Title — Title of report generated
2
Test Session Information — Includes
test name, test type, grade level, year of test
session, and student
3
Student Test Performance — Includes
the title of each block and the student’s
performance level
4
Name of Interim
5
Item Information — Indicates the Item
number on the test, the assessment target
item is aligned to, and the points possible for
the item
6
Points Earned/Points Possible —
Indicates the points the student earned on
each item and the points possible to earn on
the item
Student Information
Name
SSID
Opportunity
DEMO STUDENT
Student Test Performance
Block
Achievement Category
Ratio and Proportional Relationships
Above Standard
Geometry
N/A
N/A
Expressions and Equations
N/A
N/A
Above Standard
The Number System
Statistics and Probability
N/A
N/A
Mathematics Performance Task
N/A
N/A
Student Performance on Each Test Item IAB Test
Item #/Target
Points Earned
Points Possible
1. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
5
1
1
2. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
3. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
4. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
5. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
6. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
7. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
8. At later grades, determine conditions under which an argument does and does not apply. (For example, 1
area increases with perimeter for squares, but not for all plane figures.) - Point(s) Possible: 1 Point
1
9. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
10. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
0
1
11. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
12. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. - 1
Point(s) Possible: 1 Point
1
13. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
1. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
N/A
N/A
2. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
N/A
N/A
3. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
N/A
N/A
4. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
N/A
N/A
5. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
N/A
N/A
6. At later grades, determine conditions under which an argument does and does not apply. (For example, N/A
area increases with perimeter for squares, but not for all plane figures.) - Point(s) Possible: 1 Point
N/A
Ratio and Proportional Relationships
4
6
Geometry
23
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Interim Comprehensive Assessments Reports Guide
Student Performance in Each Achievement Level
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, scale scores, and
achievement levels
4
24
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance on Each Claim
1
2
3
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Comparison Scores — Comparison of
student scale scores
4
Summary Student Information —
Includes student names, scale scores,
achievement levels, and performance levels
for each claim
4
25
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report
Individual Student Report
How did my student perform on the Mathematics test?
1
3
Test: Interim Comprehensive Assessment Mathematics Grade 6
2
Year: 2014-2015
Name: DEMO STUDENT
Student Test Performance
Name
SSID
Opportunity
Opportunity #1
4/28/2015
DEMO STUDENT
DEMO STUDENT
Scored
2578±20
2552
2473
2235
Does Not Meet State Standards Meets State Standards
2748
2610
Achievement Level
2578±20
Level 3
4
Comparison Scores
Scale Score and Overall Performance
5
Scale
Score
Level 4 The student has exceeded the achievement
standard and demonstrates advanced progress toward
mastery of the knowledge and skills in mathematics
needed for likely success in entry-level credit-bearing
college coursework after high school.
Level 3 The student has met the achievement standard
and demonstrates progress toward mastery of the
knowledge and skills in mathematics needed for likely
success in entry-level credit-bearing college coursework
after high school.
Average
Scale Score
Name
WestVirginia
2492±2
DEMO COUNTY
SCHOOLS
2520±5
DEMO MIDDLE SCHOOL
1
Report Title — Title of report generated
2
Test Session Information — Includes test
type, grade level, year of test session, and student
3
Legend: Claims Performance Levels —
Symbols used to indicate student performance
level on each claim
4
Summary Student Information — Indicates
student’s name, scale score and achievement
level. The scale score is the conversion of a
student’s raw score on a test to a common scale
that allows for numerical comparison between
students. The achievement level indicates which
level the student’s performance falls.
5
Scale Score and Overall Performance —
Provides the scale score, margin of error (+
or - sign), and overall performance. The margin
of error indicates the score range in which the
student’s score would likely fall if the student took
the test multiple times. The overall performance
shows where the scale score falls on a range of
achievement levels from Level 1 to Level 4.
6
Comparison Scores — Comparison of student
scale scores
7
Student Test Performance — Provides
the claim name, performance level, and claim
description. The student’s performance on each
claim is indicated with a symbol. The symbol can
indicate the following performance levels: Below
Standard, At/Near Standard, and Above Standard.
The claim descriptions are the broad evidencebased statements about what students know and
can do as demonstrated by their performance on
the test.
