ERIC ED459185: Guide to Interpreting the 1999 MCAS Reports for Schools and Districts. Massachusetts Comprehensive Assessment System.

54 Pages·1999·0.95 MB·English

by  ERIC

DOCUMENT RESUME
TM 033 461
ED 459 185
Guide to Interpreting the 1999 MCAS Reports for Schools and
TITLE
Districts. Massachusetts Comprehensive Assessment System.
Massachusetts State Dept. of Education, Boston.
INSTITUTION
PUB DATE 1999-00-00
59p.; For the guide to the spring 2000 reports, see ED 454
NOTE
292.
AVAILABLE FROM
For full text: http://www.doe.mass.edu.
Non-Classroom (055)
PUB TYPE Guides
MF01/PC03 Plus Postage.
EDRS PRICE
Academic Achievement; *Achievement Tests; Elementary
DESCRIPTORS
Secondary Education; School Districts; *Scores; State
Programs; Test Interpretation; *Test Results; *Testing
Programs
*Massachusetts Comprehensive Assessment System
IDENTIFIERS
ABSTRACT
This guide explains results and other information contained
in the "Test Item Analysis Report," the "School Report," and the "District
Report" for the Massachusetts Comprehensive Assessment System (MCAS) tests
for spring 1999. It is designed to help teachers, administrators, and parents
understand the MCAS testing program. The guide contains this section:
(1)
"General Guidelines for the Interpretation and Use of
"Document Purpose";
(2)
"Understanding the 'Test Item Analysis Report'"; and (4)
MCAS Reports";
(3)
"Understanding the 'School' and 'District Reports.'" Appendixes contain
information on converting raw scores to scale scores, the MCAS reporting
categories, content-specific performance level definitions, a list of the
MCAS assessment development committee members, and MCAS-related references.
(Contains 3 tables and 11 references.)
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
SWART ME AI
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MCAS1
Massachusetts
2
Comprehensive
MASSACHUSETTS
Assessment
COMPREHENSIVE
ASSESSMENT
System
SYSTEM
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
GUIDE TO
INFORMATION CENTER (ERIC)
1
INTERPRETING THE
U.S. DEPARTMENT OF EDUCATION
1999 MCAS
dice el Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
[WKS
document has been reproduced as
received from the person or organization
originating it.
O Minor changes have been made
to
REPORTS
improve reproduction quality.
gtr
Points of view or opinions stated in this
document do not necessarily represent
ce)
official OERI position or policy.
2
FOR SCHOOLS
AND DISTRICTS
BEST COPY AVAILABLE
Massachusetts Department of Education
This document was prepared by the Massachusetts Department of Education.
David P. Driscoll, Commissioner of Education
350 Main Street, Malden, Massachusetts 02148-5023 [phone]
TTY: N.E.T. Relay 1-800-439-2370
This document and many other Department documents and publications are also
available on our Internet site at www.doe.mass.edu.
Copyright November 1999 by Massachusetts Department of Education.
Permission is hereby granted to copy any or all parts of this document for
non-commercial educational purposes. Please credit the Massachusetts
Department of Education.
3
Commissioner's Foreword
Dear Superintendents, Principals, Charter School Leaders, Directors of Collaboratives and Chapter
766 Private Schools, and Other Interested Parties:
This guide is intended to further explain results and other information contained within the Test
Item Analysis Report, the School Report, and the District Report for the Massachusetts
Comprehensive Assessment System (MCAS) tests of spring 1999. We hope that you will find it useful
as you review the results for your school and/or district.
The MCAS tests are an important part of our state's effort to improve teaching and learning
across the Commonwealth. It is vital that all teachers, administrators, and parents understand the
MCAS testing program, as all have essential roles to play in helping students to succeed. The state
is committed to working in partnership with schools and communities to improve the academic
achievement of all public school students in Massachusetts.
If you have questions after reviewing this guide, the Test Item Analysis Report, the School Report,
or the District Report, please contact MCAS Support Services at 1-800-737-5103.
Sincerely,
David P. Driscoll
Commissioner of Education
Table of Contents
Commissioner's Foreword
Document Purpose
I.
