Guide to the Do you have any questions about the TerraNova test that your students took? This guide can assist you in understanding what TerraNova measures and what the can te you about your students. What does the te me? There are four sections to the. Each section provides different information. If you aso gave InView in combination with TerraNova, there are eight sections to the and you wi receive additiona information reated to anticipated achievement scores, norm-referenced scores for InView, and a Cognitive Skis Index (CSI) score. The Key Terms page of this report incudes definitions of these scores. The Distribution by Content Area Graph section shows the distribution of student scores by content area. For each content area tested, a pot shows the spread of the distribution, or range of scores. The ine across the center of the graph indicates the 50th Nationa Percentie (NP). The Median Nationa Percentie for each content area is indicated by a diamond; this is the score that divides the distribution into upper and ower haves. Each pot aso shows the upper quartie (th Nationa Percentie), the ower quartie (25th Nationa Percentie), the top decie (90th Nationa Percentie), and the bottom decie (0th Nationa Percentie) for that content area. The distribution of scores in a content area is skewed when the Median Nationa Percentie is coser to the top or bottom decie. The Distribution by Content Area Tabe section provides a numeric description of your group's score distribution. The ine pots in the previous section are based on the data in this section. Specificay, it provides various mean scores and standard deviations and information reated to Loca Percenties and Quarties. It aso shows the number and percent of your students within each of the four Nationa Quarters. The Performance on Objectives section provides an anaysis of your group's performance on the TerraNova objectives. Loca average performance and nationa performance are provided in terms of the Objectives Performance Index (OPI). This information makes it easy to compare your group's average performance to the performance of other students nationwide. The OPI is an estimate of the number of items that a student coud be expected to answer correcty if there had been 00 items for that objective. The report aso shows the Moderate Mastery Range for each objective, both numericay and graphicay, as a gray-shaded bar. You can easiy determine whether your group's average score is above the Moderate Mastery Range indicating a high degree of mastery or beow the Moderate Mastery Range indicating a ow degree of mastery. The Proficiency Leves by Content Area section reports your group's summarized test resuts in terms of performance eves, using two categories "Proficiency" and "Partia Proficiency." For each content area, the percents of students at Leve 4 (Proficient) and at Leve 5 (Advanced) are combined into the "Proficiency" category. The percents of students at Leve (Starting Out/Step ), Leve 2 (Progressing), and Leve 3 (Nearing Proficiency) are combined into the "Partia Proficiency" category. For comparison purposes, the report aso shows the percent of students in the nationa norm group in each category. Performance Leves for TerraNova are based on grade groupings. The grade groups are as foows: Test Leves and 2 form the Primary Grade Group (Grades and 2) Test Leves 3, 4, and 5 form the Eementary Grade Group (Grades 3 through 5) Test Leves 6, 7, and 8 form the Midde Schoo Grade Group (Grades 6 through 8) Test Leves 9, 20, and 2/22 form the High Schoo Grade Group (Grades 9 through 2) Page To evauate student performance it is important to consider these grade groups. A students shoud work toward reaching proficiency by the time they compete the grade span. For exampe, in the eementary grade span, most students wi probaby be at Leve 2 or 3 in Grade 3, and shoud work toward reaching Leve 4 or 5 by the end of Grade 5. 70077-5432 830000
with InView The Distribution by Content Area Graph section is identica to the achievement-ony version of the as described on page. The Distribution by Content Area section is identica to the achievement-ony version of the as described on page. The Performance on Objectives section compares oca and nationa performance on the objectives measured by TerraNova. This page of the report is identica to the achievement-ony version of the as described on page. The Proficiency Leves by Content Area section provides a graphica overview that aows comparison of oca and nationa achievement in terms of Performance Leves. This part of the report is identica to the achievement-ony version of the. The Obtained Versus Anticipated Achievement Graph section compares the group's average obtained achievement scores with its anticipated scores that is, the scores that coud be expected of students of the same average age, grade, and cognitive abiity. Educationay meaningfu differences are defined as differences of seven NCE points or more. Differences between the group's obtained and anticipated scores are indicated beow the graph. The Obtained Versus Anticipated Achievement section provides a detaied comparison between students' actua (Obtained) average achievement scores and their Anticipated scores. This part of the report shows severa different types of scores, so administrators can evauate test resuts using different methods. This section of the with InView incudes a Key Terms page that defines common norm-referenced scores, Anticipated Achievement, and DIFF scores, and expains how these scores are derived. The Performance on Cognitive Abiities section summarizes norm-referenced scores on each InView test and composites. It presents cognitive abiity scores in terms of Grade Mean Equivaent (GME), Mean Norma Curve Equivaent (MNCE), Mean Scae Score (MSS), and Mean Nationa Stanine (MNS) scores, as we as Median Nationa Percentie (MDNP) scores by age and grade. The InView Scae Score Summary section provides summary distribution of the scae scores for the InView subtests and composites. Page 2