6
2535±5
Level 2 The student has nearly met the achievement
standard and may require further development to
demonstrate the knowledge and skills in mathematics
needed for likely success in entry-level credit-bearing
college coursework after high school.
Level 1 The student has not met the achievement
standard and needs substantial improvement to
demonstrate the knowledge and skills in mathematics
needed for likely success in entry-level credit-bearing
college coursework after high school.
7
26
Return to Table of Contents
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report (continued)
Student Performance on Each Test Item ICA Test
Item #/Target
Points Earned
Points Possible
10. Represent and analyze quantitative relationships between dependent and independent variables.
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Understand the connections between proportional relationships, lines, and linear equations. - Point(s)
Possible: 1 Point
1
1
11. Understand ratio concepts and use ratio reasoning to solve problems. Analyze proportional
relationships and use them to solve real-world and mathematical problems. - Point(s) Possible: 1 Point
1
1
12. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
14. Summarize and describe distributions. - Point(s) Possible: 1 Point
0
1
17. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
1
1
19. Represent and analyze quantitative relationships between dependent and independent variables. Point(s) Possible: 1 Point
1
1
20. Solve real-world and mathematical problems involving area, surface area, and volume. - Point(s)
Possible: 1 Point
1
1
23. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
25. Summarize and describe distributions. - Point(s) Possible: 1 Point
0
1
26. Understand ratio concepts and use ratio reasoning to solve problems. - Point(s) Possible: 1 Point
1
1
1. Reason about and solve one-variable equations and inequalities. Solve real-life and mathematical
problems using numerical and algebraic expressions and equations. Understand the connections between 0
proportional relationships, lines, and linear equations. Algebra: Solve equations and inequalities in one
variable. - Point(s) Possible: 1 Point
1
2. Apply and extend previous understandings of numbers to the system of rational numbers. - Point(s)
Possible: 1 Point
1
1
3. Reason about and solve one-variable equations and inequalities. - Point(s) Possible: 1 Point
1
1
4. Apply and extend previous understandings of numbers to the system of rational numbers. - Point(s)
Possible: 1 Point
1
1
5. Apply and extend previous understandings of arithmetic to algebraic expressions. - Point(s) Possible: 1 1
Point
1
6. Reason about and solve one-variable equations and inequalities. - Point(s) Possible: 1 Point
1
1
7. Reason about and solve one-variable equations and inequalities. - Point(s) Possible: 1 Point
1
1
8. Compute fluently with multi-digit numbers and find common factors and multiples. - Point(s) Possible: 1 0
Point
1
9. Reason about and solve one-variable equations and inequalities. - Point(s) Possible: 1 Point
1
Concepts and Procedures
8
9
1
10
8
Name of Content Claim — Will be one of the
four claims for ELA or Math
9
Item Information — Indicates the Item number
on the test, the assessment target item is aligned
to, and the points possible for the item
10
Points Earned/Points Possible — Indicates
the points the student earned on each item and
the points possible to earn on the item
Problem Solving and Modeling & Data Analysis
27
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Online Reports
Page 1 of 1
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Diagnostic Assessments Reports Guide
Student Performance Overall
1
Student Performance Overall
How did my students perform overall?
Test:
Year:
Name:
ELA/Literacy Grade 6
2015-2016
DEMO CLASS
WestVirginia
DEMO COUNTY
SCHOOLS
DEMO MIDDLE SCHOOL
DEMO CLASS
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Summary Student Information —
Includes student names, number of
diagnostics tested, and total number of
diagnostics available
2
Comparison Scores
Name
1
Number of
Students Tested
on at Least One
Diagnostic
940
133
95
27
Number of Diagnostics Tested, Total Points Earned, and Total Points Possible
2015-2016 Diagnostics ELA/Literacy Grade 6 Test for Students in Math Debord HB
Name
STUDENT 1
STUDENT 2
STUDENT 3
STUDENT 4
SSID
Number of
Diagnostics Tested
Total Number of
Diagnostics
Available
1
1
3
1
1
3
1
1
3
1
1
3
1
1
3
1
1
3
1
1
3
1
1
3
390099499
1
1
3
390099639
1
3
STUDENT 5
Based on data from the 2015-2016 Diagnostics, 2016-2017 administration.
