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TerraNova and InView Score Interpretation

Learn how to interpret TerraNova and InView test scores to evaluate student progress, plan instruction, and improve curriculum. Dive deep into norm-referenced data, NP scores, NCE scores, and National Stanines for effective assessment strategies.

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TerraNova and InView Score Interpretation

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  1. Florida Catholic Schools Assessment Program TerraNova and InView Score Interpretation

  2. Understanding and Using Test Data The Purpose of Standardized Tests Evaluation of Student Progress Administrative Planning and Direction Needs Assessment Instructional Program Planning Curriculum Analysis “Assessment should promote learning, not simply measure it.” Jay McTighe

  3. Types of Information Provided by Achievement Tests • TerraNova Scores: • Accurate Norm-Referenced Information • Relevant Criterion-Referenced Information • Standards-Based Performance Information • Inview Scores: • Cognitive Scores

  4. Norm-Referenced Test Scores • Norm-referenced • Test questions are primarily selected based on their ability to distinguish specific performance levels matching the “Bell Curve” • The test is given to a nationally representative group of students of all performance levels • “Norms” provide a way to understand how a student’s test performance ranks/compares to similar students nationwide • Common Score Types • Grade Equivalent (GE) • Scale Score (SS) • National Percentile (NP) • Normal Curve Equivalent (NCE) • National Stanine

  5. 3 4 5 K 1 2 535 627 571 492 606 645 Scale Scores (SS) • Designed to measure student achievement from elementary school through high school • Expected to increase with grade level • TerraNova content forms a developmental continuum through which students move as they develop new capabilities • Scale score shows where the students are on this continuum Math Scale Scores

  6. National Percentile Scores (NP) • Represents the percentage of students in the national norm group whose score was at or below a student’s score • A student whose NP is 65 performed better than 65% of those students who took the test when it was normed • Important Reminders: • NP scores range from 1 to 99 • The national norm of NP is 50; i.e., 50% of students scored at or below a given student’s score • NP scores are NOT percent correct scores • NP scores SHOULDNOT be added or subtracted because they are not an equal-interval scale score

  7. National Percentile Scale – NP Scale 50th NP is where national middle is Half the Nation is below 50 Half the Nation is above 50

  8. Normal Curve Equivalent (NCE) Scores • NCEs were developed to evaluate student growth • NCE scores indicate the relative ranking in comparison to the national group used to establish norm scores on a test • NCE scores: • denote relative ranking (1-99) • have an average or norm of 50 • can be confused with NP scores • are on an equal interval scale (equal distance between score points) • can be compared and averaged for group comparison or measure growth/gain

  9. Normal Curve Equivalent (NCE) Scores • NCE scores are the best tool to use for: • Principals showing grade to grade level growth • School comparisons • Growth across time • NCE scores show aggregate gain scores from different programs (even those using different standardized tests) • Statistically Significant Growth scores: • Students (11 NCE points) • Class (7 NCE points) • School (5 NCE points) • System wide/Diocesan wide (4 NCE points)

  10. NP of the Mean NCE This score allows us to compare groups- (e.g., Mrs. Smith can see her students performance in relation to all schools within the Diocese or nationally.) DRC uses the following two step process… Calculates the average NCE score of the students in Mrs. Smith’s 5th grade class NCE scores are ranked using the NP score to rank the average (NCE) scores with other 5th grades

  11. National Stanines • Standard scores based on a scale of nine equal units that range from a high of 9 to a low of 1 • Stanines 1-3: Below Average • Stanines 4-6: Average • Stanines 7-9: Above Average

  12. Comparing the Scales Q2 Q3 Focus on Q3 First NP = 50-75 Q1 Q4 Harder to grow

  13. How are Data Related? • Q1 = NP 1-25 • Q2 = NP 26-50 • Q3 = NP 51-75 • Q4 = NP 76-99 National Quartile Distribution Q4 Q3 Q2 √ Q1

  14. If a student is in the 50th National Percentile each year – he is still growing! What Does Average Growth Look Like? 3 4 5 K 1 2 571 492 535 606 627 645

  15. Norm-Referenced Data • Grade Equivalent Scores (GE) • Created to provide meaningful interpretation • First Number represents the grade • Second number represents the month • 5.3=Fifth-grade, third month • Does not reflect student progression in grade • GE scores are rank-order scores only • Advantages • Easy to understand • Disadvantages • Easily misunderstood and frequently misinterpreted. How would you interpret a GE score of 4.8 obtained by a second grade student on a second grade reading test?

