wisconsin · 2017. 2. 6. · cut scores and associated impact data by grade/content area final...

Wisconsin Knowledge and Concepts Examinations

Standard Setting Technical Report

for

Grades 4, 8, and 10

Reading, Language Arts, Mathematics, Science, and Social Studies

April 2003

CTB/McGraw-Hill

Developed and published under contract with State Department Wisconsin Department of Public instruction by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2003 by CTB/McGraw-Hill. All rights reserved. Portions of this work are based on the Bookmark Standard Setting Procedure, copyright © 1999 CTB/McGraw-Hill LLC. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of CTB/McGraw-Hill LLC. Bookmark Standard Setting Procedure is a trademark of The McGraw-Hill Companies, Inc.

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Table of Contents

Section A Executive Summary .............................................................................A1to A2 Section B Round-by-round Synopsis of the Wisconsin Standard Setting ..........B1 to B8 Section C Master Agenda for the Wisconsin Standard Setting...........................C1 to C5 Section D 1. Table Leader Training Overheads ..........................................D1-1 to D1-7 2. Participant Training Overheads ..............................................D2-1 to D2-5 Section E 1. Participant Training Materials ...............................................E1-1 to E1-25 2. Check Set Results ....................................................................E2-1 to E2-2 Section F Participant Evaluation of the Wisconsin Standard Setting

1. Reading, Mathematics, Science, Social Studies............... F1-1 to F1-20 2. Language Arts..................................................................... F2-1 to F2-4

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Section G 1. Calculating a Meaningful Standard Error for the

Bookmark Cut Score............................................................................ G1-1 2. Participants’ Recommended Cut Scores Plus and Minus One, Two, and

Three Standard Errors with Associated Impact Data

Summary Table of Standard Errors for WKCE Grade 4 .................... G2-1 Summary Table of Standard Errors for WKCE Grade 8 .................... G2-2 Summary Table of Standard Errors for WKCE Grade 10 .................. G2-3

A. Grade 4 Reading .......................................................... G2A-1 to G2A-3 B. Grade 4 Language Arts................................................ G2B-1 to G2B-3 C. Grade 4 Mathematics................................................... G2C-1 to G2C-3 D. Grade 4 Science ........................................................... G2D-1 to G2D-3 E. Grade 4 Social Studies..................................................G2E-1 to G2E-3 F. Grade 8 Reading ........................................................... G2F-1 to G2F-3 G. Grade 8 Language Arts................................................ G2G-1 to G2G-3 H. Grade 8 Mathematics................................................... G2H-1 to G2H-3 I. Grade 8 Science .............................................................. G2I-1 to G2I-3 J. Grade 8 Social Studies....................................................G2J-1 to G2J-3 K. Grade 10 Reading ........................................................ G2K-1 to G2K-3 L. Grade 10 Language Arts...............................................G2L-1 to G2L-3 M. Grade 10 Mathematics................................................G2M-1 to G2M-3 N. Grade 10 Science ......................................................... G2N-1 to G2N-3 O. Grade 10 Social Studies............................................... G2O-1 to G2O-3

Section H 1. Grade 4 Reading Detailed Results........................................H1-1 to H1-27 2. Grade 4 Reading Impact, Rounds 1, 2, and 3 .........................H2-1 to H2-3 3. Grade 4 Reading Graphical Representations of Participants’ Judgments

and Standard Errors ................................................................H3-1 to H3-3

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Section I 1. Grade 8 Reading Detailed Results........................................... I1-1 to I1-27 2. Grade 8 Reading Impact, Rounds 1, 2, and 3 ............................ I2-1 to I2-3 3. Grade 8 Reading Graphical Representations of Participants’ Judgments

and Standard Errors ................................................................... I3-1 to I3-3 Section J 1. Grade 10 Reading Detailed Results........................................ J1-1 to J1-27 2. Grade 10 Reading Impact, Rounds 1, 2, and 3 ......................... J2-1 to J2-3 3. Grade 10 Reading Graphical Representations of Participants’ Judgments

and Standard Errors .................................................................. J3-1 to J3-3 Section K 1. Grade 4 Language Arts Detailed Results .............................K1-1 to K1-27 2. Grade 4 Language Arts Impact, Rounds 1, 2, and 3...............K2-1 to K2-3 3. Grade 4 Language Arts Graphical Representations of Participants’

Judgments and Standard Errors ..............................................K3-1 to K3-3 Section L 1. Grade 8 Language Arts Detailed Results ..............................L1-1 to L1-27 2. Grade 8 Language Arts Impact, Rounds 1, 2, and 3................L2-1 to L2-3 3. Grade 8 Language Arts Graphical Representations of Participants’

Judgments and Standard Errors ...............................................L3-1 to L3-3 Section M 1. Grade 10 Language Arts Detailed Results ......................... M1-1 to M1-27 2. Grade 10 Language Arts Impact, Rounds 1, 2, and 3........... M2-1 to M2-3 3. Grade 10 Language Arts Graphical Representations of Participants’

Judgments and Standard Errors ............................................ M3-1 to M3-3

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Section N 1. Grade 4 Mathematics Detailed Results ................................N1-1 to N1-27 2. Grade 4 Mathematics s Impact, Rounds 1, 2, and 3 ...............N2-1 to N2-3 3. Grade 4 Mathematics Graphical Representations of Participants’

Judgments and Standard Errors ..............................................N3-1 to N3-3 Section O 1. Grade 8 Mathematics Detailed Results ................................O1-1 to O1-27 2. Grade 8 Mathematics Impact, Rounds 1, 2, and 3..................O2-1 to O2-3 3. Grade 8 Mathematics Graphical Representations of Participants’

Judgments and Standard Errors ..............................................O3-1 to O3-3 Section P 1. Grade 10 Mathematics Detailed Results ............................... P1-1 to P1-27 2. Grade 10 Mathematics Impact, Rounds 1, 2, and 3................. P2-1 to P2-3 3. Grade10 Mathematics Graphical Representations of Participants’

Judgments and Standard Errors ............................................... P3-1 to P3-3 Section Q 1. Grade 4 Science Detailed Results.........................................Q1-1 to Q1-27 2. Grade 4 Science Impact, Rounds 1, 2, and 3..........................Q2-1 to Q2-3 3. Grade 4 Science Graphical Representations of Participants’ Judgments

and Standard Errors ................................................................Q3-1 to Q3-3 Section R 1. Grade 8 Science Detailed Results......................................... R1-1 to R1-27 2. Grade 8 Science Impact, Rounds 1, 2, and 3.......................... R2-1 to R2-3 3. Grade 8 Science Graphical Representations of Participants’ Judgments

and Standard Errors ................................................................ R3-1 to R3-3

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Section S 1. Grade 10 Science Detailed Results........................................ S1-1 to S1-27 2. Grade 10 Science Impact, Rounds 1, 2, and 3......................... S2-1 to S2-3 3. Grade10 Science Graphical Representations of Participants’ Judgments

and Standard Errors ................................................................. S3-1 to S3-3 Section T 1. Grade 4 Social Studies Detailed Results ...............................T1-1 to T1-27 2. Grade 4 Social Studies Impact, Rounds 1, 2, and 3 ................T2-1 to T2-3 3. Grade 4 Social Studies Graphical Representations of Participants’

Judgments and Standard Errors ...............................................T3-1 to T3-3 Section U 1. Grade 8 Social Studies Detailed Results ..............................U1-1 to U1-27 2. Grade 8 Social Studies Impact, Rounds 1, 2, and 3 ...............U2-1 to U2-3 3. Grade 8 Social Studies Graphical Representations of Participants’

Judgments and Standard Errors ..............................................U3-1 to U3-3 Section V 1. Grade 10 Social Studies Detailed Results ............................V1-1 to V1-27 2. Grade 10 Social Studies Impact, Rounds 1, 2, and 3 .............V2-1 to V2-3 3. Grade10 Social Studies Graphical Representations of Participants’

Judgments and Standard Errors ..............................................V3-1 to V3-3 Section W Final Recommended Cut Scores and Associated Impact Data....................W1 Memorandum to Technical Advisory Committee ..........................W2 to W10