Guide to the What is TerraNova? TerraNova is a standardized achievement test. Saying that TerraNova is a standardized test means that the assessment is aways given and scored the same way. Uniform directions are given and the same questions are asked for a students who take the same test. This standardization enabes the assessment to compare an individua student's performance with the performance of a other students taking the same test, or with a set of academic standards or objectives. TerraNova tests achievement in five main content areas: Reading Language Mathematics Science Socia Studies Some assessment programs aso use additiona tests, caed TerraNova, Pus tests, to measure students' skis in reated content areas, incuding: Word Anaysis Vocabuary Language Mechanics Speing Mathematics Computation Your students may or may not have taken a of these tests. The decision regarding which tests your students took was made at the schoo, district, diocese, or state eve. Objectives Within each content area is a set of instructiona objectives. A the objectives for TerraNova refect broad nationa thinking on what is considered to be important instructiona content skis and abiities that refect what students shoud know and be abe to do. TerraNova was chosen to measure the academic attainment of your students because it provides vaid and reiabe comparisons of achievement, even if these objectives do not entirey match the objectives in your schoo, district, diocese, or state. It is important to remember that each student's resuts from TerraNova are just one of many different toos avaiabe to determine how we each student is progressing in schoo. In the same way that a physician uses different types of checkists and tests to evauate your heath, educators aso need to use a variety of checkists and tests. Toos such as cassroom work and cassroom tests are aso important means of determining how we each student is earning. Aong with information about your students' cassroom performance, you can use the information from the to hep you focus on areas where students may need additiona hep. Page 3 Item Formats A TerraNova tests contain mutipe-choice (aso caed seected-response) items. In this type of test item, students are presented with severa answer choices, where ony one answer is correct. If the shows the name Mutipe Assessments (above the tite ""), the test aso contained constructed-response items. Constructed-response items ask students to create their own answer, for exampe, writing a short paragraph or drawing a graph. Mutipe-choice items are machine-scored; constructed-response questions are scored by Data Recognition Corporation professiona staff experienced in scoring these types of questions. 70077-5432 830000
Performance on Objectives Genera Interpretation This section of the report shows how your students performed on each TerraNova objective compared with other groups. Usuay, severa different objectives are measured within one content area. The TerraNova objectives comprise groups of reated skis or instructiona goas. Each reported TerraNova objective is measured by four or more items. Information from the items within an objective and the students' overa performance on the entire test are used to determine the Objective Performance Index (OPI). The OPI is an estimate of the number of items for a specific objective that a student coud be expected to answer correcty if there had been 00 items for that objective. Note that the OPIs have been averaged for each group shown. Performance on each objective has aso been cassified into Degree of Mastery categories. A score indicating High Mastery does not necessariy mean that a reated skis have been mastered, nor does a score indicating Low Mastery mean that none of the reated skis have been mastered. The Degree of Mastery provides a genera indication of strength or potentia need for that objective. Students' performance on each objective is evauated in terms of the students' Degree of Mastery of the content refected by the items contributing to that objective. The cut scores are based on the judgments of experienced teachers who considered what students shoud know and be abe to do in each content area. Teachers from across the country considered the knowedge, skis, and abiities that shoud be expected from proficient students, and the knowedge, skis, and abiities that woud be shown by students making progress toward, but not yet reaching, that eve of proficiency. These judgments were transated into the Degree of Mastery cut scores. Students who are cassified as having a high degree of mastery demonstrate the skis that the teachers expected of proficient students. Students who are cassified as having a moderate degree of mastery demonstrate skis that approach, but do not reach, the desired eve of proficiency. Students whose performance is beow the moderate eve are cassified as having a ow degree