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    Tws Aid: For Factor 6: Analysis of Assessment Procedures

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    Muhamad Andri Kurniawan
    This document provides guidance on completing Factor 6 of the TWS assessment, which requires analyzing student assessment data. It outlines requirements to include a graph of pre-post assessment scores, a worksheet calculating learning gain scores, and a table showing the percentage of students achieving mastery of each objective. It provides examples of setting mastery levels and comparing performance of student subgroups. The purpose is to examine learning and identify areas for improvement.

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    Tws Aid: For Factor 6: Analysis of Assessment Procedures

    Uploaded by

    Muhamad Andri Kurniawan
    19 views17 pages
    This document provides guidance on completing Factor 6 of the TWS assessment, which requires analyzing student assessment data. It outlines requirements to include a graph of pre-post assessment scores, a worksheet calculating learning gain scores, and a table showing the percentage of students achieving mastery of each objective. It provides examples of setting mastery levels and comparing performance of student subgroups. The purpose is to examine learning and identify areas for improvement.

    Original Description:

    STUDENT ASESSMENT

    Original Title

    TWS AID

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    This document provides guidance on completing Factor 6 of the TWS assessment, which requires analyzing student assessment data. It outlines requirements to include a graph of pre-post assessment scores, a worksheet calculating learning gain scores, and a table showing the percentage of students achieving mastery of each objective. It provides examples of setting mastery levels and comparing performance of student subgroups. The purpose is to examine learning and identify areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    19 views17 pages

    Tws Aid: For Factor 6: Analysis of Assessment Procedures

    Uploaded by

    Muhamad Andri Kurniawan
    This document provides guidance on completing Factor 6 of the TWS assessment, which requires analyzing student assessment data. It outlines requirements to include a graph of pre-post assessment scores, a worksheet calculating learning gain scores, and a table showing the percentage of students achieving mastery of each objective. It provides examples of setting mastery levels and comparing performance of student subgroups. The purpose is to examine learning and identify areas for improvement.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 17

    TWS Aid

    For Factor 6: Analysis of Assessment Procedures


    Major Section Requirements:

    1. Graph comparing pre and post assessments


    2. Worksheet showing Learning Gain Scores
    (LGS) for each student
    3. Learning Achievement Table depicting % of
    students achieving “mastery level” for each
    objective
    4. Text/Graph/Chart analyzing how subgroups
    performed relative to each objective
    The Learning Achievement Table
    Purpose: To identify the percentage of students who achieved
    a minimum mastery level for EACH learning objective.

    All assessment data (tests, performances, portfolios,


    formal and informal questioning, checklists, rubrics, etc.)
    could be used in this table to calculate percentages.

    Required in order to capture some forms of performance


    assessment that are criterion (given once at the end)
    assessments.

    YOU set the criteria for what is considered mastery.

    You are not going to be evaluated by degree of mastery.


    Mastery Learning Table
    Setting Mastery Levels
    Example for: Knowledge Objective & Assessment Type
    Objective: List 12 reasons for the Industrial Revolution
    Assessment: Fill in the blank – paper and pencil test
    Mastery Level: 9 out of 12 is considered mastery

    Example for: a Performance Objective & Assessment Type


    Objective: Student integrates technology throughout presentation
    Assessment: Student presentations at the end of the unit
    Mastery Level: Score of a 3 on a 1-3 rubric factor for technology (see rubric)

    Mastery should not be set too high or too low.


    You need to be able to examine each student’s performance for
    each objective.
    Examples of Objectives
    Classified Low Level of Difficulty

    Cognitive: Knowledge & Comprehension (Bloom); Knowledge (Sternberg)


    Affective: Receiving & Responding to
    Psychomotor: Reflex movements & Fundamental movements

    In a given music example, the student should be able to identify


    all of the basic elements of music (cognitive)
    The student will report two likes and two dislikes as a response
    to the assigned reading (affective)
    The student performs a tennis serve with correct form
    (psychomotor)
    Examples of Objectives
    Classified Middle Level of Difficulty

    Cognitive: Application & Analysis (Bloom); Skills/Performance/Applications (Stenberg)


    Affective: Valuing & organizing of values
    Psychomotor: Perceptual abilities & Physical abilities