II. General Guidelines for the Interpretation and Use of MCAS Reports
3
III Understanding the Test Item Analysis Report
5
Overview
5
A. English Language Arts Test Item Analysis Report
7
Individual Student Results
7
Results Aggregated at the School, District, and State Levels
10
B. Mathematics, Science & Technology, and History and Social Science
Test Item Analysis Reports
13
14
Individual Student Results
Results Aggregated at the School, District, and State Levels
16
IV. Understanding the School and District Reports
19
19
Overview
A. Students Tested
21
24
B. Performance Level Results
24
C. Distribution of Results by Scaled Score Interval
D. Results by Student Status
25
26
E. Subject Area Subscores
27
Three-Year Comparison of School Results
F.
Appendices
29
A. Raw Score to Scaled Score Conversions
B. 1999 MCAS Reporting Categories by grade and content area
36
C. Content-Specific Performance Level Definitions
41
D 1999 MCAS Assessment Development Committee Members
45
50
E. MCAS-Related References
THE MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
Guide to Interpreting the 1999 MCAS Reports for Schools and Districts
I. Document Purpose
The primary purpose of this document is to support local educators' use of reports of results from
the spring 1999 administration of the Massachusetts Comprehensive Assessment System (MCAS).
This document describes and explains how to interpret information provided in the following
MCAS reports:
MCAS Tests of Spring 1999: Test Item Analysis Report'
MCAS Tests of Spring 1999: School Report
MCAS Tests of Spring 1999: District Report
These reports contain information that will be valuable to schools and districts in their efforts to
better serve the academic needs of individual students and to evaluate and improve curriculum and
instruction. In addition, this document can help school and district personnel communicate with
their communities about the MCAS test results.
,
1 The MCAS Test Item Analysis Report contains confidential test results for individual students. Therefore, the
Test Item Analysis Report is a nonpublic document subject to access restrictions dictated by state and federal
law. See page 3 for additional details.
THE MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
1
Guide to Interpreting the 1999 MCAS Reports for Schools and Districts
II. General Guidelines for the
Interpretation and Use of MCAS Reports
ALIGNMENT OF CURRICULUM AND INSTRUCTION
Test results contained in the 1999 reports should be interpreted with caution. At the time these
MCAS tests were administered, many schools were still in the process of aligning their curricula
with the new state standards defined in the Massachusetts Curriculum Frameworks. As a result,
some students may not have been exposed to all of the content covered by the MCAS tests. Also,
because the tests were based on the high academic standards in the Frameworks, the tests were
likely very challenging for many students. Over time, as students and teachers become more familiar
with the new standards, test results should show student progress.
USE OF WAS STUDENT-LEVEL RESULTS
MCAS results are intended to evaluate how well students and schools are achieving the learning
standards contained in the Curriculum Frameworks. Individual student results and school-level
results will help teachers and parents focus on areas in which students need assistance in order to
improve their individual performance. It is important to note that MCAS is only one indicator of
student performance and, therefore, should not be used as the sole basis for referring students to
special education.
MULTIPLE DATA POINTS NEEDED FOR TREND ANALYSIS
Two years' test results provide limited information about a school's or district's overall performance.
As with any evaluation, school and district test results are most meaningful when compared with
other indicators and when examined over several years for long-term trends in student performance.
STATE REGULATIONS REGARDING CONFIDENTIALITY OF STUDENT RECORDS
The Massachusetts Student Record Regulations (603 CMR 23.00) and the Family Educational Rights
and Privacy Act (FERPA) require that access to individual student results, including those provided
in the MCAS Test Item Analysis Report and the MCAS Student Report for Parents/Guardians, be
restricted to the student, the student's parents/guardians, and authorized school personnel.
Superintendents and principals are responsible for maintaining the privacy and security of all student
records. In accordance with these state and federal regulations, authorized school personnel shall
have access to the student records of students to whom they are providing services, only when such
access is required in the performance of their official duties.
MAKING COMPARISONS AMONG STUDENTS, SCHOOLS, AND DISTRICTS
Scaled scores are the most appropriate statistic to use when making comparisons of MCAS results
among students, schools, and districts. When interpreting the meaning of these comparisons, how-
ever, it is important that decision-makersteachers, administrators, and policy makersrecognize
that some apparent differences in scaled scores may not be statistically or educationally significant,
some guidelines for comparing results are explained on the next page.