of mastery. Detais of the OPI and the standard setting that determined the cut scores for high moderate, and ow degrees of mastery are in the TerraNova Technica Buetins. Your students' average performance ( ) and the average nationa performance ( ) are dispayed. In addition, the range depicting Moderate Mastery ( ) is aso shown. An OPI that fas above the range indicates High Mastery for that particuar objective; an OPI that fas beow the range indicates Low Mastery for that particuar objective. Objectives on which your average oca performance exceeds the average nationa performance coud be considered potentia areas of strength. Conversey, objectives on which your average oca performance is ower than the average nationa performance coud be considered potentia areas of need. Additiona information about the interpretation of these scores and the use of test resuts can be found at DRC's website, www.datarecognitioncorp.com. Page 4
Guide to the Where can I get more information? Visit Data Recognition Corporation's website at www.datarecognitioncorp.com. DRC's website provides additiona resources that can compement the information in this guide. Using these resources, you can: Learn more about the objectives in a the content areas. See sampe test questions and earn what good responses ook ike. Access instructiona activities that can hep you introduce earning objectives into the cassroom. Access DRC resources Teacher's Guide to TerraNova This essentia reference offers detaied information on the assessment, incuding the test deveopment process, the rationae and goas of each content area, and expanations of items and their appication in each content area and at each test eve. The Teacher's Guide provides detaied suggestions for interpreting and using test resuts and for communicating resuts to students and to parents and guardians. Appendices incude a gossary of measurement terms and guideines for panning and administering the test. Beyond the Numbers This comprehensive, easy-to-read booket expains the purpose of standardized achievement tests, ists appropriate uses of test data, and provides genera guideines for interpreting and using test resuts. It expains and provides exampes of the three instructionay reevant types of scores that are shown in TerraNova score reports norm-referenced, criterion-referenced, and performance-eve information. It aso incudes a gossary of assessment terms. For additiona information, or to pace an order for any of these products, pease contact the TerraNova customer service team at TerraNovaHepdesk@datarecognitioncorp.com or at.866.282.2250. Page 5 70077-5432 830000
COMPLETE BATTERY Group: GROUP NAME Grade: 6 99 90 80 Distribution by Content Area Nationa Percentie Scae Norma Curve Equivaent Scae 99 90 80 70 Purpose This report provides summary information about your group's performance. This page provides a graphic representation of the score distribution for each content area, ceary noting the Median Nationa Percentie. Together with other sources, this information can be used to evauate, pan, and estabish educationa priorities. 70 60 50 40 30 20 0 u50 u54 u49 u60 u53 u57 u50 u54 u60 60 50 40 30 20 0 Number of Students: 24 Form/Leve: G-6 No. of Students Reading Vocabuary Reading Composite Language Language Mechanics Language Composite Math Math Math Computation Composite Tota Score** Science Socia Studies 24 24 24 24 24 24 24 --- N/A 24 INV 24 6 --- Speing Word Anaysis Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 0% of scores above this point 25% of scores above this point Median Nationa Percentie u Top score of group Midde score of group * Based on ocay reported data ** Tota score consists of Reading, Language, Mathematics Vaues not computed for fewer than 0 students --- Subtest Not Taken N/A Not Avaiabe INV Subtest Invaidated 25% of scores beow this point City/State: CITY, ST 00000 Page 0% of scores beow this point Bottom score of group 70077-5432 830000
Genera Interpretation Each pot in the graph on the front of this page shows the distribution of student scores for a content area tested, indicating both the skewness of the distribution and the spread of the distribution. The key shown beow the graph describes each part of the pot. The median, shown by a diamond (u), is the score that divides the distribution into upper and ower haves. The dashes immediatey above and beow the diamond show the percentie associated with the upper quartie (th Nationa Percentie) and the ower quartie (25th Nationa Percentie). The dashes at the ends of the soid ine correspond to the bottom (0th Nationa Percentie) and top (90th Nationa Percentie) decies. (A decie is one of the points that divides a frequency distribution into 0 equa parts: 0% of the cases fa beow the first decie, 20% beow the second, and so on). The dotted ine portion of the pot competes the distribution, and shows the top score and the bottom score. A distribution of student scores is skewed when the Median Nationa Percentie is coser to either the top or bottom decie. On the pot, skewness is indicated by how cose the diamond (u) is to the dashes at the end of the soid ine. The spread of student scores is indicated by the ength of each pot. If your group's performance for a given content area was simiar to the nationa norm group, then 0% of the scores woud be above the 90th Nationa Percentie, 25% of the scores woud be above the th Nationa Percentie, the Median Nationa Percentie woud be 50, 25% of the scores woud be beow the 25th Nationa Percentie, and 0% of the scores woud be beow the 0th Nationa Percentie (see graph beow). Additiona information about the interpretation of these scores and the use of test resuts can be found at DRC's website, www.datarecognitioncorp.com. Nationa Percentie Scae 90 50 25 0 u 0% of scores above this point (90th Nationa Percentie) 25% of scores above this point (th Nationa Percentie) Median Nationa Percentie 25% of scores beow this point (25th Nationa Percentie) 0% of scores beow this point (0th Nationa Percentie)