Opportunities
Taken
1
3
390099640
1
1
3
390097928
1
1
3
390100209
1
1
3
390099223
1
1
3
390095964
1
1
3
390100007
1
1
3
390096167
1
1
3
390098187
1
1
3
390101560
1
1
3
390106023
1
1
3
390093782
1
1
3
390094151
1
1
3
390094380
1
1
3
390098462
1
1
3
390096169
1
1
3
390101391
1
1
3
390098126
1
1
3
West Virginia Help Desk Information
Report Generated: 1/31/2017 9:59:25 AM EST
1-844-560-7367
[email protected]
28
Return to Table of Contents
Online Reports
Page 1 of 1
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Student Performance on Each Diagnostic
1
Student Performance on Each Diagnostic
How did my students perform on each Diagnostic?
Test:
ELA/Literacy Grade 6
Year:
2015-2016
Name: DEMO CLASS
2
Comparison Scores
Name
WestVirginia
DEMO COUNTY
DEMO MIDDLE SCHOOL
DEMO CLASS
Number of
Students Tested
on at Least One
Diagnostic
940
133
95
27
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Summary Student Information —
Includes student names, number of
diagnostics tested, total number of
diagnostics available, and points obtained/
possible
Points Obtained/Points Possible by Diagnostic
2015-2016 Diagnostics ELA/Literacy Grade 6 Test for Students in Math Debord HB
Name
STUDENT 1
STUDENT 2
STUDENT 3
STUDENT 4
STUDENT 5
Opportunities
Taken
1
CREASEY, LESLIE P.
DAVIS, BROOKLYNN A.
FRAME, LILLIANNA S.
FRAME, TREY B. GREEN,
MEGHAN C. GREENE,
CATHERINE L. GROOM,
ROBERT S. GROSE,
MICHAEL I. JOHNSON,
WYATT W. MCCORMICK,
HEITH J. PHILLIPS, LYRIC
D. PHILLIPS, MASON C.
RAY, JONATHAN T.
RIGGS, MOLLY K.
RISNER, KATELYN R.
ROBERTS, ZACCARY C.
RODRIGUEZ, YURELIS Y.
RUMBERG, THOMAS D.
STEPHENSON,
TRINA 10:05:10
L.
Report Generated: 1/31/2017
AM EST
STRAIN, TIMRA J.
TOOMBS, MYA J.
3
Research Diagnostic**
Informational Diagnost
2/10
P
1
3
6/10
P
1
3
6/10
P
1
1
3
2/10
P
1
1
3
3/10
P
1
3
2/10
P
1
1
3
1/10
P
1
1
3
4/10
P
1
3
2/10
P
1
1
3
4/10
P
1
1
3
4/10
P
1
1
3
7/10
P
1
1
3
2/10
P
1
1
3
4/10
P
1
1
3
8/10
P
1
1
3
3/10
P
1
1
3
2/10
P
1
1
3
5/10
P
1
1
3
3/10
P
1
1
3
3/10
P
1
1
3
2/10
P
1
1
3
1/10
P
1
1
3
3/10
P
1
1
3
6/10
P
1
1
3
6/10
P
1
1
3
0/10
P
1
1
3
5/10
P
Based on data from the 2015-2016 Diagnostics, 2016-2017 administration.
SMITH, EMILY D.
Total Number of Diagnostics Available
1
1
CANTLEY, ELIZABETH A.
1
1
1
BURKE, PAUL B.
3
Number of Diagnostics Tested
West Virginia Help Desk Information
1-844-560-7367
[email protected]
VAUGHN, COLE A.
WILLIAMSON, ASHLYN P.
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Online Reports
Page 1 of 2
ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Performance on Each Item in the Diagnostics
Performance on Each Item for the ELA/Literacy Diagnostics
How did my roster perform on each item of the ELA/Literacy Diagnostics?
Test:
Year:
Name:
ELA/Literacy Grade 6
2015-2016
DEMO CLASS
1
2
Comparison Scores
Name
Number of
Students Tested
on at Least One
Diagnostic
WestVirginia
940
DEMOCOUNTY
133
DEMO MIDDLE
SCHOOL
95
DEMO CLASS
27
4
Item Number with Associated Content Standard and Performance on Each Item
2015-2016 Diagnostics ELA/Literacy Grade 6 Test for Students
Item #/Skills Assessed
3
Percent
0
Points
Earned
5
Percent
1 Point
Earned
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Item Number/Skill — Lists names of the
diagnostic tests and the content standard
that each test question is aligned.
