Method for analyzing standards-based assessment data

• US 20060084048A1
• Filed: 10/19/2004
• Published: 04/20/2006
• Est. Priority Date: 10/19/2004
• Status: Abandoned Application

• Current Assignee: Anthony W. Tooley, Fay G. Sanford
• Original Assignee: Anthony W. Tooley, Fay G. Sanford
• Inventors: Tooley, Anthony W., Sanford, Fay G.
• Application Number:
  US10/969,318
• Publication Number:
  US 20060084048A1
• Time in Patent Office: Days
• US Class Current: 434/323
• CPC Class Codes: G09B 7/00 Electrically-operated teaching apparatus or devices working with questions and answers mechanically operated G09B3/00; computing arrangements G06F

Abstract

A method for analyzing standards-based assessment data includes the steps of formulating a standards-based assessment of a plurality of academic content standards for administering to one or more students, the assessment based upon an existing set of academic content standards, generating a plurality of reports from administering the assessment for presenting at least one assessment result in a standards-based format, providing a methodology for analyzing the reports for identifying achievement problems of the students, and setting forth a plurality of parameters for developing an intervention strategy for improving the performance of the student or students.

Claims

1. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards for administering to a plurality of students, said assessment based upon an existing set of academic content standards;

generating a plurality of reports from administering said assessment for presenting at least one assessment result in a standards-based format;

analyzing said reports for identifying achievement problems of said students; and

developing an intervention strategy for improving the performance of said students.

2. The method of claim 1 further including the step of identifying an instructional context of said content standards.

3. The method of claim 1 further including the step of providing a plurality of sections in said reports, each section separately indicating the extent to which said content standards have been presented to said students.

4. The method of claim 3 wherein the extent to which each of said content standards has been presented to said students is separately indicated by one of a plurality of different text fonts in each section of said reports.

5. The method of claim 4 wherein a first text font appearing in said reports represents a first color indicating that said content standards have been mastered by said students.

6. The method of claim 4 wherein a second text font appearing in said reports represents a second color indicating that said content standards have been introduced and practiced by said students.

7. The method of claim 4 wherein a third text font appearing in said reports represents a third color indicating that said content standards have been introduced but not practiced by said students.

8. The method of claim 4 wherein a fourth text font appearing in said reports represents a fourth color indicating that said content standards have not been introduced to said students.

9. The method of claim 3 wherein the extent to which each of said content standards has been presented to said students is separately indicated by one of a plurality of different background colors in each section of said reports.

10. The method of claim 9 wherein a first background color appearing in said reports indicates that said content standards have been mastered by said students.

11. The method of claim 9 wherein a second background color appearing in said reports indicates that said content standards have been introduced and practiced by said students.

12. The method of claim 9 wherein a third background color appearing in said reports indicates that said content standards have been introduced but not practiced by said students.

13. The method of claim 9 wherein a fourth background color appearing in said reports indicates that said content standards have not been introduced to said students.

14. The method of claim 1 further including the step of providing a standards-based item bank and a demographic and test data input.

15. The method of claim 1 further including the step of creating and storing a rationale for each of a plurality of incorrect responses associated with each of a plurality of test items of said standards-based assessment.

16. The method of claim 1 further including the step of scoring said standards-based assessment for providing said assessment result.

17. The method of claim 1 wherein said step of generating a plurality of reports further includes the step of providing a By-Item Report.

18. The method of claim 1 wherein said step of generating a plurality of reports further includes the step of providing a By-Standard Report.

19. The method of claim 1 wherein said step of generating a plurality of reports further includes the step of providing an Item Detail Report.

20. The method of claim 2 wherein said step of identifying the instructional context of said content standards further includes the step of determining if said content standards have been adequately presented to said students during the instructional year.

21. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards for administering to a plurality of students, said assessment based upon an existing set of academic content standards;

generating a plurality of reports from administering said assessment for presenting at least one assessment result in a standards-based format, said reports providing a plurality of sections each separately indicating the extent to which said content standards have been presented to said students;

analyzing said reports for identifying achievement problems of said students; and

developing an intervention strategy for improving the performance of said students.

22. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards and administering said assessment to a plurality of students, said assessment based upon an existing set of academic content standards;

scoring said standards-based assessment for providing at least one assessment result;

generating a plurality of reports for presenting said assessment result in a standards-based format;

analyzing said reports for identifying achievement problems of said students; and

developing an intervention strategy for improving the performance of said students.

23. The method of claim 22 further including the step of providing a plurality of sections in said reports, each section separately indicating the extent to which said content standards have been presented to said students.

24. A method for analyzing standards-based assessment data, said method comprising the steps of:

selecting and administering a standards-based assessment of a plurality of academic content standards to a plurality of students, said assessment based upon an existing set of academic content standards;

analyzing a result of said assessment using a rationale response analysis for detecting achievement problems of said students and for assisting in identifying why said students responded incorrectly during said assessment;

placing said content standards in an instructional context for determining when said content standards were presented to said students; and

developing an intervention strategy for improving the performance of said students.