COMPLETE BATTERY Reading Reading Language Language Vocabuary Composite Language Mechanics Composite Math Math Compu Math Composite Tota Score** Science Socia Studies Speing Word Anaysis Group: GROUP NAME Grade: 6 Purpose This section of the report provides a comprehensive numeric description of your group's score distribution. Number of Students 39 24 24 23 23 23 24 --- N/A 23 INV 00 6 20 Mean Scores & Std. Deviations Grade Mean Equivaent Standard Deviation Mean Norma Curve Equiv. Standard Deviation NP of the Mean NCE Mean Scae Score Standard Deviation Loca Percenties/Quarties 90th Loca Percentie Nationa Percentie Grade Equivaent Norma Curve Equiv. Scae Score th Loca Percentie Nationa Percentie Grade Equivaent Norma Curve Equiv. Scae Score (Q3) 3.6 3.3 29 22 6 626 67 3.8 3.4 28 22 5 627 64 88 2.2 730 45 8.3 682 4. 3.5 27 24 4 625 67 88 2.2 730 42 8. 45 68 3.6 3.3 29 22 6 626 67 89 2.2 76 0 6 4.0 29 63 3.8 3.4 28 22 65 627 64 86 2.2 7 70 29 5.5 38 652 4. 3.5 27 24 4 625 67 88 2.2 730 45 8.3 682 5. 3.6 33 24 2 639 83 88 2.2 730 42 8. 45 68 4. 3.5 27 24 4 625 67 86 2.2 7 70 6 4.0 29 63 3.8 3.4 28 22 5 627 64 66.2 5 50 29 5.5 38 652 3.6 3.3 29 22 6 626 67 29 5.5 38 652 50th Percentie (Median) Nationa Percentie Grade Equivaent Norma Curve Equiv. Scae Score (Q2) 26 6.7 36 662 8 5.7 30 648 0 3.7 7 60 26 6.7 36 662 8 5.7 30 648 0 3.7 7 60 9 3.9 22 584 4 4.6 28 68 25th Loca Percentie Nationa Percentie Grade Equivaent Norma Curve Equiv. Scae Score (Q) 9 4.5 20 62 9 4.5 20 62 4.7 23 635 2.9 4 576 9 4.5 20 62 4.7 23 635 2.9 4 576 9 4.5 20 62 4.7 23 635 Number of Students: 24 Form/Leve: G-6 0th Loca Percentie Nationa Percentie Grade Equivaent Norma Curve Equiv. Scae Score 0.4 2 500 0.4 2 500 0.4 2 500 0.9 50 0.4 2 502 0.4 2 504 0 0.9 5 0.9 50.0 2 523 Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 Nationa Quarters Loca/Number 76-99 Per Quarter 5-26-50 0-25 Loca/Percent 76-99 Per Quarter 5-26-50 0-25 28 7.8 3 3 3 3 25.0 25.0 25.0 25.0 5 5 2. 37.9 37.9 2. 4 5.4 38.2 38.2 2.2 3 3 3 30 25.2 25.2 25.2 24.4 3 3 3 30 25.2 25.2 25.2 24.4 5 5 2. 37.9 37.9 2. 4 5.4 38.2 38.2 2.2 0 40 40 0 7.7 5. 2.8 74.4 0 50.0 City/State: CITY, ST 00000 Page 2 * Based on ocay reported data ** Tota score consists of Reading, Language, Mathematics Vaues not computed for fewer than 0 students --- Subtest Not Taken N/A Not Avaiabe INV Subtest Invaidated 70077-5432 830000
Genera Interpretation This section of the report presents your data in tabuar form. It is divided into three sections: Mean Scores and Standard Deviations, Loca Percenties/Quarties, and Nationa Quarters. The "Mean Scores and Standard Deviations" section provides some basic norm-referenced information for your group. The foowing are the definitions of the terms used: A Scae Score (SS) is the basis for other norm-referenced scores. The Scae Score describes achievement on a continuum that in most cases spans the compete range of Kindergarten through Grade 2. Scae Scores range in vaue from approximatey 00 to 900. The Mean Scae Score (MSS) is obtained by adding the Scae Scores of a students in a group, then dividing by the number of students in that group. A Nationa Percentie (NP) is the percentage of students in a norm group whose scores fa beow a given student's score. For exampe, a student that scored at the 65th percentie in Reading indicates that the student scored at or above the score of 65% of students nationwide in Reading. Nationa Percenties of 25- are considered to be in the average range, and thus the student's achievement in the exampe above can be interpreted to be in the upper end of the average range. The Median Nationa Percentie (MDNP) is the score that divides the distribution in haf. If the Median Nationa Percentie for your group was 78, for exampe, that woud mean that haf of the Nationa Percentie scores were above 78 and the other haf were beow 78. The Median Nationa Percentie for the nation is 50. The Norma Curve Equivaent (NCE) scae ranges from to 99, and coincides with the Nationa Percentie scae at, 50, and 99. Norma Curve Equivaents have many of the same characteristics as percentie ranks, but have the additiona advantage of being based on an equa-interva scae. The difference between two successive scores on the scae has the same meaning throughout the scae. This property aows for meaningfu comparisons among different achievement tests. The Mean Norma Curve Equivaent (MNCE) is computed by adding the Norma Curve Equivaent scores of a students in a group, then dividing by the number of students in that group. A Grade Equivaent (GE) indicates the year and month of schoo for which a student's eve of performance is typica. For exampe, a Grade Equivaent of 8.5 is interpreted to mean that the student's achievement is at a eve that is typica of students who have competed the fifth month of Grade 8 (September being designated as.0, June as.9) Grade Equivaents that are within approximatey two years of the student's