Assessment Target

Skill
Item
5 Week

Assess.
%
Rubric correct
Score
33

18.18

%A

%B

%C

%D

52.73

3.64

12.73

18.18

% of
Names of
students students who
with
have not
mastery mastered skill

Major
distractor

1.8
5 Week

33

18.18

18.18

41.82

18.18

7.27
1.8

5 Week

33

23.64

7.27

23.64

16.36

40
1.8

5 Week

33

30.91

30.91

20

3.64

32.73
1.8

5 Week

33

47.27

1.82

10.91

25.45

47.27
1.8

Ten Week

25

33

58

14

20

58
22

Ten Week

26

33

56

10

56

14

20
22

Ten Week

28

33

52

52

10

36

Distracter
Type(s)

2
22

Mistakes or subskill
deficiencies revealed

Students didn't
differentiate between
necessary and
unnecessary info.
Major
Students chose less
distractor
complicated, but
acurate, sentence.
Major
Students chose
distractor/Bad answer that was true
ansswer
but not specific to the
sentence.
Split
Students did not
differentiate meanings
between different
transition words.
Major
Students chose
distractor
answer that was true
but not specific to the
paragraph.
Major
Students chose
distractor
answer that gave
specific info, not
answer that had big
picture.
Split
Students making their
own inferences instead
of focusing on what the
author is saying.
Major
Students chose
distractor
answer that gave
specific info, not
answer that had big
picture.

Ten Week

30

33

26

28

30

18

26

Pure Guess

Deleting an
unneccesary sentence.

22
Ten Week

31

33

38

50

38

8
22

Major
distractor

Vocab- Hectic.
Transition wordsHowever

Ideas for instruction to

remediate deficiencies

Practice finding info that

does not fit with the rest of
the content. Reading for
comprehension.
Focus on reading more
complicated passages.
Reiew what a question is
actually asking for.

Introduce examples of
transition words and how
they change meaning in a
sentence.
Reiew what a question is
actually asking for.

Differentiate between the

main purpose of a topic and
details within a paragraph
Putting personal opinion to
the side when reading an
article unless asked for it.
Differentiate between the
main purpose of a topic and
details within a paragraph

Instead of telling students

that a sentence doesn't
belong, have them choose
what to do with a specific
sentence.
Context clues and teaching
the meaning of transition
words.

Assessment Target
Skill
Item
5 Week

Assess.
%
%A
Rubric correct
Score
33

43.64 10.91

%B

%C

%D

43.64

25.45

7.27

% of
Names of
students students who
with
have not
mastery mastered skill

Distracter
Type(s)

1.8
5 Week

33

36.36

20

5 Week

33

32.73 32.73

29.09

36.36

1.82

32.73

16.36

5.45

1.8

Split
Split

1.8
5 Week

33

21.82 12.73

36.36

16.36

21.82
1.8

Ten Week

22

33

84

12

84

Ten Week

23

33

74

10

74

14

Ten Week

24

33

62

62

12

20

Ten Week

27

33

74

18

74

50
50
50
50

Ten Week

29

33

38

30

38

18

14

Major
distractor
Major
distractor
Major
distractor
Major
distractor
Major
distractor
Split

50
15 Week

33

10.53

5.26

84.21

15 Week

33

57.89

15.79

10.53

15.79

15 Week

33

42.11

47.37

10.53

16
16

33

36.84

21.05

42.11

16

Students unsure of
where to use commas
in unnecessary info
Pronoun references
Comma rules and
subject verb
agreement.
Subject verb
agreement.
Placing comma before
"and" in series.
Deleting or keeping
descriptions.
Using "or" instead of
"and" in a list.
Punctuation in a quote.
Subject verb
agreement.

Major
distractor
Bad answer
choice
Split

Subject verb
agreement.
Comma rules,
introductory clause.
Subject verb
agreement.

Split

Commas in a series
with long lists.

16
15 Week

Mistakes or subskill
deficiencies revealed

15 Week

33

31.58

47.37

21.05

16

Pure Guess

Comma rules,
introductory clause.

Ideas for instruction to

remediate deficiencies

Comma rules and practice.

Work on pronouns and what
they refer back to.
Work on subject verb
agreement. Has not yet
been touched in class.
Work on subject verb
agreement. Has not yet
been touched in class.
Review comma rules.
Review
Give examples of commas
in a series using "or".
Give examples and practice
using punctuation in a
quote.
Match different subjects to
correct verb tense
(past/present/future).
Writing revisions focusing
on past present future
Continue to teach comma
rules. Bellringers.
Differentiate parts of speech
(verbs vs. nouns that look
like verbs (joke)).
Give harder examples of
series.

Continue to teach comma

rules. Bellringers.