Section A Executive Summary

A1

Executive Summary

Staff from CTB/McGraw-Hill conducted a Bookmark Standard Setting that was held in Madison, Wisconsin, from February 9-12, 2003, to establish proficiency-level cut scores for the Reading, Language Arts, Mathematics, Science, and Social Studies Wisconsin Knowledge and Concepts Examinations (WKCE) in Grades 4, 8, and 10. Participants in each grade/content area participated in three rounds of activities in which they determined three cut scores that defined four proficiency levels: Minimal Performance, Basic, Proficient, and Advanced. Participants were recruited from across the state of Wisconsin to establish the cut scores. Approximately 20 panelists participated in each grade/content area. Within each grade/content area, the Wisconsin Department of Public Instruction divided participants into three small groups that were balanced in terms of relevant demographic characteristics (e.g., geographic location, school size). Table 1 summarizes the cut scores recommended by the participants in each grade/content area after the final round of discussion and voting. The impact data are based on the statewide data from the WKCE Fall 2002 assessments. This report summarizes the results of the Wisconsin Standard Setting. A round-by-round synopsis of this Bookmark Standard Setting is included in Section B. The Master Agenda is presented in Section C. Please note that this agenda lists the activities followed by the Grades 4, 8, and 10 Mathematics, Science, and Social Studies groups. The participants chosen for the Grades 4, 8, and 10 Reading groups did these activities for Reading, and then repeated the activities for Language Arts. The overheads presented to Table Leaders and participants during training and orientation are included in Section D. All training materials given to participants are provided in Section E. The check set and its results are also included in Section E. Section F contains the participant evaluation of the Wisconsin Standard Setting. In Section G, estimates are given of the percentage of students in each proficiency level at plus/minus one, two, and three standard errors of the participants’ recommended cut scores for each grade/content area. In Sections H through V, for each grade/content area we provide detailed results of the participants’ standard setting judgments; impact data for Rounds 1, 2, and 3; and graphical representations of the participants’ judgments and standard errors. The cut scores and associated impact data in Section W reflect the data that were shown to the participants at the time of the Wisconsin Standard Setting. The memorandum written to the Technical Advisory Committee is also included in Section W.

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Section B Round-by-round Synopsis of the Wisconsin Standard Setting

Wisconsin Standard Setting

The Bookmark Standard Setting Procedure (BSSP) for the Wisconsin Knowledge and Concepts Examinations (WKCE) consisted of training, orientation, three rounds of judgments, description writing, and a round of cross-grade discussion for Table Leaders. The Wisconsin Standard Setting lasted three-and-a-half days, with one-half day devoted to Table Leader training and three days to the BSSP. The Master Agenda for the Wisconsin Standard Setting is included in Section C

Bookmark Roles

CTB Staff The CTB Standard Setting Team worked with staff from the Wisconsin Department of Public Instruction (DPI) to design and organize the Wisconsin Standard Setting. The CTB Standard Setting team is comprised of Karla Egan, Ph.D., Adele Brandstrom, and Ricardo Mercado. Dr. Egan is CTB’s Research Project Manager for all standard setting activities and workshops. Ricardo Mercado and Adele Brandstrom are CTB Standard Setting Specialists. During the standard setting, this team is responsible for facilitating the standard setting meeting, training participants, and entering participant results into a database. Before the standard setting workshop, this team prepares all materials related to the standard setting. Additional CTB Research Scientists, William Lorie, Ph.D., Ross Green, Ph.D., and Richard Schwarz, Ph.D., assisted with training participants during the Wisconsin Standard Setting. Richard Schwarz is the CTB Research Project Manager for the Wisconsin contract. Zhen Wang, Ph.D., is a CTB Research Scientist working on the Wisconsin contract; she did not attend the Standard Setting. CTB Research Associates Tracy Podrabsky, Michelle Boyer, Matt Gordon, and John Hayter assisted with data entry and materials management during the Wisconsin Standard Setting. Melody Wall is CTB’s Program Manager and Brenda Lewis is CTB’s Program Coordinator for the Wisconsin contract. Group Leaders Group Leaders essentially administrate the standard setting for those major portions that are “in-session.” There is one Group Leader for each grade/content area. They are provided more training in the Bookmark Standard Setting Procedure. In each grade/content area, the Group Leader is in charge of security, data management, and time management. They collect the Bookmark data from participants and communicate with CTB Research staff and state department staff. Group Leaders also keep the small groups on approximately the same schedule, and lead large group discussions in Round 3, following the presentation of impact data. The Group Leaders for each grade/content area are summarized in Table 1. All Group Leaders were provided by CTB.

B 1

Table 1. Group Leaders for Each Grade/Content Area

Grade Reading/Language Arts Mathematics Science Social Studies Grade 4 Daniel Macomber Steven Marsh Margie Tully Sheila Boyd Grade 8 Judy Staten Michael Frontz Sarah Bryant Mark Rathjen Grade 10 Cathy Upham Teresa Hall Brian Dalton Josef Maurer Table Leaders There were three Table Leaders in each grade/content area. Table Leaders are voting participants. Their primary role is to monitor the group discourse, focus the group on the current task, facilitate discussion, and maintain the schedule.

Participants The Wisconsin Department of Public Instruction invited approximately 21 participants to set achievement-level standards in each grade/content area. Table 2 shows the number and demographic composition of each group of participants. Table 3 summarizes the educational background of each group of participants. Table 4 presents the work experience of each group of participants. In each grade/content area, the Wisconsin Department of Public Instruction divided participants into three groups that were balanced in terms of relevant demographic characteristics (e.g., geographic location, school size). Table 2. Demographic Composition of Each Grade/Content Area

Female Male American Indian

Asian/ Pacific Islander

African American Hispanic White Other

All Respondents 67.8% 32.2% 1.3% 1.3% 15.1% 4.0% 74.2% 4.0% Reading Only

(n=59) 74.1% 25.9% 0.0% 0.0% 23.2% 0.0% 75.0% 1.8%

4 Reading (n=21) 80.0% 20.0% 0.0% 0.0% 21.1% 0.0% 78.9% 0.0% 8 Reading (n=19) 77.8% 22.2% 0.0% 0.0% 27.8% 0.0% 72.2% 0.0%

10 Reading (n=19) 65.0% 35.0% 0.0% 0.0% 21.1% 0.0% 73.7% 5.3% Math Only (n=60) 69.5% 30.5% 0.0% 1.7% 13.8% 5.2% 74.1% 5.2%

4 Math (n=21) 71.4% 28.6% 0.0% 5.0% 20.0% 0.0% 75.0% 0.0% 8 Math (n=20) 70.0% 30.0% 0.0% 0.0% 10.0% 10.0% 65.0% 15.0%

10 Math (n=19) 66.7% 33.3% 0.0% 0.0% 11.1% 5.6% 83.3% 0.0% Science (n=56) 69.1% 30.9% 0.0% 1.8% 16.4% 5.5% 69.1% 7.3%

4 Science (n=18) 94.4% 5.6% 0.0% 0.0% 16.7% 5.6% 72.2% 5.6% 8 Science (n=20) 61.1% 38.9% 0.0% 0.0% 16.7% 0.0% 77.8% 5.6%

10 Science (n=18) 52.6% 47.4% 0.0% 5.3% 15.8% 10.5% 57.9% 10.5% Social Studies Only

(n=59) 58.6% 41.4% 5.4% 1.8% 7.1% 5.4% 78.6% 1.8%

4 Social Studies (n=18)

72.2% 27.8% 5.6% 5.6% 22.2% 0.0% 61.1% 5.6%


50.0% 50.0% 9.5% 0.0% 0.0% 9.5% 81.0% 0.0%


55.6% 44.4% 0.0% 0.0% 0.0% 5.9% 94.1% 0.0%

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Table 3. Educational Background of Participants in Each Grade/Content Area

Bachelor’s Master’s Doctorate All Respondents 21.4% 72.5% 6.1%

Reading Only (n=59) 21.1% 71.9% 7.0% 4 Reading (n=21) 15.0% 80.0% 5.0% 8 Reading (n=19) 16.7% 83.3% 0.0%

10 Reading (n=19) 31.6% 52.6% 15.8% Math Only (n=60) 28.8% 64.4% 6.8%

4 Math (n=21) 9.5% 85.7% 4.8% 8 Math (n=20) 55.0% 40.0% 5.0%

10 Math (n=19) 22.2% 66.7% 11.1% Science (n=56) 18.2% 74.5% 7.3%

4 Science (n=18) 27.8% 66.7% 5.6% 8 Science (n=20) 16.7% 77.8% 5.6%

10 Science (n=18) 10.5% 78.9% 10.5% Social Studies Only (n=59) 17.2% 79.3% 3.4%

4 Social Studies (n=18) 22.2% 77.8% 0.0% 8 Social Studies (n=22) 13.6% 81.8% 4.5%

10 Social Studies (n=19) 16.7% 77.8% 5.6% Table 4. Work Experience of Participants in Each Grade/Content Area

Classroom Teacher

Education (Non-Teacher)