actua grade pacement are generay considered an accurate description of the student's eve of achievement. Use caution, however. A student in Grade 3 may attain a Grade Equivaent of 6.6. This does not mean that the student is capabe of doing sixth-grade work, ony that the student is scoring we above average for Grade 3. Derived from the Mean Scae Score (MSS), the Grade Mean Equivaent (GME) describes the year and month of schoo at which the oca group's Mean Scae Score equas the Nationa Mean. If a Mean Scae Score of 677, for exampe, converts to a Grade Mean Equivaent of 8.8, it indicates that 677 is the Mean Nationa Scae Score for students who have competed the eighth month of Grade 8. A Standard Deviation is a statistic that shows the spread or dispersion of scores in a distribution of scores in other words, a measure of dispersion. The more the scores are spread out, the arger the standard deviation. The "Loca Percenties/Quarties" section compares the distribution of your students' scores with those of the nationa norm group. Five points in your oca distribution, described beow, are compared to the same points nationay. These points are shown on the pot in Part I. The 90th Loca Percentie is the score that divides the highest 0% of your student scores from the owest 90%. If this group had scored exacty ike the nationa norm group, the Nationa Percentie (NP) woud be 90. If this group's NP score is greater than 90, they scored higher than the nationa norm group. The th Loca Percentie or Quartie 3 (Q3) is the score that divides the highest 25% of your student scores from the owest %. If this group had scored exacty ike the nationa norm group, the NP score woud be. If this group's NP score is greater than, they scored higher than the nationa norm group. The 50th Loca Percentie or Quartie 2 (Q2) is the score that divides the highest 50% of your student scores from the owest 50%. This point is caed the median. If this group had scored exacty ike the nationa norm group, the NP score woud be 50. If this group''s NP score is greater than 50, they scored higher than the nationa norm group. The 25th Loca Percentie or Quartie (Q) is the score that divides the highest % of your student scores from the owest 25%. If this group had scored exacty ike the nationa norm group, the NP score woud be 25. If this group's NP score is greater than 25, they scored higher than the nationa norm group. The 0th Loca Percentie is the score that divides the highest 90% of your student scores from the owest 0%. If this group had scored exacty ike the nationa norm group, the NP score woud be 0. If this group''s NP score is greater than 0, they scored higher than the nationa norm group. The "Nationa Quarters" section dispays the number and percent of your student scores that fa into each of the four quarters. It aows you to compare your oca score distribution to the Nationa Percentie distribution. In the nationa norm group, 25% of the students had NP scores between 76 and 99, 25% were between 5 and, 25% were between 26 and 50, and 25% were between and 25. It is desirabe for a arger proportion of your students to be in quarters 3 and 4.
COMPLETE BATTERY Group: GROUP NAME Grade: 6 Performance on Objectives Obj. No. Objective Tites Reading Loca Average OPI Nationa Difference Moderate Mastery Range 02 Basic Understanding 49 66-7 46-82 03 Anayze Text 52 62-0 48-74 04 Evauate/Extend Meaning 60 55 + 05 52-70 05 Rdg/Wrtg Strategies 40 50-0 35-65 Vocabuary 35 Word Meaning 60 + 5 50-85 Objectives Performance Index (OPI)* 0 20 40 60 80 00 Obj. No. Objective Tites Loca Average OPI Nationa Difference Moderate Mastery Range Decimas 55 52-64 Science INV INV 9 Science Inquiry 57-63 20 Physica Science 56 48-64 2 Life Science 57 49-65 22 Earth and Space Science 56-63 23 Science and Technoogy 57 48-64 Objectives Performance Index (OPI)* 0 20 40 60 80 00 Purpose This section of this report provides an anaysis of your group's performance on the TerraNova objectives. 36 Mutimeaning Words 52 62-0 48-74 37 Words in Context 60 55 + 05 52-70 Language 07 Sentence Structure 49 66-7 46-82 24 Persona & Socia Pers 56 49-65 Socia Studies 26 Geographic Perspectives 37 48-30-58 27 Historica & Cutura 52 62-0 48-74 08 Writing Strategies 40 50-0 35-65 28 Civics & Government - - - - 09 Editing Skis 52 62-0 48-74 29 Economic Perspectives 49 66-7 46-82 Language Mechanics Speing 38 Sent, Phrases, Causes 60 + 5 50-85 40 Vowes 58 5-63 39 Writing Conventions 60 55 + 05 52-70 4 Consonants 60 49-67 Mathematics 42 Structura Units 59 5-66 Number of Students: 24 0 Number & Num. Reations 56 55 + 0 52-64 Computation & Estimation 37 48-30-58 Form/Leve: G-6 2 Operation Concepts 49 66-7 46-82 Test Date: mm/dd/yy QM: 07 3 Measurement 60 55 + 05 52-70 4 Geometry & Spatia Sense 40 50-0 35-65 5 Data, Stats & Prob. 56 55 + 0 52-64 DISTRICT NAME 245 6 Patterns, Funcs, Agebra 60 55 + 05 52-70 Math Computation --- --- 45 Mutipy Whoe Numbers 60 50-85 46 Divide Whoe Numbers 66 46-82 City/State: CITY, ST 00000 Page 3 Nationa reference group grade 6.8 * OPI is an estimate of the number of items that a student coud be expected to answer correcty if there had been 00 items for that objective. Vaues not computed for fewer than 0 students --- Subtest Not Taken - Too few items to report INV Subtest Invaidated Key Moderate Mastery Range Loca Average OPI Score Nationa Average OPI Score 70077-5432 830000
