The Importance Of Sara's Raw Score

The numbers in the bracket after each question relate to the assessment criteria in the standards

The test is administered in the spring and the results provide students, teachers, and parents with an objective view of the student’s strengths and weaknesses. The listening and speaking scores are combined to obtain an overall scale score, as are the reading and writing scores. The overall performance is determined by the scores in each combined area. A conversion chart is provided in each grade band, to convert the raw score to a scale score. Then depending on where the scale scores land will give you the placement level that the student is at. To move from one level to another both component scores must land in the upper level range. A student, who advances in only one

Founded in 1977 in Oregon and Washington State, NWEA’s scholars were Allan Olson, George Ingebo, and Vic Doherty. (NWEA, 2014) The association was dedicated to build a new kind of testing system to measure and track an individual student’s educational level and growth. Over the decades, NWEA has grown from a collaboration of 14 school districts to a global organization. Today, their products and services support educators and their students in over 7,400 schools, districts, and educational agencies worldwide. (NWEA, 2014) Their model was grounded on an “empirically-derived scale based on Danish mathematician George Rasch’s Item Response Theory model. (NWEA, 2014) The Rasch Unit (RIT) scale was developed to measure student growth over the course of a year, and from year to year. The first computer adaptive educational NWEA assessment was launched in

The scores revealed a couple different things. First the pre-test scores were compared to ensure that both classes started at the same level. (50). The pre-tests were compared by each of the three sections: multiple choice, labeling and overall scores.(50) Group one or the control group’s starting score for labeling was 2.96 and group two or the app group’s was 3.37. For Multiple choice the control group had a 4.85, and the app group had a 4.53. For the overall scores, the control group had a 7.82 and the app group had a 8.27. (50) The scores are not significantly different from each other; therefore, it shows that the two groups started at an equal level.

Sharnae earned the following scores: Reading (419) proficient, Math (414) proficient, Writing (432) Accelerated, Social Studies (414) proficient and Science (401). Sharnae also participated in the NWEA Map Assessment in the spring and fall of 2014. The Map Assessment is an online diagnostic assessment that tests a student's growth from one year. In the spring of 2014, Sharnae scored an RIT score of 233 in Math, placing her in the 43rd percentile. Sharnae was then assessed in Math in the fall of 2014 where her score dropped 10pts to a RIT score of 223, placing her in the 26th percentile. Students at grade level nationally scored an average RIT of 236. No current scores on the MAP test are

After solving for the variable and then plugged in the values and I got raw score= 0.8416 (65.984512) + 553.62369 which gave us a raw score of 609 rounded to the nearest integer. To be in the top 5% of the class a student would need to have a SAT score of around 662. I have come to that conclusion by simply converting 5 into a decimal number (5/100) and then plugging that decimal number (0.05) into invNorm in the calculator which gave us invNorm (0.05, 0, 1) = -1.6448. I then changed the number into a positive value to calculate the top 5%, and then plugged it into our raw score formula that we solved earlier and got raw score= 1.6448 (65.984512) + 553.62369 which gave us a raw score of 662 rounded to the nearest integer. To calculate the z-score at the 25th percentile of the model I converted 25 into a decimal number (25/100) and then plugged that decimal number (0.25) into invNorm in the calculator which gave us invNorm (0.25, 0, 1) = -0.6744. Then to calculate the raw score at the 25th percentile I plugged the z-score -0.6744 into the raw score formula we solved earlier and got raw score= -0.6744 (65.984512) + 553.62369 which gave us a raw data value of 509 rounded to the nearest integer. The z-score and raw data value at 75th percentile of the model is 0.6744 and 598. To calculate the z-score at the 75th percentile of the model I converted 75 into a decimal (75/100) and then plugged that decimal number (0.75) into

The school college and career readiness, graduation, and post secondary preparedness are also about average when compared to other schools across the state. Which has them meeting about 79% of their performance targets in the area of academic achievement. Academic achievement typically measures the content knowledge of both math and language arts. In addition to this for high schools this includes the proficiently rate of language arts and math on the HSPA [New Jersey High School Proficiency Assessment]. In career and college readiness the school is meeting at least 60% of their anticipated performance. Career and college readiness is the measurement of how their students will succeed in college and careers as well as the participation of college entrance exams such as the SATs, ACTs, and AP classes. (State of New Jersey,

These results indicate that students tend to score higher in the practical portion of the exam than they do in the theory portion. However, all students earned at least a B average. Thus, prior assessment recommendations were

For the number and quantity, I displayed that I knew how to multiply matrices, apply properties of real and complex numbers, and analyze and draw conclusions from number concepts; in the algebra portion, solving complex problems, building functions from word problems, and other algebraic topics were skills that I was able to demonstrate. Trigonometric skills were used heavily on the geometry problems along with solving multistep geometric problems; I was also able to display that I knew how to determine frequency of data sets using mean, median, mode, and other methods and understand the role of randomized surveys and studies. Some ways to improve my score and get the perfect thirty-six are learning about logarithms and studying more about probability and statistics. I improve greatly from my last practice test and exceed the benchmark score of a

Adam and Angela were both below the passing score, but Danny was at the passing score. My mentor teacher explained that Adam and Angela have an opportunity to take an alternative test before retaking the standardized test at the end of the year. If they do not pass either, they have the opportunity to go to summer school and then retake the state test again. If they do not pass it at that time, then they cannot go on to fourth grade. She reassured both children’s parents that she does not for see this happening, because she has seen growth in their learning. In Danny’s case, he was at the passing level, and reassured his mother, that he will probably have an even better score at the end of the

On her C1, her T scale scored 23. This means she is average at being capable, sensible, prudent, and is effective at life activities. On C2, her T scale scored 20. This means she is average at being neat, tiding, and organized. On C3, her T scale scored 24. This means she is average at being conscientious. On C4, her T scale scored 21. This means she is average at working hard to achieve their goals. On C5, her T scale scored 21. This means she is average at creating tasks for oneself and completing them. On C6, her T scale scored 16. This means she is average at thinking cautiously before

I combined all of the test results by teacher, classroom in order to have a deeper understanding of the results in teacher and classroom level. I took the average of The Percentage of Students who met or Exceeded their Projected RIT for each teacher. I sorted teachers by their performance and presented it to the admin team (see Appendix B for more information on the teacher performance).

I think that Alexandria is developmentally on track compared to other first graders. From what I observed she is able to perform well with the school routine and the appropriate behaviors that should be performed when in school. An example of this is when Alexandria’s teacher announced to her whole class, “I love your eyes” in regards to having all her students paying attention to the teacher. When in circle time, Alexandria also performs how she should, with respect, quietness, and only talked when instructed to. Those are usually tough things for children six to eight years of age to accomplish, since they tend to have so much energy and are still somewhat new to the school system.

Alexandria’s listening skills are beyond what I usually would expect from children her age. Children her age show trouble listening and keeping quiet when instructed to do so. During her classrooms circle time, Alexandria listened to the teacher’s instructions as well as only talked when asked to from her teacher. She would raise her hand when wanting to talk instead of shouting out her words. I think that she is above most first graders in this category since most first grade classrooms tend to be noisier.

The quantitative data was represented by pre- and post-assessment scores from a standard type state