Non-Education Professional

All Respondents 71.9% 25.0% 3.1% Reading Only (n=59) 67.2% 31.0% 1.7%

4 Reading (n=21) 70.0% 30.0% 0.0% 8 Reading (n=19) 55.6% 44.4% 0.0%

10 Reading (n=19) 75.0% 20.0% 5.0% Math Only (n=60) 74.6% 23.7% 1.7%

4 Math (n=21) 71.4% 28.6% 0.0% 8 Math (n=20) 75.0% 25.0% 0.0%

10 Math (n=19) 77.8% 16.7% 5.6% Science (n=56) 72.2% 22.2% 5.6%

4 Science (n=18) 66.7% 27.8% 5.6% 8 Science (n=20) 76.5% 17.6% 5.9%

10 Science (n=18) 73.7% 21.1% 5.3% Social Studies Only (n=59) 73.7% 22.8% 3.5%

4 Social Studies (n=18) 64.7% 29.4% 5.9% 8 Social Studies (n=22) 77.3% 22.7% 0.0%

10 Social Studies (n=19) 77.8% 16.7% 5.6%

B 3

Bookmark Materials Ordered Item Booklets The ordered item booklets (OIBs) were comprised of items from the operational form of the Wisconsin assessments, augmented with additional items to provide better coverage of the content standards and test scale. In Grades 4 and 8 Reading and Language Arts, items were added from TerraNova Form A Multiple Assessments. In Grade 10 Reading, Language Arts, Mathematics, Science, and Social Studies, items were added from the Spring 2001 HSGT field tests. In Grade 4 Social Studies, items were added from the Spring 2002 field test. The items were ordered in terms of difficulty using data from the Spring 2002 administration, except for Reading and Language Arts, which used TerraNova parameters. The Grade 10 items and their parameters were all from the field tests of the Wisconsin High School Graduation Tests. Table 5 summarizes the number of score points in each OIB by grade/content area. Table 5. Number of Score Points in Ordered Item Booklets by Grade/Content Area Grade Reading Language Arts Mathematics Science Social Studies

4 60 60 69 71 62

8 58 60 69 75 60 10 60 60 70 60 60

Item Maps The item maps summarize the material in the OIBs. The item maps consisted of 6 to 8 columns: the first column indicated the item’s order of difficulty; the second column indicated the scale location; the third indicated the test form in which the item was administered (TerraNova or field test), if applicable; the fourth column indicated the item number on the operational test, the fifth column reported the item part, if applicable; the sixth column showed the item type; the seventh column reported the scoring key; and the eighth reported the standard that the item measures. The final two columns were filled in by the participants as they studied the OIB. The first of these columns asks, “What does this item measure? That is, what do you know about a student who can respond successfully to this item/score point?” The second of these columns asks, “Why is this item more difficult that the items that preceded it?”

Standard Setting: The Day before the Standard Setting Training Table Leaders were trained on the day before the Wisconsin Standard Setting started. During this training session, which lasted about four hours, Table Leaders were given an overview of the reasons for standard setting and were trained specifically on the Bookmark Standard Setting Procedure (BSSP). They were also given a synopsis of each day’s activities as well as their responsibilities on each day. The training overheads presented to the Table Leaders are included in Section D. The Table Leaders participated in a mock BSSP using a sample OIB. This sample OIB is

B 4

included in Section E. During the mock BSSP, the Table Leaders practiced all activities that would occur in each round of the BSSP. The Group Leaders acted as Table Leaders during the mock BSSP to demonstrate the type of behavior expected of Table Leaders during the BSSP. All training materials are presented in Section E of this report. Target Student After Bookmark training, the Table Leaders wrote descriptors of the Basic, Proficient, and Advanced Target Students. The Table Leaders were directed to use the Wisconsin Model Academic Standards to develop the definitions of the Target Students. A Target Student is a student whose performance is equivalent to the minimum score required for entry into a particular proficiency level. These definitions served as a basis for establishing a common understanding among participants of the type of student that should be considered Basic, Proficient, and Advanced on the Wisconsin assessments.

Standard Setting: Day 1 Orientation CTB and Wisconsin Department of Public Instruction welcomed the participants to the Standard Setting. The Wisconsin Department of Public Instruction provided a brief overview of the history of the testing program and described the review procedures that would follow the Standard Setting. CTB Research Scientist Karla Egan and CTB Standard Setting Specialist Ricardo Mercado provided an overview of standard setting and introduced the BSSP to all participants. The participants were trained on how to use their OIB’s and item maps. These training overheads are included in Section D. Round 1 Participants spent approximately one to two hours taking the operational test. When applicable, the Group Leader then reviewed the scoring guides for the constructed-response items with the participants. (Most Grade 10 assessments did not contain constructed-response items.) Then the Table Leaders reviewed Target Student definitions with the participants. Most groups revised these descriptors before studying the OIB. Participants studied each item in the Ordered Item Booklet in terms of what each item measured and why each item is more difficult than the items that preceded it.

Standard Setting: Day 2

Bookmark Training Once all tables within a group completed their study of the OIB’s, a CTB Research Scientist or Standard Setting Specialist trained participants on how to place their Bookmarks. Participants were given training materials and three explanations of Bookmark placement. The training materials “Bookmark Placement” and “Frequently Asked Questions about Bookmark Placement” were read aloud. The first explanation explained the mechanics of Bookmark placement: participants were instructed that all items preceding the Bookmark define the knowledge, skills, and abilities that a Proficient student is expected to know. The second explanation was more conceptual in that participants were instructed to examine each item in terms of its content. They were instructed to make a judgment about the type of content that a student would need to know in order to be considered barely Proficient. The final explanation linked the use of

B 5

the 2/3 mastery probability to the placement of the Bookmark. The Bookmark training materials are included in Section E. The participants were tested on their knowledge of Bookmark placement with a short check set. The check set and its results are presented in Section E. Participants were then given the correct answers for the check set as well as explanations of those answers. Once participants indicated that they understood Bookmark placement, each participant was directed to individually place their Bookmarks for Basic, Proficient, and Advanced while keeping in mind their descriptions of the Target Students and the Wisconsin Model Academic Standards. Round 2 At the beginning of Round 2, a CTB Research Scientist or Standard Setting Specialist working with a Wisconsin Department of Public Instruction (DPI) representative presented participants with aggregate and disaggregated impact data based on their Round 1 Bookmark placements. Disaggregated data was presented for the following subgroups: Students eligible for free/reduced lunch, Students of Color, and Majority. CTB staff answered process-related questions while Wisconsin DPI staff answered all policy-related questions related to the impact data. It was emphasized to the participants that the impact data was being presented as a “reality check.” During Round 2, participants discussed their Bookmark placements in small groups at their tables. Participants were instructed to discuss those items for which there was disagreement among the small group; thus, they discussed the range of items in between the lowest and highest Bookmark placements for each proficiency level. After discussions, they again placed Bookmarks. Participants were reminded that Bookmark placement was an individual activity. Round 3 A CTB Research Scientist or Standard Setting Specialist working with a Wisconsin DPI representative presented participants with the aggregate and disaggregated impact data based on their Round 2 Bookmark placements. Again, Wisconsin DPI answered all policy questions regarding impact data. It was further emphasized that the participants were to make recommendations about content and were not to chase numbers. The Group Leaders then facilitated discussion among the participants on their Bookmark placements. After discussion, participants placed their final Bookmarks. Final Results Participants were shown their final median Bookmark placements and the aggregate and disaggregated impact data based on this median Bookmark. Cross-Grade Discussion For each content area, Table Leaders from each grade met to discuss the cross-grade impact data. These Table Leaders wrote a memorandum (included in Section W) to the Technical Advisory Committee. The Grade 4 Reading/Language Arts did not attend the cross-grade presentations due to time constraints.

B 6

Description Writing On the final day of the Wisconsin Standard Setting, participants wrote long descriptors for each proficiency level. Long descriptors are often used by teachers to provide a more precise understanding of the expectations of students in each proficiency level. Due to time constraints, the Grade 4 Reading/Language Arts did not complete this activity. Quality Control Procedures The CTB Standard Setting Team adheres to many quality control procedures to foster the accuracy of the materials used and the results presented during the Standard Setting. Prior to the workshop, the Standard Setting Team cross-checks the ordering of items in the Ordered Item Booklets, the accuracy of the information in the Item Maps, the accuracy of the Microsoft Excel macros used to generate results and impact data, and the completeness of the anchor papers and scoring guides. During the workshop, all data entry and reporting is monitored by a two-person team who first enter the data and then check them for accuracy. Any results that appear to be questionable are further investigated by the Standard Setting Project Manager, in consultation with the Standard Setting Team and CTB Research staff. Evaluation After writing descriptors, the participants completed an evaluation of the Standard Setting. The evaluation and its results are included in Section F. Table 6 summarizes the participants’ satisfaction with their group’s final bookmarks. Table 6. Participants Agreement/Disagreement with the Statement, “Overall, I was satisfied with my group’s final bookmarks.”