COMPLETE BATTERY Percent of Students at Each Proficiency Leve Reading Vocabuary Language Language Mechanics Mathematics Performance Leves Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** 00 Group: GROUP NAME Grade: 6 Purpose This report summarizes your group's performance using two categories. It aows you to compare oca performance to nationa performance across content areas. Proficiency (Leves 4,5) Percent of Students 50 25 0 00 3% 33% 4 Students --- 26% 30% 35 Students 9 Students 24% 32% 32 Students Partia Proficiency (Leves,2,3) Percent of Students 50 25 69% 67% 74% 70% 82% 6% 76% 68% Number of Students: 24 Form/Leve: G-6 Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 City/State: CITY, ST 00000 Page 4 0 92 Students --- 98 Students 09 Students * Based on ocay reported data ** Nationa percent based on Spring nationa norm group --- Subtest Not Taken Vaues not computed for fewer than 0 students Genera Interpretation INV Subtest Invaidated This section of the divides your students into those who have reached or surpassed the goa of Proficiency, and those who have not. Specificay, for each content area, Leve 4 (Proficient) and Leve 5 (Advanced) are combined into one category caed "Proficiency." Leve (Step ), Leve 2 (Progressing), and Leve 3 (Nearing Proficiency) are combined into a second category caed "Partia Proficiency." The percent of students in the nationa norm group in each category are incuded to aow for easy comparisons 0 Students It is desirabe to have the percent of your students in the "Proficiency" category increase from year to year. Likewise, it is desirabe to have the percent of your students in the "Partia Proficiency" category decrease from year to year. More information regarding the performance eves may be found at DRC's website, www.datarecognitioncorp.com. 70077-5432 830000
COMPLETE BATTERY Percent of Students at Each Proficiency Leve Math Computation Science Socia Studies Speing Word Anaysis Performance Leves Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** Loca % Nationa %** 00 Group: GROUP NAME Grade: 6 Purpose This report summarizes your group's performance using two categories. It aows you to compare oca performance to nationa performance across content areas. Proficiency (Leves 4,5) Percent of Students 50 25 0 00 INV 26% 30% 35 Students 8% 39% 24 Students --- Partia Proficiency (Leves,2,3) Percent of Students 50 25 74% 70% 82% 6% Number of Students: 24 Form/Leve: G-6 Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 City/State: CITY, ST 00000 Page 5 0 INV 98 Students 09 Students * Based on ocay reported data ** Nationa percent based on Spring nationa norm group --- Subtest Not Taken Vaues not computed for fewer than 0 students Genera Interpretation INV Subtest Invaidated This section of the divides your students into those who have reached or surpassed the goa of Proficiency, and those who have not. Specificay, for each content area, Leve 4 (Proficient) and Leve 5 (Advanced) are combined into one category caed "Proficiency." Leve (Step ), Leve 2 (Progressing), and Leve 3 (Nearing Proficiency) are combined into a second category caed "Partia Proficiency." The percent of students in the nationa norm group in each category are incuded to aow for easy comparisons It is desirabe to have the percent of your students in the "Proficiency" category increase from year to year. Likewise, it is desirabe to have the percent of your students in the "Partia Proficiency" category decrease from year to year. More information regarding the performance eves may be found at DRC's website, www.datarecognitioncorp.com. ---
COMPLETE BATTERY with InView Group: GROUP NAME Grade: 6 Purpose This section of this report shows how the group's obtained achievement scores compare to their anticipated achievement scores. 99 90 80 70 60 50 40 30 20 Obtained Versus Anticipated Achievement Nationa Percentie Scae Norma Curve Equivaent Scae 99 90 80 70 60 50 40 30 0 20 0 Number of Students: 0 Form/Leve: G-6 DIFF No. of Students Reading Vocabuary Reading Composite Language Language Mechanics Language Composite Math Math Math Computation Composite Tota Score** Science Socia Studies 0 0 N/A 0 0 N/A 0 0 N/A N/A 0 0 0 0 Speing Word Anaysis Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 Key Obtained score Anticipated score * Based on ocay reported data ** Tota score consists of Reading, Language, Mathematics N/A Not Avaiabe City/State: CITY, ST 00000 Page 6 70077-5432 830000
Genera Interpretation The graph on the front of this page shows the obtained achievement scores on TerraNova for your group of students and their anticipated scores based on their InView resuts. Your group's Mean Norma Curve Equivaent scores and Mean Anticipated Norma Curve Equivaent scores are shown at the tops of the bars on the graph. The shaded area on the graph represents the average range of scores, defined as the midde 50 percent of students nationay. Scores that fa above the shaded area are above the nationa average; scores that fa beow the shaded area are beow the nationa average. Educationay meaningfu differences between your students' obtained and anticipated scores are indicated beow the graph in the DIFF row. A difference is considered meaningfu when the difference between the two scores is 7 or more Norma Curve Equivaent (NCE) units. (The Norma Curve Equivaent scae is shown on the right of the graph.) When the group's performance is better than anticipated, the difference is shown as "Above." When the group's performance is beow anticipated, the difference is shown as "Beow".