    After watching a video on scientific theories the student will list at


    least one difference between the use of the term “theory” in
    science and the use of “theory” in non-science contexts
    (cognitive)
    During a debate, the student will defend the right of scientists to
    conduct research in a three-minute statement (affective)
    Within the time allowed the student will adjust a microscope so
    that the image is clear (psychomotor)
    Examples of Objectives
    Classified High Level of Difficulty

    Cognitive: Synthesis & Evaluation (Bloom); Reasoning Ability (Stenberg)


    Affective: Internalizing values
    Psychomotor: Skilled movements & Nondiscursive communication

    Given a map with six distinct geographical features, students will


    be able to evaluate the best location for building a new city
    (cognitive)
    Student members of jazz band will perform solo improvisations in
    Count Basie style for One O’Clock Jump (affective)
    The student accurately performs a tennis serve, including correct
    spin, speed and placement of the ball in the opposite side of the
    court (psychomotor)
    Graph for Pre/Post Assessment Data for Each Student

    This example graph shows a comparison of the pre & post-assessment data for each student.

    100%
    80%
    60%
    40%
    20%
    0% Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7

    Pre-Assessment Score
    Post-Assessment Score
    Concept of Gain Scores
    A gain score is the actual gain divided by the potential gain.
    ACTUAL GAIN
    GAIN SCORE =
    POTENTIAL GAIN

    .82

    What does it mean?


    82%
    Gain Score Worksheet
    Using the formula, GAIN SCORE

    calculate the
    missing gain scores.
    Pre Post Gain
    Student # Score Score Score
    1 40 90 .83
    2 90 95 .50
    3 40 80 Solve
    4 30 85
    5 85 88 .20
    6 75 100 +1.00
    7 60 90 .75
    8 40 95 .92
    9 40 40 .00
    10 75 50 -1.00
    11 45 70 .45
    12 60 80 .50
    13 40 95 .92
    Gain Score Worksheet
    GAIN SCORE

    Pre Post Gain


    Solutions:
    Student # Score Score Score
    1 40 90 .83 80 – 40
    = 40 = .67
    2 90 95 .50 100 – 40 60
    3 40 80 .67 85 – 30
    4 30 85 .79 = 55 = .79
    100 – 30 70
    5 85 88 .20
    6 75 100 +1.00
    7 60 90 .75
    8 40 95 .92
    9 40 40 .00
    10 75 50 -1.00
    11 45 70 .45
    12 60 80 .50 Include the average of the gain scores.
    13 40 95 .92 “ 50%” Average Learning Gain
    Group Average .50
    Negative Gain Scores
    What happens when a student scores lower on the post-assessment than
    on the pre-assessment?

    Example:
    Pre-Assessment = 75 %
    Post-Assessment = 50 %

    -25
    25

    Formula:
    Post-Assess % - Pre-Assess % 50 - 75 -25
    = = = - 1.00
    100% - Pre-Assess % 100 - 75 25
    This student could have gained up to 25 points, but instead lost 25
    points, a value equaling 100 % of what could have been gained.
    Gain Scores for Pre-Assessments of 100%

    What happens when a student scores 100% on


    the pre-assessment?
    When a student scores 100% on the pre-assessment, that score
    must be changed to 99%. Otherwise, the potential gain will
    equal zero and the gain score will be undefined.

    Explanation:
    Remember:
    If the potential gain equals zero, then
    Gain Score = Actual Gain
    Potential Gain Actual Gain = undefined
    0

    Changing the student’s pre-assessment score to 99% will make


    the potential gain equal 1. Then, using 1 as the denominator
    (instead of 0) will allow the score to be defined.
    Other Points About Gain Scores

    Gain scores are not a perfect measure

    You should include more than just assessment of


    knowledge in your assessment plan and gain score
    calculations

    You are not being evaluated or judged on the amount of


    gain you produce
    Sub-Group Comparisons
    Purpose: To provide evidence that
    you can deal effectively with students
    with various needs and from various
    backgrounds.

    YOU pick the groups of individuals

    Could use SES, ESL/Non-ESL,


    race/ethnicity, disabilities,
    achievement levels, and gender as
    potential comparisons

    Comparisons can be depicted:


    in text using a narrative while
    referring to gain scores and
    objective mastery %
    with a chart or graph
    Example Graph for Sub-Group Comparison

    100%
    90%
    80%
    Percentage

    70%
    60%
    50%
    ESL, Non-ESL,
    40%
    30% 84% 86%
    20%
    10%
    0%

    Could also use


    Gain Scores here.

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