1 (SD) 2 (D) 3 (N) 4 (A) 5 (SA) All Respondents 2.7% 6.4% 13.2% 46.1% 31.5%

Reading Only (n=59) 3.7% 3.7% 11.1% 46.3% 35.2% 4 Reading (n=21) 0.0% 0.0% 10.0% 50.0% 40.0% 8 Reading (n=19) 6.7% 13.3% 6.7% 53.3% 20.0%

10 Reading (n=19) 5.3% 0.0% 15.8% 36.8% 42.1% Math Only (n=60) 3.6% 5.4% 8.9% 44.6% 37.5%

4 Math (n=21) 5.3% 5.3% 10.5% 57.9% 21.1% 8 Math (n=20) 5.3% 10.5% 15.8% 42.1% 26.3%

10 Math (n=19) 0.0% 0.0% 0.0% 33.3% 66.7% Science (n=56) 1.8% 12.5% 16.1% 39.3% 30.4%

4 Science (n=18) 5.6% 22.2% 0.0% 27.8% 44.4% 8 Science (n=20) 0.0% 5.3% 5.3% 57.9% 31.6%

10 Science (n=18) 0.0% 10.5% 42.1% 31.6% 15.8% Social Studies Only

(n=59) 1.9% 3.8% 17.0% 54.7% 22.6%

4 Social Studies (n=18) 0.0% 0.0% 17.6% 64.7% 17.6% 8 Social Studies (n=22) 0.0% 10.0% 15.0% 50.0% 25.0%

10 Social Studies (n=19) 6.3% 0.0% 18.8% 50.0% 25.0% SD = Strongly Disagree D = Diagree N = Neutral A = Agree SA = Strongly agree

B 7

Results of the Standard Setting

Standard Setting Results Detailed information for each grade/content area is presented in Sections H through V. Each section contains:

1 Detailed results of the bookmark placements and their associated scale scores 2 Impact data for Rounds 1, 2, and 3 3 Graphical representations of participants’ judgments and their standard errors

The impact data are based on the statewide data from the WKCE Fall 2002 assessments. Standard Errors Section G contains estimates of the percentage of students in each proficiency level at plus/minus one, two, and three standard errors of the participants’ recommended cut scores for each grade/content area. Final Cut Scores and Associated Impact Data The final cut scores that the participants recommended and the associated impact data are included in Section W. The memorandum written to the Technical Advisory Committee is also included in Section W.

B 8

Section C Master Agenda for the Wisconsin Standard Setting

C1

Please note that this agenda lists the activities followed by the Grades 4, 8, and 10 Mathematics, Science, and Social Studies groups. The participants chosen for the Grades 4, 8, and 10 Reading groups did these activities for Reading, then repeated the activities for Language Arts.

Wisconsin WKCE Standard Setting

Master Agenda

Welcome to the Wisconsin WKCE Grades 4, 8 & 10 Mathematics, Science

and Social Studies Standard Setting! The Wisconsin Department of Public Instruction and CTB/McGraw-Hill would like to thank you for your time and expertise during this important process. Please use this agenda to orient

yourself during the Standard Setting. If you have any question or concerns, please do not hesitate to ask a member of the CTB Standard Setting Team.

Sunday, February 9: Table Leader Training 12:45 PM Table Leader registration Please check in at the reception area to sign a non-disclosure

agreement, get your nametag, and collect any other information. 1:00 PM Table Leader training You will receive an overview of the Standard Setting, learn how the

Bookmark Standard Setting Procedure works, and discuss your role and responsibilities during the workshop.

3:00 PM Target Student discussion Table Leaders engage in structured discussions about the

knowledge, skills, and abilities they expect to be demonstrated by students in each performance level. Table Leaders for each content area will discuss the cross-grade Target Student descriptions.

5:30 PM Dismissal Monday, February 10: Training and Studying the Ordered Item Booklet 8:00 AM Registration and continental breakfast Participants check-in at the reception table; Table Leaders need not

register again. Continental breakfast is served.

C2

8:30 AM Opening session All participants are formally welcomed and receive an overview of

how the Bookmark Standard Setting Procedure works. After this session, participants break into their assigned grade/content areas and tables.

10:00 AM Take operational test Participants sign out materials and then take the operational test

under testing conditions similar to those experienced by students. ∫ Ensure that all participants at your table write their name

on each of their secure materials. All secure materials are printed on colored paper.

11:00 AM Study constructed-response items The Group Leader leads an examination of each constructed-

response item and its scoring rubric, focusing on the knowledge, skills and abilities required to achieve each score point.

∫ Although some discussion about individual test questions is normal, focus your participants away from prolonged debate and toward taking the test.

∫ Use the provided index cards to record comments about test questions.

12:00 PM Lunch The group stops work for a one-hour lunch. 1:00 PM Target Student discussion The group discusses the knowledge, skills, and abilities expected of

students in each performance level. 2:00 PM Begin discussion of each item in the Ordered Item Booklet Facilitate a discussion amongst everyone at your table on each of

the items in the Ordered Item Booklet. Start with the first item, and discuss each item in turn, focusing on what each item measures and what makes it harder than the previous items. Record these details on the Item Map.

∫ Remember to use the index cards, as necessary. ∫ Ensure each participant at your table has a chance to

speak. 5:15 PM Secure materials collection The Group Leader facilitates collection of the test materials from all

participants. ∫ Lead the collection of secure materials at your table. See

the “Secure Materials Collection” tab for more information.

5:30 PM Debriefing

C3

Tuesday, February 11: Rounds 1 and 2 8:00 AM Continental breakfast Continental breakfast is served. 8:30 AM Finish discussion of each item in the Ordered Item Booklet

Groups continue the discussion begun on each of the items in the Ordered Item Booklet.

12:00 PM Lunch The group will stop work for a one-hour lunch. 1:00 PM Orientation to bookmark placement and Round 1 ratings A member of the CTB Standard Setting Team introduces bookmark

placement, explaining how bookmarks are placed and what bookmarks mean. After this brief presentation, a short checkset will be given, followed immediately by Round 1 bookmark placement.

∫ See “Notes about Your Bookmark Placement” for more info.

∫ Remind your participants that bookmark placement is always an individual activity.

∫ Collect your participants’ rating forms as they complete them, ensuring that each participant has made a single, unambiguous rating for each bookmark placement.

∫ Fill out your orange sheet and begin Round 2 discussions.

∫ Give your participants’ rating forms to the Group Leader. 2:00 PM Discuss Round 1 Lead a discussion surrounding the ratings made in Round 1. 5:00 PM Round 2 ratings After your Round 1 discussion, begin Round 2 bookmark placement.

∫ Conduct Round 2 just as Round 1. Remind your participants that bookmark placement is always an individual activity.

∫ Collect your participants’ ratings forms as they complete them.

∫ You need not complete another orange sheet. 5:15 PM Secure materials collection Your Group Leader facilitates collection of the test materials from all



5:30 PM Dismissal

C4

Wednesday, February 12: Round 3, Cross-Grade Discussion, Descriptor Writing, and Evaluations

8:00 AM Continental breakfast Continental breakfast will be served. 8:30 AM Discuss Round 2 The Group Leader presents a summary of the voting from each table

to the entire group. Afterwards, s/he leads a discussion on each bookmark, very similar to the discussions of Round 2.

10:30 AM Round 3 ratings The Group Leader directs all participants to make their Round 3

bookmark placements. ∫ Collect your participants’ ratings forms as they complete

them. ∫ You need not complete another orange sheet.

11:00 AM Presentation of final results A summary of Round 3 results and impact data are presented to the

entire group. 11:30 AM Cross-grade discussion for Table Leaders

Table Leaders meet apart from their groups to discuss the reasonability of the performance standards set by other groups.

∫ You will meet with Table Leaders from other grade levels within your content area.

∫ During this conversation, the Group Leader will lead participants at your table in Description Writing, described below.

Description writing, first draft The Group Leader presents instructions for writing a first draft of the

long performance level descriptors. ∫ Your group’s descriptors should synthesize the

knowledge, abilities, and skills necessary to respond successfully to each of the items assigned to each performance level.

∫ Your group will receive a listing of the items that correspond to the content standard you will work with.

12:00 PM Lunch The group stops for a one-hour lunch.

C5

1:00 PM Continue cross-grade discussion for Table Leaders Table Leaders rejoin their groups when the cross-grade discussion is complete. During the discussion, participants continue Description Writing.