COMPLETE BATTERY, with InView Group: GROUP NAME Grade: 6 Reading Reading Language Language Vocabuary Composite Language Mechanics Composite Math Math Compu Math Composite Number of Students 0 0 N/A 0 0 N/A 0 0 N/A N/A 0 0 0 0 Obtained/Anticipated Scores Median Nationa Percentie Obtained Anticipated NP of Mean NCE Obtained Anticipated Difference Tota Score** Science Socia Studies Speing Word Anaysis Purpose This section of this report provides ocay obtained achievement scores and anticipated achievement scores for comparison purposes. Mean Norma Curve Equivaent Obtained Standard Deviation of Obtained Anticipated Difference Mean Scae Score Obtained Standard Deviation of Obtained Anticipated Difference Standard Deviation of Difference Grade Mean Equivaent Obtained Standard Deviation of Obtained Anticipated Difference Number of Students: 0 Form/Leve: G-6 Test Date: mm/dd/yy QM: 07 DISTRICT NAME 245 City/State: CITY, ST 00000 Page 7 Cognitive Skis Index (CSI) (Mean CSI: ---) No. Students with Vaid CSI Intervas Scae Scores by CSI Intervas 0 5 & Above Mean Obtained Mean Anticipated Difference 0 86-4 Mean Obtained Mean Anticipated Difference 0 85 & Beow Mean Obtained Mean Anticipated Difference * Based on ocay reported data ** Tota score consists of Reading, Language, Mathematics N/A Not Avaiabe 70077-5432 830000
Beow Average Average Above Average Key Terms Nationa Stanine Scae Nationa Percentie Scae Norma Curve Equivaent Scae 2 3 4 5 6 7 8 9 5 0 20 30 40 50 60 70 80 90 95 99 0 20 30 40 50 60 70 80 90 99 A Scae Score (SS) is the basis for other norm-referenced scores. The Scae Score describes achievement on a continuum that in most cases spans the compete range of Kindergarten through Grade 2. Scae Scores range in vaue from approximatey 00 to 900. The Mean Scae Score (MSS) is obtained by adding the Scae Scores of a students in a group, then dividing by the number of students in that group. Norm-Referenced Scores come from a standardized assessment and compare a student or group of students with a specified reference group (norm group), usuay others of the same grade and age. An Anticipated Achievement Score (AA) compares an individua student's eve of achievement with that of students of simiar age, grade, and cognitive abiity. Anticipated Achievement Scores are a function of age, grade, and scores on InView. If a student's age is outside the age range used in the formua to compute AA, his or her age is reset to the minimum or maximum vaue of the range. The AA for students whose ages have been reset may not be as precise as the AA for students whose ages are within the range specified for each grade. (Ony appicabe when InView is taken.) A Difference (DIFF) is noted by the words "Above" or "Beow" when there is an educationay meaningfu difference between the group's or individua student's obtained and anticipated scores. The difference is considered meaningfu when there is a 7-unit difference between the obtained Norma Curve Equivaent (NCE) and anticipated NCE scores. (Ony appicabe when InView is taken.) A Nationa Percentie (NP) is the percentage of students in a norm group whose scores fa beow a given student's score. For exampe, a student that scored at the 65th percentie in Reading indicates that the student scored equa to or above 65% of students nationwide in Reading. Nationa Percenties of 25- are considered to be in the average range, and thus the student's achievement in the exampe above can be interpreted to be in the upper end of the average range. The correspondence among Nationa Percenties, Nationa Stanines, and Norma Curve Equivaents is shown in the graph above. The Median Nationa Percentie (MDNP) is the score that divides the distribution in haf. If the Median Nationa Percentie for your group was 78, for exampe, that woud mean that haf of the Nationa Percentie scores were above 78 and the other haf were beow 78. The Median Nationa Percentie for the nation is 50. A Loca Percentie (LP) is the percentage of students in a oca group whose scores fa beow a given student's score. The Norma Curve Equivaent (NCE) scae ranges from to 99, and coincides with the Nationa Percentie scae at, 50, and 99 (see ine graph above). Norma Curve Equivaents have many of the same characteristics as percentie ranks, but have the additiona advantage of being based on an equa-interva scae. The difference between two successive scores on the scae has the same meaning throughout the scae. This property aows for meaningfu comparisons among different achievement tests. The Mean Norma Curve Equivaent (MNCE) is computed by adding the