  16. Types of Information Provided by Achievement Tests • TerraNova Scores: • Accurate Norm-Referenced Information • Relevant Criterion-Referenced Information • Standards-Based Performance Information • Inview Scores: • Cognitive Scores

  17. Criterion-Referenced Testing • Describes the student’s acquisition of specific skills and areas of knowledge. • TerraNova is organized in terms of commonly taught curriculum objectives • Scores based on content knowledge of specific “sub-skills” • Score Type: Objective Performance Index (OPI)

  18. Mastery Scores – OPI • An Objective Performance Index (OPI) is an estimate of the number of items the student could be expected to answer correctly if he/she had taken 100 items measuring that objective. • Scores based on content knowledge of specific “sub-skills” • Diagnoses strengths/weaknesses High Mastery (Strong grasp of the concept) Moderate Mastery (Moderate grasp of concept; not yet at grade level expectations) Low Mastery (Weak grasp of the objective)

  19. Individual Profile Report

  20. At a Glance…How Strong, How Weak Stronger Performance Weaker Performance Mastery bubbles are toward the right side of the graphic. MMR bubbles are somewhere in the middle of the graphic. Low mastery (white) bubbles are to the left side of the graphic.

  21. Confidence Band • Confidence Band takes into consideration “error of measurement” • Compensates for variations in performance • ... if the student were to take the test multiple times • “If the student took the test again, it is highly likely that his/her score would be somewhere on this line.” The shorter the line, the more confident we are in the score accurately reflecting student performance. The wide line may indicate that the student is inconsistently selecting the correct responses.

  22. Differentiated InstructionOnline Reporting Easily groups students by their performance on objectives

  23. Analysis Activity • Strength= 75% or more of students at Mastery • The great majority of students grasp this objective • Last year’s instruction effective for most students • A good base for this year’s curriculum • Challenge= 50%-74% of students at Mastery • Good news: majority of students grasp this objective • Bad news: it may not be a strong base for new curriculum • Critical Need = < 50% of students at Mastery • Majority of students not at grade level in this area • Review last year’s curriculum-instruction in this area

  24. Types of Information Provided by Achievement Tests • TerraNova Scores: • Accurate Norm-Referenced Information • Relevant Criterion-Referenced Information • Standards-Based Performance Information • Inview Scores: • Cognitive Scores

  25. Performance Level Information • Pathway to Proficiency • Level 1: “Starting Out” (Grades 1-2) “Step 1” (Grades 3-12) • Level 2: “Progressing” • Level 3: “Nearing Proficiency” • Level 4: “Proficient” • Level 5: “Advanced” • Performance Level Groupings: • Grades 1-2 (Primary) • Grades 3-5 (Elementary) • Grades 6-8 (Middle School) • Grades 9-12 (High School) Scores based on the demonstration of ability compared to a set of standards (Standard Setting: Bookmarking Procedure)

  26. OPI Mastery

  27. Types of Information Provided by Achievement Tests • TerraNova Scores: • Accurate Norm-Referenced Information • Relevant Criterion-Referenced Information • Standards-Based Performance Information • Inview Scores: • Cognitive Scores

  28. Inview Testing (Cognitive Abilities) • Based on students’ performance on InView • Age-dependent standardized score • Students’ grade levels are not considered • CSI considers overall cognitive ability • No subscores per se • Mean (average) score for the group • Range identifies high/low score in the group • CSI scale • Mean = 100 • Standard Deviation = 16 • “Average Range” = 84 to 116

  29. Guide to Interpreting the Cognitive Skills Index (CSI) • Do not treat CSI as an IQ score • True full scale IQ scores are • based on individual tests with multiple subtests • administered by a highly qualified person • Relate to the Anticipated Achievement scores • Are students working within/above/below their CSI? • Can be useful in identifying students who need more support

  30. Using Inview Anticipated Achievement Scores • Look for a difference between the Obtained Normal Curve and the Anticipated Normal Curve • If Positive, students overachieved • If Negative, students underachieved Obtained = 75 Anticipated = 80 Difference = - 5 Obtained = 75 Anticipated = 70 Difference = +5 Look at what type of learner this student is: Verbal? Non-verbal? Instructional Strategy is working for this type of learner

  31. National Percentile by Age / National Percentile by Grade HOME REPORT

  32. What data do we get from TerraNova 3 and InView?

  33. Measuring Growth

  34. Ranking Students

  35. Why we are here THANK YOU

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