Description writing, continue first draft (1:00 PM) Each group continues work on its assigned descriptors. Description writing, final draft (2:30 PM) Each group presents its draft to the entire group, elicits comments,

and writes second drafts. 5:00 PM Secure materials collection Your Group Leader facilitates collection of the test materials from all



5:15 PM Evaluations Each participant is asked to complete a Standard Setting evaluation. 5:30 PM Dismissal The Wisconsin Department of Public Instruction and CTB/McGraw-

Hill thank you for your time and participation.

Section D 1. Table Leader Training Overheads 2. Participant Training Overheads

D1

Table Leader Training Overheads

The Bookmark Standard Setting Procedure © 1999 by CTB/McGraw-Hill 1

Setting the StandardSetting the Standard

Wisconsin Grades 4, 8 & 10 Reading, Language Arts, Mathematics, Science,

and Social StudiesTable Leader Training

CTB’s Standard Setting TeamCTB’s Standard Setting TeamKarla Egan

Rick Mercado

Adele Brandstrom

Will Lorié

Ross Green

Rich Schwarz

Tracy Podrabsky

Matt Gordon

John Hayter

Michelle Boyer

Melody Wall

Brenda Lewis

Dan Macomber

Judy Staten

Cathy Upham

Steve Marsh

Michael Frontz

Teresa Hall

Margie Tully

Sarah Bryant

Brian Dalton

Sheila Boyd

Mark Rathjen

Joe Maurer

What is standard setting?What is standard setting?A process that lets experts make judgements about the content that the Proficient student should know.

Also, Minimal Performance, Basic, and Advancedstudents.

Why standard setting?Why standard setting?Content standards define what students are tested on.

These are things students should be able to do.

Wisconsin has content standards in Reading, Language Arts, Mathematics, Science, and Social Studies.

Performance standards define what students can do in each performance level.

We will actively discuss your expectations of students in each performance level.

Performance LevelsPerformance LevelsSpecify the knowledge, skills and abilities a student needs to know in order to be classified as Minimal Performance, Basic, Proficient, orAdvanced.

How do we set our standards?How do we set our standards?Percentages

Arbitrary

Does not consider content

Test-specific

ContentUses pre-established content standards

Considers our educational objectives

Bookmark Standard Setting Procedure


Purpose of the Standard SettingPurpose of the Standard SettingAllows cut scores to be set on the test scale

The test scale represents the ability of students

300 800BasicCut Score

ProficientCut Score

Minimal PerformanceStudents

BasicStudents

AdvancedStudents

ProficientStudents

AdvancedCut Score

Purpose of the Standard SettingPurpose of the Standard SettingWe will set a cut score on the test scale.

Students who meet or exceed the cut score will have enough knowledge, skills and abilities to be classified as Proficient on the WKCE tests.

Also Basic and Advanced.

Content decisions will be based on Wisconsin content standards.

Bookmark Standard Setting Bookmark Standard Setting Item-centered method

Content-based decisions

Committee RolesCommittee RolesGroup Leaders

Table Leaders

Participants

Wisconsin DPI

CTB

Standard Setting Committee

Committee RolesCommittee RolesGroup Leader

Facilitator Participants stay focused on taskParticipants interact with their own groupParticipants finish in a timely mannerLead discussion

Materials collectionSecure materials


Committee RolesCommittee RolesTable Leaders

Lead discussion at the table

Standard setters

Participants

Standard setters



Workshop OverviewWorkshop OverviewRound 1

Study test items

Make ratings

Round 2Discuss ratings in a small group

Round 3Discuss ratings in a large group

Final RecommendationsTable Leaders have cross-grade discussion

Description writing

Ordered Item BookletsOrdered Item BookletsOne boxed item per page

Easiest item first, hardest item last

Items ascend by difficulty

Item MapOrder of difficulty (easy to

hard) Location Block Item No.Item Type

Score Key

Content Strand * What does this item measure?

Why is this item more difficult than the preceeding items?

1 220 12 1 MC B 1 N/A

2 225 9 4 MC C 4

3 229 9 3 MC B 5

4 240 12 2 MC D 1

5 241 12 4 MC B 4

6 256 12 7 CR 1/2 1

7 262 9 5 MC A 1

8 282 12 7 CR 2/2 1

9 303 9 6 MC B 2

10 321 9 8 MC B 2

11 401 9 9 MC C 4

* 1 = Number Sense, Properties, & Operations; 2 = Measurement; 3 = Geometry; 4 = Data Analysis, Statistics, & Probability; 5 = Algebra & Functions

Print Name:________________________________________________ Group Number:______

Ordered Item 1Ordered Item 1

11. Kitty is taking a trip on which she plans to drive 300 miles each day.

Her trip is 1,723 miles long. She has already driven 849 miles. How

much farther must she drive?

A. 574 miles

B. 874 miles

C. 1,423 miles

D. 2,872 miles



Score Key



1 220 12 1 MC B 1 N/A

2 225 9 4 MC C 4

3 229 9 3 MC B 5

4 240 12 2 MC D 1

5 241 12 4 MC B 4

6 256 12 7 CR 1/2 1

7 262 9 5 MC A 1

8 282 12 7 CR 2/2 1

9 303 9 6 MC B 2

10 321 9 8 MC B 2

11 401 9 9 MC C 4



Subtraction, operations, eliminate distractors



CARTONS OF EGGS SOLD LAST MONTH

Farm A

Farm B

Farm C

Each = 100 Cartons

4. According to the graph how many cartons of eggs were sold altogether by farms A, B, and C last month? A. 13

B. 130

C. 1,300

D. 13,000


6

ScorePoint1 of 2

Sam can purchase his lunch at school. Each day he wants to have juice that costs 50¢, a sandwich that costs 90¢, and fruit that costs 35¢. His mother has only $1.00 bills. What is the least number of $1.00 bills that his mother should give him so he will have enough money to buy lunch for 5 days?

Did you use the calculator on this question?

Yes No

7.

6 rubricSOLUTION:

For one day, the sum is $1.75. For 5 days, the sum is $8.75. Therefore, he should ask his mother for nine one-dollars bills (or 1 $5 bill and 4 $1 bills) .

Answer may be given pictorially.

Note: No explanation is asked for, so paper could have small error, such as copying a number incorrectly and still get a score of 2, provided method and answer are correct.

SCORING GUIDE:

Incorrect response -- includes $1.75 or $2; also $975 or $875.00

$8.75 or 875OROne day is $1.75 so he needs $2 each day, so $10 for a week(picture of $10 bill is acceptable)ORcorrect method but rounded down to $8 (this requires work to be shown)ORcorrect method but small error and incorrect response of $7 to $11, inclusive

Correct response

0

1

2

6 exemplar



Yes No

7.

$8.75

8

ScorePoint2 of 2



Yes No

7.

Mock Standard SettingMock Standard Setting

2 Performance LevelsProficient

Not Proficient

11 item testGrade 4 Mathematics test

Target StudentTarget StudentWe want to describe the skills held in commonby all these students

These are the skills of the Just Proficient student

Just ProficientStudent

ProficientCut Score

Mid-level ProficientStudent

High-Achieving Proficient Student

AdvancedCut Score


Bookmark PlacementBookmark PlacementItems preceding the Bookmark reflect content that all Proficient students should master

for MC items this means that the Proficient students should most likely know the correct responses

for CR items this means that the Proficient students should most likely obtain that score point

Bookmark PlacementBookmark PlacementPlace the bookmark at the first point where you feel that a student who has mastered the content reflected by the items before the bookmark has demonstrated sufficient skills to infer that the student merits a passing score.

Some students who areProficient may be able

to do some of these items

Students who are Proficientare expected to demonstrate mastery of the set of items in

front of the bookmark

These are items that are measuring skills beyondwhat students must be able to do to qualify as

Proficient

These are items that define what the

student should know and be able to do to qualify as Proficient

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

12

11

2221

20

P

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

12

11

2221

20

P

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

12

11

2221

20P

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

12

11

2221

20

P

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

1211

2221

20P

OrderedItem

Booklet

12

3

19

109

8

76

54

1817

1615

1413

12

11

2221

20

P

Students ordered by ability.

Test ScaleTest Scale

Items ordered by difficulty.

1

414

2

432

4

540

5

546

6

600

7

612

9

713

10

744

3

474

8

648

11

774

415 433 480 540 559 613 740

1

414

2

432

ProficientBasic

4

540

5

546

6

600

7

612

9

713

10

744

3

474

8

648

11

774

The Bookmark & the Cut ScoreThe Bookmark & the Cut Score

The cut score separates students.

The bookmark separates items.

Cut Score

415 433 480 540 559 613 740


MasteryMasteryStudents show mastery when they have at least a 2/3 chance of answering an item correctly.

Decision to use 2/3 based on research

0.67 chance414

Location is an indication of difficulty.

Location represents the ability level necessary to have a .67 chance of answering the item correctly.