Norma Curve Equivaent scores of a students in a group, then dividing by the number of students in that group. The Nationa Stanine (NS) scae divides the scores of the norm popuation into nine groups (see the Nationa Stanine ine graph above). Because stanines are singe-digit numbers, they are ess ikey than Nationa Percenties to be confused with the percentage of items answered correcty; however, they ack precision. For exampe, a student with a Nationa Stanine of 6 coud have a Nationa Percentie as ow as 60 and as high as 77 (see ine graph above). The Mean Nationa Stanine (MNS) is computed by adding a of the Nationa Stanines of a the students in the group, then dividing by the number of students in that group. A Grade Equivaent (GE) indicates the year and month of schoo for which a student's eve of performance is typica. For exampe, a Grade Equivaent of 8.5 is interpreted to mean that the student's achievement is at a eve that is typica of students who have competed the fifth month of Grade 8 (September being designated as.0, June as.9) A Grade Equivaent that is within approximatey two years of the student's actua grade pacement is generay considered an accurate description of the student's eve of achievement. Use caution, however. A student in Grade 3 may attain a Grade Equivaent of 6.6. This does not mean that the student is capabe of doing sixth-grade work, ony that the student is scoring we above average for Grade 3. Derived from the Mean Scae Score (MSS), the Grade Mean Equivaent (GME) describes the year and month of schoo at which the oca group's Mean Scae Score equas the Nationa Mean. If a Mean Scae Score of 677, for exampe, converts to a Grade Mean Equivaent of 8.8, it indicates that 677 is the Mean Nationa Scae Score for students who have competed the eighth month of Grade 8. Additiona information about the interpretation of these scores and the use of test resuts can be found at DRC's website, www.datarecogntioncorp.com.
INVIEW Group: GROUP NAME Grade: 6 Norm-Referenced Scores Sequences Anaogies Quantitative Reasoning Tota Nonverba Score Verba Reasoning-Words Verba Reasoning-Context No. of Stdnts MNSG MSS MDNPA MDNPG --- --- --- N/A --- --- Nationa Percentie Scae 0 0 25 50 90 99 Purpose This section provides detais about your group's performance on InView. Together with other sources, this information can be used to evauate, pan, and estabish educationa priorities. Tota Verba Score Tota Score N/A N/A MNSG: Mean Nat Stanine by Grade MDNPA: Median Nat Percentie by Age MSS: Mean Scae Score MDNPG: Median Nat Percentie by Grade Mean CSI: --- No. of students with vaid CSI scores: 0 * Based on ocay reported data Cognitive Skis Index requires student birthdate and Tota Score --- Subtest Not Taken 2 3 4 5 6 7 8 9 Nationa Stanine Scae Median Nationa Percentie by Grade (MDNPG) Number of Students: 0 InView Leve: Test Date: mm/dd/yy DISTRICT NAME 245 City/State: CITY, ST 00000 Page 8 Genera Interpretation InView consists of five subtests that measure cognitive abiity. The five subtests are Sequences, Anaogies, Quantitative Reasoning, Verba Reasoning-Words, and Verba Reasoning-Context. Expanations of what these subtests measure can be found on the next page. A five subtests are combined to create a Tota Score. Sequences, Anaogies, and Quantitative Reasoning are combined to yied a Tota Nonverba Score; Verba Reasoning-Words and Verba Reasoning-Context are combined to create a Tota Verba Score. Dispayed on the eft are the norm-referenced scores for every subtest taken. The Median Nationa Percentie by Grade is isted in the ast coumn. A Nationa Percentie by Grade compares a student with other students in the same grade, regardess of their ages. The Cognitive Skis Index (CSI), which is shown beneath the tabe, is an age-dependent standardized score based on an individua's performance on InView. This score indicates a student's overa cognitive abiity reative to other students of the same age without regard to grade. The Mean CSI is the average cognitive abiity score for this group. 70077-5432 830000
INVIEW Summary Scae Scores Sequences Anaogies Quantitative Reasoning Tota Nonverba Score Verba Reasoning- Words Verba Reasoning- Context Tota Verba Score Tota Score Number of Students --- --- --- N/A --- --- N/A N/A Group: GROUP NAME Grade: 6 High Score Low Score Purpose This section provides the summary distribution of scores for your group. Loca Percenties 90 50 (Median) 25 0 Mean Number of Students: 0 InView Leve: Standard Deviation Test Date: mm/dd/yy DISTRICT NAME 245 City/State: CITY, ST 00000 Page 9 --- Subtest Not Taken