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Educators need to be able to make meaning of the results so that they can quickly adjust instructional strategies. Use the sample report, below, to see how measurement terms are likely to appear – and what the different terms mean. Click here to download the PDF in a new window.

Applying Data to Instruction
With all of the data available from assessment results, teachers may have information overload. Therefore, it is useful for teachers to understand how to apply the data to instructional strategies. Below are some examples of the ways that teachers use assessment data to inform decisions in the classroom.

SCORES
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  • Offer at-a-glance insight into the strengths and weaknesses of student learning. Best paired with other sources of information, such as classwork, additional assessments and communication to frame a complete picture of student understanding.
  • Helpful when setting goals with students, monitoring student growth and learning patterns over the course of the year.

SEM
  • A high SEM highlights how much confidence should be associated with a score. Useful for following up with students to discuss their results after an uncharacteristically low or high performance on an assessment.

PERCENTILES
  • Useful to understand how students in a class are performing relative to their peers, particularly when setting goals with students, creating flexible groupings or evaluating program effectiveness.

MEAN AND MEDIAN
  • Provides central points of reference when setting goals with students or reviewing performance of a group, whether a class, grade or larger sample.
  • Valuable when comparing and organizing student assessment results to inform instructional groupings or programs.

STANDARD DEVIATION
  • Can be useful when determining how diverse student performanceis within a group. An important factor when determining why an average (mean) score is higher or lower for a group, and whether whole group or small group instruction might be more effective