Target
Target Assess.
%
Skill Item Skill Item Rubric correct
Score

%A

%B

%C

15 Week

2 33/39

31.58

15 Week

5 33/39

42.11 47.37 10.53

15 Week

6 33/39

47.37

15 Week

9 33/39

36.84 47.37

%D

5.26 36.84 26.32

% of
students
with
mastery

Names of
students
who have
not
mastered
skill

0 All

0 All

0 21.05 31.58

0 All

5.26 10.53

0 All

Distracter Mistakes or Ideas for

Type(s)
subskill instruction
deficiencies
to
revealed remediate
deficiencie
s
Practical
examples
Organization of why
Bad answer of
order
choice
paragraph. matters
Practical
examples
Organization of why
of
order
Split
paragraph. matters

Pure guess

Split

Transition
words

Purpose of
different
transition
words and
alignment
to student
vocab

Transition
words

Purpose of
different
transition
words and
alignment
to student
vocab

Instructions
One tab will track a specific target skill over time, with several assessments on it, for one class period.
Record the assessment (i.e. "5-week" or "pronoun bell ringer 9/25/09")
Record the question/item numbers for the assessment items that address this target skill.
Record the score this assessment received on the assessment rubric.
Purpose: to consider assessment quality when looking at student data - did scores drop because assessment is harder?
This only applies to our formal 5-week assessments.
Record the % of students who got each item correct.
Record the % of students who chose each multiple choice answer. Bold and underline the correct answer so that it stands out.
This only applies to multiple choice assessments: formal 5-week, and any multiple-choice formative assessments
Record the % of students who have demonstrated mastery (as defined by getting 80% of target skill items correct).
List names of students who have not demonstrated mastery.
Analyze percentages and determine distracter types that appear.
This only applies to multiple choice items
Distracter Types:
The Major Distracter (majority pick same distracter)
The Split (2 answers get chosen most often, at about same rate)
Bad Answer Choice (no one picked a certain multiple choice answer not a valid distracter)
AWOL (absent without luck where kids didnt even put a guess, but left it blank)
Pure Guess (responses scattered pretty evenly over the 4 choices)
Reflect on what mistakes kids made or what subskill deficiencies they have demonstrated
(based on what distracters they picked and what that means)
This applies to ALL assessments - even if they did not have multiple choice distracters, you can still determine what mistakes students
seem to be making.
Generate some ideas for instruction to correct students' mistakes or remediate their subskill deficiencies
This applies to ALL assessments

Assessment Target
Skill
Item

Assess.
%
% A % B % C % D % of students Names of students
Rubric correct
with mastery
who have not
Score
mastered skill

bell ringer,
9/12/09

18/24

94

bell ringer,
9/12/09

18/24

72

Distracter
Type(s)

Jamie
Liz
Habib
30 Andrea

Jamie
Liz
Habib
36 Andrea
5 week

18/24

44

11

39

44

The split

Jamie
Liz
47 Andrea

5 week

18/24

78

17

78

5 week

20/24

17

17

50

28

5 week

10

20/24

22

22

28

28

22

Pure guess

10 week

21

20/24

39

11

28

39

22

Some guessing

Bad answer choice

Major distracter

Mistakes or subskill
deficiencies revealed
None

Ideas for
instruction to
remediate
deficiencies

Move on to next
higher skill level,
or reassess rigor of
this question
Students are inverting the x Graphing practice
and y axes on graphs
with identifying x
and y axes,
students creating
list of "rules" for
what variables
should go where
Subskill - extrapolation;
Picking C: higher than the
real C point is on the graph;
didnt realize could extend
off the axes must follow
the trend of the line, not
focus on the labeled points

Extrapolation
review where there
are points and a
line of best fit
practice using both
the points and the
lines, determining
when each is
appropriate to
focus on; graphing
points and making
line of best fit

Students cannot
distinguish between
evidence that refutes a
hypothesis, and facts that
are irrelevant

Evidence Sort
where kids practice
sorting evidence
that is already
there, then expand
to them coming up
with the evidence
that would either
support or refute
the hypothesis
(also base on
experiments
which outcomes
would
support/refute)
Have to conceptually
??? Not sure what
understand that less rainfall mistake picking B
would lower all 3 metrics
represents need
help
B inverts the appropriate Evidence Sort
choices, matching low
where kids practice
numbers to more
sorting evidence
weathering;
that is already
C does not see that answer there, then expand
choice that combines the 2 to them coming up
forces cannot help
with the evidence
differentiate between the 2 that would either
forces;
support or refute
D picks statement that is the hypothesis
supported by table, but does (also base on
not support the hypothesis experiments
given in Q
which outcomes
would
support/refute)
Tie into extrap.
review, graph
biases validity of
data, how
supported by more
B, D interpolates too low points near line of
best fit