25. The method of claim 24 further including the step of providing a plurality of sections in said result of said assessment, each section separately indicating the extent to which said content standards have been presented to said students.

26. The method of claim 24 wherein said step of identifying why said students responded incorrectly during said assessment further includes the step of studying a cognitive rationale of the most predominate student response.

27. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards for administering to a plurality of students, said assessment based upon an existing set of academic content standards;

generating a plurality of reports from administering said assessment for presenting at least one assessment result in a standards-based format;

providing a methodology for analyzing said reports for identifying achievement problems of said students; and

setting forth a plurality of parameters for developing an intervention strategy for improving the performance of said students.

28. The method of claim 27 further including the step of providing guidelines for identifying an instructional context of said content standards.

29. The method of claim 27 further including the step of providing a plurality of sections in said reports, each section separately indicating the extent to which said content standards have been presented to said students.

30. The method of claim 29 wherein the extent to which each of said content standards has been presented to said students is separately indicated by one of a plurality of different text fonts in each section of said reports.

31. The method of claim 30 wherein a first text font appearing in said reports represents a first color indicating that said content standards have been mastered by said students.

32. The method of claim 30 wherein a second text font appearing in said reports represents a second color indicating that said content standards have been introduced and practiced by said students.

33. The method of claim 30 wherein a third text font appearing in said reports represents a third color indicating that said content standards have been introduced but not practiced by said students.

34. The method of claim 30 wherein a fourth text font appearing in said reports represents a fourth color indicating that said content standards have not been introduced to said students.

35. The method of claim 29 wherein the extent to which each of said content standards has been presented to said students is separately indicated by one of a plurality of different background colors in each section of said reports.

36. The method of claim 35 wherein a first background color appearing in said reports indicates that said content standards have been mastered by said students.

37. The method of claim 35 wherein a second background color appearing in said reports indicates that said content standards have been introduced and practiced by said students.

38. The method of claim 35 wherein a third background color appearing in said reports indicates that said content standards have been introduced but not practiced by said students.

39. The method of claim 35 wherein a fourth background color appearing in said reports indicates that said content standards have not been introduced to said students.

40. The method of claim 27 further including the step of providing a standards-based item bank and a demographic and test data input.

41. The method of claim 27 further including the step of creating and storing a rationale for each of a plurality of incorrect responses associated with each of a plurality of test items of said standards-based assessment.

42. The method of claim 27 further including the step of scoring said standards-based assessment for providing said assessment result.

43. The method of claim 27 wherein said step of generating a plurality of reports further includes the step of providing a By-Item Report.

44. The method of claim 27 wherein said step of generating a plurality of reports further includes the step of providing a By-Standard Report.

45. The method of claim 27 wherein said step of generating a plurality of reports further includes the step of providing an Item Detail Report.

46. The method of claim 28 wherein said step of identifying the instructional context of said content standards further includes the step of determining if said content standards have been adequately presented to said students during the instructional year.

47. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards for administering to a plurality of students, said assessment based upon an existing set of academic content standards;

generating a plurality of reports from administering said assessment for presenting at least one assessment result in a standards-based format, said reports providing a plurality of sections each separately indicating the extent to which said content standards have been presented to said students;

providing a methodology for analyzing said reports for identifying achievement problems of said students; and

setting forth a plurality of parameters for developing an intervention strategy for improving the performance of said students.

48. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards and administering said assessment to a plurality of students, said assessment based upon an existing set of academic content standards;

scoring said standards-based assessment for providing at least one assessment result;

generating a plurality of reports for presenting said assessment result in a standards-based format;

providing a methodology for analyzing said reports for identifying achievement problems of said students; and

setting forth a plurality of parameters for developing an intervention strategy for improving the performance of said students.

49. The method of claim 48 further including the step of providing a plurality of sections in said reports, each section separately indicating the extent to which said content standards have been presented to said students.

50. A method for analyzing standards-based assessment data, said method comprising the steps of:

selecting and administering a standards-based assessment of a plurality of academic content standards to a plurality of students, said assessment based upon an existing set of academic content standards;

providing a methodology for analyzing a result of said assessment using a rationale response analysis for detecting achievement problems of said students and for identifying why said students responded incorrectly during said assessment;

providing guidelines for placing said content standards in an instructional context for determining when said content standards were presented to said students; and

setting forth a plurality of parameters for developing an intervention strategy for improving the performance of said students.

51. The method of claim 50 further including the step of providing a plurality of sections in said result of said assessment, each section separately indicating the extent to which said content standards have been presented to said students.

52. The method of claim 50 wherein said step of identifying why said students responded incorrectly during said assessment further includes the step of studying a cognitive rationale of the most predominate student response.

53. A method for analyzing standards-based assessment data, said method comprising the steps of:

formulating a standards-based assessment of a plurality of academic content standards for administering to at least one student, said assessment based upon an existing set of academic content standards;

generating a plurality of reports from administering said assessment for presenting at least one assessment result in a standards-based format;

providing a methodology for analyzing said reports for identifying achievement problems of said student; and

setting forth a plurality of parameters for developing an intervention strategy for improving the performance of said student.