3
THE MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
Guide to Interpreting the 1999 MCAS Reports for Schools and Districts
7
Comparisons of Student-Level Scores
When comparing the scores within a subject area and grade level test of two or more students, or
comparing the scores within a subject area and grade level test of a student to that of the school,
district, or state, it is critical to examine the probable range of the student's scores displayed in the
Student Report for Parents/Guardians. If there is an overlap in the probable ranges of the scores
being compared, there is little statistically or educationally significant difference between the two
scores. This is true even if the two scores fall on the opposite sides of a performance level threshold.
Comparisons of School- and Distrid-Level Scores
The statistical significance of these comparisons is based on the number of students tested. Whether
making comparisons within a single year or across years, the table below will assist in comparing
the scores of two or more schools or districts, comparing the scores of a school to the district and/or
state, or the scores of a district to the state. The table shows the smallest differences in scores that
represent a statistically significant difference in performance, based on the number of students tested
in the school and/or district.
It is not appropriate or possible to compare a school's or district's scaled scores across two subject
areas since the scaled scores in each subject area were determined by separate standard-setting
processes.
TABLE I. NUMBER OF SCALED SCORES POINTS DENOTING MINIMALLY
STATISTICALLY SIGNIFICANT DIFFERENCES FOR SCHOOL/DISTRICT RESULTS
Number of Students Tested in School/District
200
Grade
100
50
Subject
10
25
English Language Arts
2
2
3
1 1
Mathematics
4
4
2
6 2
1
Science & Technology
2
3
5
1 1
English Language Arts
2
5 3
1 1
Mathematics
4
7 3 2 2
8
4 2
Science 8c Technology
3
6
1
History and Social Science
2
3
1 1
.5
English Language Arts
2
4
3
1
1
Mathematics
4
2
7
10
3
1
Science & Technology
2 2
5
3
1
4
THE MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
Guide to Interpreting the 1999
MCAS Reports for Schools and Districts
8
III. Understanding the
Test Item Analysis Report
OVERVIEW
The Test Item Analysis Report provides results from the MCAS tests of spring 1999 for students test-
ed in grades 4, 8, and 10. This MCAS report shows how each student tested in a school
answered every common multiple-choice question
performed on each common open-response and short-answer question
performed on the English Language Arts Composition (writing prompt)
The report also summarizes overall performance at the school, district, and state levels for each of
these items. Each school receives a separate Test Item Analysis Report for each subject area and
grade tested in the school. Reports for English Language Arts differ slightly in structure from those
for Mathematics, Science & Technology, and History and Social Science (see pages 13-18 of this
chapter for details).
This detailed information at the student, school, and district levels can be used for
identifying strengths and weaknesses exhibited by students
curriculum evaluation and planning in the classroom, school, and district
summary reporting to parents and the public (See caution regarding confidentiality
of student records below).
As noted above, the Test Item Analysis Report shows results for MCAS common items, the basis for
all student-level MCAS scores. The report is designed to be used in conjunction with the publication,
The Massachusetts Comprehensive Assessment System: Release of Spring 1999 Test Items, which
shows all the questions upon which the Test Item Analysis Report is based. When the report and the
publication are used together, educators are provided with a detailed picture of student performance.
This picture should be used in combination with other information from the classroom to develop a
broad-based overview of students' academic achievement.
CAUTION: Confidentiality of Student Records. The Massachusetts Student Record Regulations (603
CMR 23.00) and the federal Family Educational Rights and Privacy Act (FERPA) require that access
to individual student results, including those provided in the MCAS Test Item Analysis Report, be
restricted to the student, his/her parents/guardians, and authorized school personnel. Since the Test
Item Analysis Report provides individual student level results for all students tested in a particular
school, schools must not provide parents/guardians with direct access to the school's report. To facili-
tate the sharing of individual student results contained in the Test Item Analysis Report with parents/
guardians, individual student labels are provided for each student. Each student label contains all of
their student-level results included on the Test Item Analysis Report.
Superintendents and principals are responsible for maintaining the privacy and security of all student
records. In accordance with these state and federal regulations, authorized school personnel shall
have access to the student records of students to whom they are providing services, only when such
access is required in the performance of their official duties.
5
THE MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM:
Guide to Interpreting the 1999 MCAS Reports for Schools and Districts
1
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