Item LocationItem Location

1

414

2

432

4

540

5

546

6

600

7

612

9

713

10

744

3

474

8

648

11

774

0.67 chance432

0.67 chance474

0.67 chance546

0.67 chance612

0.67 chance713

0.67 chance774

.67 chance

Mastery and the Target StudentMastery and the Target Student

A student right at the cut score will have at least a 2/3 chance of answering the items at and below the cut score correctly.

.67 chance

1

414

2

432

4

540

5

546

6

600

7

612

9

713

10

744

3

474

8

648

11

774

.80 chance

1

.75 chance

3

.60 chance

6

.56 chance

8

.30 chance

11

540

Rating FormRating Form

Print Name:Group No.:

Grade 4 Mathematics

Bookmarkon Page #

Bookmarkon Page #

Bookmarkon Page #

Basic Proficient Advanced

Round 1

Round 2

Round 3

Rating FormRating Form

Bookmarkon Page #

Bookmarkon Page #

Bookmarkon Page #


Group _____ Round ______

Participant

1

2

3

4

5

Round 2 OrientationRound 2 Orientation

Bookmarkon Page #

Bookmarkon Page #

Bookmarkon Page #


Group _____ Round ______

Participant

1

2

3

4

5

1518261130

2 1

3437523360

7482825584


Sample Round 2 ResultsSample Round 2 Results

Bookmark Bookmark BookmarkBasic Proficient Advanced

Table 1

Table 2

Table 3

15

11

14

13

34

37

34

34

86

82

81

82Median

Minimal Perf.

0%

Impact Data: estimated percent of students in each performance level based on the current Large Group median


0% 0% 0%

Target Student DiscussionTarget Student DiscussionThe student who has just made it into an performance level

Just Basic, Just Proficient, and Just Advancedstudents

Refer to Wisconsin content standardsJust Proficient

Student

ProficientCut Score

Mid-level ProficientStudent

High-Achieving Proficient Student

AdvancedCut Score

Agenda: Day 1Agenda: Day 1

Opening Session

Take the testIndividual Activity

Study the constructed-response itemsTable Activity

Discuss the target studentTable Activity

Study the ordered item bookletTable Activity

Agenda: Day 2Agenda: Day 2Make Round 1 bookmark placements

Individual Activity

Round 2 Review Round 1 results in tables

Discuss in tables

Make new judgments individually

Agenda: Day 3Agenda: Day 3Round 3

Review Round 2 results as a large group

Discuss as a large group


Review final results

Table Leaders discuss cross-grade impact

Description writing

Evaluate the Standard Setting

Questions?Questions?

Thank you for your participation!

D2

Participant Training Overheads


Setting the StandardSetting the Standard

Wisconsin Grades 4, 8 & 10 Reading, Language Arts, Mathematics, Science,

and Social StudiesOpening Session

CTB’s Standard Setting TeamCTB’s Standard Setting TeamKarla Egan

Rick Mercado

Adele Brandstrom

Will Lorié

Ross Green

Rich Schwarz

Tracy Podrabsky

Matt Gordon

John Hayter

Michelle Boyer

Melody Wall

Brenda Lewis

Dan Macomber

Judy Staten

Cathy Upham

Steve Marsh

Michael Frontz

Teresa Hall

Margie Tully

Sarah Bryant

Brian Dalton

Sheila Boyd

Mark Rathjen

Joe Maurer

What is standard setting?What is standard setting?A process that lets experts make judgements about the content that the Proficient student should know.

Also, Minimal Performance, Basic, and Advancedstudents.

Why standard setting?Why standard setting?Content standards define what students are tested on.

These are things students should be able to do.

Wisconsin has content standards in Reading, Language Arts, Mathematics, Science, and Social Studies.

Performance standards define what students can do in each performance level.

We will actively discuss your expectations of students in each performance level.

Performance LevelsPerformance LevelsSpecify the knowledge, skills and abilities a student needs to know in order to be classified as Minimal Performance, Basic, Proficient, orAdvanced.

How do we set our standards?How do we set our standards?Percentages

Arbitrary

Does not consider content

Test-specific

ContentUses pre-established content standards

Considers our educational objectives

Bookmark Standard Setting Procedure


Purpose of the Standard SettingPurpose of the Standard SettingAllows cut scores to be set on the test scale

The test scale represents the ability of students

300 800BasicCut Score

ProficientCut Score

Minimal PerformanceStudents

BasicStudents

AdvancedStudents

ProficientStudents

AdvancedCut Score

Purpose of the Standard SettingPurpose of the Standard SettingWe will set a cut score on the test scale.

Students who meet or exceed the cut score will have enough knowledge, skills and abilities to be classified as Proficient on the WKCE tests.

Also Basic and Advanced.

Content decisions will be based on Wisconsin content standards.

Bookmark Standard Setting Bookmark Standard Setting Item-centered method

Content-based decisions

Committee RolesCommittee RolesGroup Leaders

Table Leaders

Participants

Wisconsin DPI

CTB


Committee RolesCommittee RolesGroup Leader

Facilitator Participants stay focused on taskParticipants interact with their own groupParticipants finish in a timely mannerLead discussion

Materials collectionSecure materials


Committee RolesCommittee RolesTable Leaders

Lead discussion at the table

Standard setters

Participants

Standard setters



Workshop OverviewWorkshop OverviewRound 1

Study test items

Make ratings

Round 2Discuss ratings in a small group

Round 3Discuss ratings in a large group

Final RecommendationsTable Leaders have cross-grade discussion

Description writing

Ordered Item BookletsOrdered Item BookletsOne boxed item per page

Easiest item first, hardest item last

Items ascend by difficulty



Score Key



1 220 12 1 MC B 1 N/A

2 225 9 4 MC C 4

3 229 9 3 MC B 5

4 240 12 2 MC D 1

5 241 12 4 MC B 4

6 256 12 7 CR 1/2 1

7 262 9 5 MC A 1

8 282 12 7 CR 2/2 1

9 303 9 6 MC B 2

10 321 9 8 MC B 2

11 401 9 9 MC C 4




11. Kitty is taking a trip on which she plans to drive 300 miles each day.

Her trip is 1,723 miles long. She has already driven 849 miles. How

much farther must she drive?

A. 574 miles

B. 874 miles

C. 1,423 miles

D. 2,872 miles



Score Key



1 220 12 1 MC B 1 N/A

2 225 9 4 MC C 4

3 229 9 3 MC B 5

4 240 12 2 MC D 1

5 241 12 4 MC B 4

6 256 12 7 CR 1/2 1

7 262 9 5 MC A 1

8 282 12 7 CR 2/2 1

9 303 9 6 MC B 2

10 321 9 8 MC B 2

11 401 9 9 MC C 4







Farm A

Farm B

Farm C

Each = 100 Cartons

4. According to the graph how many cartons of eggs were sold altogether by farms A, B, and C last month? A. 13

B. 130

C. 1,300

D. 13,000


6

ScorePoint1 of 2



Yes No

7.

6 rubricSOLUTION:

For one day, the sum is $1.75. For 5 days, the sum is $8.75. Therefore, he should ask his mother for nine one-dollars bills (or 1 $5 bill and 4 $1 bills) .


Note: No explanation is asked for, so paper could have small error, such as copying a number incorrectly and still get a score of 2, provided method and answer are correct.

SCORING GUIDE:

Incorrect response -- includes $1.75 or $2; also $975 or $875.00

$8.75 or 875OROne day is $1.75 so he needs $2 each day, so $10 for a week(picture of $10 bill is acceptable)ORcorrect method but rounded down to $8 (this requires work to be shown)ORcorrect method but small error and incorrect response of $7 to $11, inclusive

Correct response

0

1

2

6 exemplar



Yes No

7.

$8.75

8

ScorePoint2 of 2



Yes No

7.

Agenda: Day 1Agenda: Day 1

Opening Session

Take the testIndividual Activity

Study the constructed-response itemsTable Activity

Discuss the target studentTable Activity

Study the ordered item bookletTable Activity

Agenda: Day 2Agenda: Day 2Make Round 1 bookmark placements

Individual Activity

Round 2 Review Round 1 results in tables

Discuss in tables



Agenda: Day 3Agenda: Day 3Round 3

Review Round 2 results as a large group

Discuss as a large group


Review final results

Table Leaders discuss cross-grade impact

Description writing

Evaluate the Standard Setting

Questions?Questions?

Thank you for your participation!