4
Average Points Obtained — Shows
the average points obtained on each test
question.
5
Percent Points Earned — Shows the
percent of the answers that earned 0 points,
1 point, and/or 2 points.
Percent
2
Points
Earned
Literary
1. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot. - Point(s) Possible: 1 Point
2. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution. - Point(s) Possible: 2 Points
3. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone. - Point(s) Possible: 1 Point
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies. - Point(s) Possible: 1 Point
5. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution. - Point(s) Possible: 2 Points
6. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies. - Point(s) Possible: 1 Point
7. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone. - Point(s) Possible: 1 Point
8. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
9. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot. - Point(s) Possible: 1 Point
10. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot
moves toward a resolution. - Point(s) Possible: 1 Point
11. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
12. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
0
0
0
13. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. - Point(s) Possible: 2 Points
0
0
0
14. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments. - Point(s) Possible: 1 Point
0
0
0
15. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone. - Point(s) Possible: 1 Point
0
0
0
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
22
78
0
2. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
81
19
0
63
37
0
4. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
37
63
0
5. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - Point(s) Possible: 1 Point
48
52
0
moves toward a resolution. - Point(s) Possible: 1 Point
Research
3. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. - Point(s) Possible: 1 Point
6. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Individual Student Report
Individual Student Report
1
How did my student perform on the ELA/Literacy diagnostic tests?
Test: ELA/Literacy Grade 6
2
Year: 2015-2016
Name: DEMO STUDENT
1
Report Title — Title of report generated
2
Test Session Information — Includes
test type, grade level, year of test session,
and class
3
Student Performance on Diagnostics
— Indicates the test name, the number of
items, the points obtained, and the points
possible
4
Item Number/Skill — Lists names of the
diagnostic tests and the content standard
that each test question is aligned
5
Points Obtained — Shows the points
obtained on each item
6
Points Possible — Shows the points
possible on each item
Student Information
Name
of
Total Points Number
Diagnostics
Earned
Tested
SSID
2
DEMO STUDENT
3
Student Performance on Diagnostics
1
Diagnostics
Number of Items
Points Earned
Points Possible
Research
10
2
10
Informational
N/A
N/A
N/A
Literary
N/A
Student Performance on Each Test Item Diagnostics Test
Item #/Skills Assessed
Literary
4
N/A
N/A
5
1. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot. - Point(s) Possible: 1 Point
Points Earned
Points Possible
N/A
N/A
2. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how N/A
the characters respond or change as the plot moves toward a resolution. - Point(s) Possible: 2 Points
N/A
3. Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone. - Point(s)
Possible: 1 Point
N/A
N/A
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade N/A
6 reading and content, choosing flexibly from a range of strategies. - Point(s) Possible: 1 Point
N/A
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ASSESSMENT SCORE REPORT RESULTS • EDUCATOR TOOLKIT
Credits Page
The West Virginia Department of Education’s Office of Assessment, Office of Early Learning, and Office of Middle and Secondary Learning
would like to thank all the educators and county administrators who contributed to the toolkit. The knowledge, hard work, and expertise of these
educators are greatly valued in the effort it took to compile the information within this toolkit.
Thank you!
Mary Blaker, Parkersburg High School, Wood County
Holly Branch, Musselman High School, Berkeley County
Julie Craig, Culloden Elementary School, Cabell County
Ashley Steele, Milton Middle School, Cabell County
Courtney Ruppert, Poca High School, Putnam County
Christy Schwartz, George Washington Elementary School, Putnam County
Kirstin Sobotka, Cabell Midland High School, Cabell County
Lori Terango, Cabell Midland High School, Cabell County
Bobbie Tuggle, County Test Coordinator, Monroe County
Terri Vanderwijst, Musselman High School, Berkeley County
Lori Vovk, Mountain View Elementary School, Putnam County
More Information
If you would like more information, please contact the WVDE Office of Assessment at 304-558-2546.
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Steven L. Paine, Ed.D.
State Superintendent of Schools