Section E 1. Participant Training Materials 2. Check Set Results

Participant Training Materials

The Bookmark Standard Setting Procedure © Copyright 1999 by CTB/McGraw-Hill E1-1

Ordered Item

Booklet

Students who are Proficient are expected to demonstrate mastery of the set of items in front

of the bookmark

These items measure skills beyond the minimumthat students must be able

to do to qualify as Proficient

These items define the

minimum that students

should know and be able to do to qualify as Proficient

1

2

3

19

10

9

8

7

6

5 4

18

17

16

15

14

13

12

11

22

21

20

P

Some Proficient students

may be able to do some

of these items

A

B

E1-2

Bookmark Placement

These directions are written for placing the Proficient bookmark and apply analogously to the Advanced and Basic bookmarks. For whom am I placing this bookmark? The Target Student When you place your Proficient bookmark, you are separating the highest ability Basic students from the lowest ability Proficient students. In other words, you are keeping in mind the Target Student who will just make it into the Proficient level. How do I place my bookmark? The Mechanics The bookmark is exactly that: a bookmark. It separates the content students are expected to master from the content they are not expected to master. In the example below, a participant has placed the Proficient bookmark on page 7. With this bookmark placement, the participant says that a student must master the content represented by items 1 through 6 to be Proficient. To place your bookmark, start at page 1 in the Ordered Item Booklet (OIB). Page through the OIB looking at the content covered until you find the first page where you think a student has demonstrated a sufficient body of evidence to indicate that the student is Proficient relative to the content standards. This is the content you are saying a Proficient Target Student needs to master to just make it into the Proficient level. Hold the pages that contain the content you expect the student to master in your left hand. Place your bookmark on the page AFTER the last item you expect the student to master. This page number is your bookmark. Write it on your Rating Form.

Hint: It may be helpful to first identify the interval of items in which you are reasonably certain the bookmark should be placed; then you can place the bookmark within that interval. If you are uncertain about where to place your bookmark, make your best decision; you will have two more rounds of voting to reconsider your bookmark. What does my Proficient Bookmark mean? Some Answers • You expect Proficient students to master the knowledge, skills, and abilities contained in the items before

your bookmark. • Proficient students should know and be able to do the items before the bookmark. For multiple-choice

items, Proficient students should know the correct response. For constructed-response items, Proficient students should achieve the score points before the bookmark.

Is my bookmark the same as a raw score? NO It is very important to remember that your bookmark placement is not equal to a raw score. In the example above, the Proficient bookmark was placed on page 7. The participant was not saying that a student must get six items correct to be classified as Proficient. This participant is saying that a barely Proficient student must master the content measured by the items on pages 1 through 6. The numbers in the OIB correspond to the rank order of difficulty of each item. These numbers do not correspond to a raw score.

Example of a bookmark placed on page 7.

5 6

7 8

9 10

1

2 3

4

The Bookmark Standard Setting Procedure © Copyright 1999 by CTB/McGraw-Hill E1-3

Frequently Asked Questions about Bookmark Placement

These questions are written in reference to the Proficient bookmark and apply analogously to the Advanced and Basic bookmarks. How do I know if I placed my bookmark in the “right” place?

The “right” place is a matter of judgment, your judgment. You are placing your bookmark based on the content you expect students to know and be able to do.

I set my bookmark based on the content I expect students to know and be able to do, that is, the content I expect students to master. What is the definition of mastery?

We look at mastery by considering the likelihood with which students will respond correctly to the items. This question is answered in more depth in the handout “Mastery.”

If a student misses some items before the Proficient bookmark and gets some correct after the bookmark, is that student still Proficient?

A student does not have to get every item before the bookmark correct to be Proficient. Proficient students can miss some items before the bookmark and correctly respond to some items after the bookmark.

Does the page number on which I place my bookmark correspond to the raw score a student must get on the test?

No. Remember, you are placing your bookmark based on the content you expect students to know and be able to do. You are not making your decision based on the number of items students must answer correctly. The bookmark is placed on a page in the Ordered Item Booklet. This page number corresponds to the difficulty ordering of the item, not to the raw score.

Should I place my bookmark in the first place in the Ordered Item Booklet where all the content standards have occurred?

Not necessarily. The test only samples the content domain. In some cases, some content standards will only be represented by difficult items that would be hard for most students to master.

How many bookmarks do I set?

You set one less bookmark than the number of proficiency levels. In Wisconsin, you will set 3 bookmarks to separate students into 4 proficiency levels.

Basic Cut

ScoreTest Scale

Proficient Students Basic

Students

Advanced Cut

Score

Advanced Students

Minimal Performance

Students

Proficient Cut

Score

MA

STER

Y

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How

Par

ticip

ants

’ Boo

kmar

k Ju

dgm

ents

Rel

ate

to

Exp

ecte

d St

uden

t Ach

ieve

men

t with

in E

ach

Prof

icie

ncy

Lev

el

You

are

par

ticip

atin

g in

this

stan

dard

setti

ng b

ecau

se o

f you

r exp

erie

nce

with

stud

ents

and

you

r kno

wle

dge

of th

e st

ate

cont

ent s

tand

ards

, cu

rric

ulum

, and

cur

rent

inst

ruct

iona

l pra

ctic

es.

You

will

be

mak

ing

judg

men

ts th

at w

ill o

pera

tiona

lize

your

exp

ecta

tions

for t

he le

vel o

f ac

hiev

emen

t stu

dent

s mus

t dem

onst

rate

in o

rder

to p

lace

in e

ach

prof

icie

ncy

leve

l. T

o un

ders

tand

how

you

r jud

gmen

ts re

late

to e

xpec

ted

stud

ent a

chie

vem

ent w

ithin

eac

h pr

ofic

ienc

y le

vel,

cons

ider

the

follo

win

g ex

ampl

es.

Con

side

r how

stud

ents

at v

ario

us sc

ale

loca

tions

mig

ht p

erfo

rm o

n an

imag

inar

y as

sess

men

t tha

t con

sist

s of a

tota

l of 5

0 sc

ore

poin

ts.

In

parti

cula

r, w

e w

ill c

onsi

der t

he p

erfo

rman

ce o

f gro

ups o

f stu

dent

s who

are

at t

hree

spec

ific

poin

ts o

n th

e te

st sc

ale.

Gro

up A

con

sist

s of

100

low

ach

ievi

ng st

uden

ts, G

roup

B c

onsi

sts o

f 100

ave

rage

ach

ievi

ng st

uden

ts, a

nd G

roup

C c

onsi

sts o

f 100

hig

h ac

hiev

ing

stud

ents

. A

ssum

e th

at th

e st

uden

ts h

ave

all t

aken

the

asse

ssm

ent a

nd th

at th

e 10

0 st

uden

ts w

ithin

eac

h gr

oup

have

all

obta

ined

the

exac

t sam

e sc

ale

scor

e. N

ote

the

loca

tion

of th

e ob

tain

ed sc

ale

scor

e fo

r eac

h of

the

thre

e gr

oups

on

the

test

scal

e be

low

.

Tes

t Sca

le

G

roup

A

Gro

up B

G

roup

C

L

ow A

chie

ving

Stu

dent

s

Ave

rage

Ach

ievi

ng S

tude

nts

Hig

h A

chie

ving

Stu

dent

s Th

e fo

llow

ing

thre

e fig

ures

show

how

stud

ents

in e

ach

of th

e th

ree

grou

ps m

ight

per

form

on

the

asse

ssm

ent.

E1-5

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Figu

re A

show

s how

man

y st

uden

ts in

Gro

up A

resp

onde

d co

rrec

tly to

eac

h ite

m in

the

orde

red

item

boo

klet

. O

bser

ve th

at th

e st

uden

ts

in G

roup

A p

erfo

rmed

wel

l on

the

item

s tha

t app

ear e

arly

in th

e or

dere

d ite

m b

ookl

et b

ut p

erfo

rmed

poo

rly o

n th

e ite

ms t

hat a

ppea

r lat

er

in th

e or

dere

d ite

m b

ookl

et.

This

mak

es se

nse,

bec

ause

the

item

s app

ear i

n or

der o

f diff

icul

ty, w

ith th

e ea

sies

t ite

m fi

rst a

nd th

e ha

rdes

t ite

m la

st.

For e

xam

ple,

99

of th

e 10

0 G

roup

A st

uden

ts re

spon

ded

corr

ectly

to it

em 1

, 67

of th

e G

roup

A st

uden

ts re

spon

ded

corr

ectly

to

item

10,

but

onl

y 1

of th

e G

roup

A st

uden

ts re

spon

ded

corr

ectly

to it

em 5

0.

We

say

that

a g

roup

of l

ike

stud

ents

hav

e de

mon

stra

ted

mas

tery

of t

he c

onte

nt re

pres

ente

d by

an

item

if a

t lea

st 2

/3 o

f the

stud

ents

(abo

ut

67 o

ut o

f 100

) in

the

grou

p ca

n be

exp

ecte

d to

resp

ond

succ

essf

ully

to th

e ite

m.

Acc

ordi

ng to

Fig

ure

A, G

roup

A st

uden

ts h

ave

dem

onst

rate

d m

aste

ry o

f ite

ms 1

thro

ugh

10, b

ut h

ave

not d

emon

stra

ted

mas

tery

of i

tem

s 11

thro

ugh

50.

Fi

gure

A.

The

num

ber

(or

perc

ent)

of G

roup

A st

uden

ts w

ho r

espo

nded

cor

rect

ly to

eac

h ite

m in

the

orde

red

item

boo

klet

. it

em

1 ite

m

2 ite

m

3 ite

m

4 ite

m

5 ite

m

6 ite

m

7 ite

m

8 ite

m

9 ite

m

10

99

95

93

87

83

82

78

74

69

67

100

100

100

100

100

100

100

100

100

100

item

11

ite

m

12

item

13

ite

m

14

item

15

ite

m

16

item

17

ite

m

18

item

19

ite

m

20

item

21

ite

m

22

item

23

ite

m

24

item

25

ite

m

26

item

27

ite

m

28

item

29

ite

m

30

63

60

59

58

57

53

52

50

50

49

49

48

47

43

41

39

37

35

34

31

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

item

31

ite

m

32

item

33

ite

m

34

item

35

ite

m

36

item

37

ite

m

38

item

39

ite

m

40

item

41

ite

m

42

item

43

ite

m

44

item

45

ite

m

46

item

47

ite

m

48

item

49

ite

m

50

30

29

25

22

20

18

17

14

11

10

9 7

5 5

4 3

2 2

1 1

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

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Def

initi

on o

f Mas

tery

W

e sa

y th

at a

gro

up o

f lik

e st

uden

ts h

ave

dem

onst

rate

d m

aste

ry o

f the

con

tent

repr

esen

ted

by a

n ite

m

if at

leas

t 2/3

(67/

100)

of t

he st

uden

ts in

the

grou

p ca

n be

exp

ecte

d to

resp

ond

succ

essf

ully

to th

e ite

m.

Fi

gure

B sh

ows h

ow m

any

stud

ents

in G

roup

B re

spon

ded

corr

ectly

to e

ach

item

in th

e or

dere

d ite

m b

ookl

et.

Obs

erve

that

the

stud

ents

in

Gro

up B

per

form

ed m

uch

bette

r tha

n st

uden

ts in

Gro

up A

. Th

at m

akes

sens

e be

caus

e G

roup

B st

uden

ts a

re a

vera

ge a

chie

ving

st

uden

ts w

hile

Gro

up A

stud

ents

are

low

ach

ievi

ng st

uden

ts.

B

efor

e yo

u re

ad fu

rther

, use

Fig

ure

B a

nd th

e de

finiti

on o

f mas

tery

stat

ed in

the

box

abov

e to

det

erm

ine

whi

ch it

ems G

roup

B h

as

mas

tere

d.

Gro

up B

stud

ents

hav

e de

mon

stra

ted

mas

tery

of t

he c

onte

nt re

flect

ed in

item

s 1 th

roug

h 30

of t

he o

rder

ed it

em b

ookl

et, b

ut h

ave

not

dem

onst

rate

d m

aste

ry o

f the

con

tent

refle

cted

by

item

s 31

thro

ugh

50.

This

is tr

ue a

ccor

ding

to th

e de

finiti

on, b

ecau

se a

t lea

st 6

7 of

the

100

Gro

up B

stud

ents

resp

onde

d su

cces

sful

ly to

eac

h of

item

s 1 th

roug

h 30

, but

few

er th

an 6

7 of

them

resp

onde

d co

rrec

tly to

item

s 31

thro

ugh

50.

Figu

re B

. T

he n

umbe

r (o

r pe

rcen

t) o

f Gro

up B

stud

ents

who

res

pond

ed c

orre

ctly

to e

ach

item

in th

e or

dere

d ite

m b

ookl

et.

ite

m

1 ite

m

2 ite

m

3 ite

m

4 ite

m

5 ite

m

6 ite

m

7 ite

m

8 ite

m

9 ite

m

10

99

99

99

99

99

98

98

98

97

97

100

100

100

100

100

100

100

100

100

100

item

11

ite

m

12

item

13

ite

m

14

item

15

ite

m

16

item

17

ite

m

18

item

19

ite

m

20

item

21

ite

m

22

item

23

ite

m

24

item

25

ite

m

26

item

27

ite

m

28

item

29

ite

m

30

96

96

95

93

89

85

84

83

83

81

79

79

78

73

72

72

71

70

69

67

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

item

31

ite

m

32

item

33

ite

m

34

item

35

ite

m

36

item

37

ite

m

38

item

39

ite

m

40

item

41

ite

m

42

item

43

ite

m

44

item

45

ite

m

46

item

47

ite

m

48

item

49

ite

m

50

65

63

63

61

58

57

57

55

55

54

53

53

52

51

44

41

39

37

35

33

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

100

E1-7

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e B

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e ©

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999

by C

TB/M

cGra

w-H

ill

Def

initi

on o

f Mas

tery

W

e sa

y th

at a

gro

up o

f lik

e st

uden

ts h

ave

dem

onst

rate

d m

aste

ry o

f the

con

tent

repr

esen

ted

by a

n ite

m

if at

leas

t 2/3

(67/

100)

of t

he st

uden

ts in

the

grou

p ca

n be

exp

ecte

d to

resp

ond

succ

essf

ully

to th

e ite

m.

Fi

gure

C sh

ows h

ow m

any

stud

ents

in G

roup

C re

spon

ded

corr

ectly

to e

ach

item

in th

e or

dere

d ite

m b

ookl

et.

Obs

erve

that

Gro

up C

pe

rfor

med

muc

h be

tter t

han

Gro

ups A

or B

. Th

at m

akes

sens

e be

caus

e G

roup

C c

onsi

sts o

f hig

h ac

hiev

ing

stud

ents

whi

le G

roup

s A a

nd

B c

onsi

st o

f low

and

ave

rage

ach

ievi

ng st

uden

ts, r

espe

ctiv

ely.

B

efor

e yo

u re

ad fu

rther

, use

Fig

ure

C a

nd th

e de

finiti

on o

f mas

tery

stat

ed in

the

box

abov

e to

det

erm

ine

whi

ch it

ems G

roup

C h

as

mas

tere

d. G

roup

C st

uden

ts h

ave

dem

onst

rate

d m

aste

ry o

f the

con

tent

refle

cted

in it

ems 1

thro

ugh

45 o

f the

ord

ered

item

boo

klet

, but

ha

ve n

ot d

emon

stra

ted

mas

tery

of t

he c

onte

nt re

flect

ed b

y ite

ms 4

6 th

roug

h 50

. Th

is is

true

acc

ordi

ng to

the

defin

ition

, bec

ause

at l

east

67

of t

he 1

00 G

roup

C st

uden

ts re

spon

ded

succ

essf

ully

to e

ach

of it

ems 1

thro

ugh

45, b

ut fe

wer

than

67

of th

em re

spon

ded

corr

ectly

to

item

s 46

thro

ugh

50.

Figu

re C

. T

he n

umbe

r (o

r pe

rcen

t) o

f Gro

up C

stud

ents

who

res

pond

ed c

orre

ctly

to e

ach

item

in th

e or

dere

d ite

m b

ookl

et.

item

1

item

2

item

3

item

4

item

5

item

6

item

7

item

8

item

9

item

10

99

99

99

99

99

99

99

99

97

97

10

0 10

0 10

0 10

0 10

0 10

010

010

010

010

0 ite

m

11

item

12

ite

m

13

item

14

ite

m

15

item

16

ite

m

17

item

18

ite

m

19

item

20

ite

m

21

item

22

ite

m

23

item

24

ite

m

25

item

26

ite

m

27

item

28

ite

m

29

item

30

97

97

95

95

94

93

92

92

91

89

89

89

88

88

88

87

87

86

85

84

10

0 10

0 10

0 10

0 10

0 10

010

010

010

010

010

010

0 10

010

010

010

010

010

010

010

0 ite

m

31

item

32

ite

m

33

item

34

ite

m

35

item

36

ite

m

37

item

38

ite

m

39

item

40

ite

m

41

item

42

ite

m

43

item

44

ite

m

45

item

46

ite

m

47

item

48

ite

m

49

item

50

83

81

81

81

80

80

79

78

77

75

74

72

70

68

67

64

58

53

49

46

10

0 10

0 10

0 10

0 10

0 10

010

010

010

010

010

010

0 10

010

010

010

010

010

010

010

0

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e B

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ting

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e ©

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cGra

w-H

ill

You

hav

e se

en fr

om th

e ab

ove

exam

ples

that

by

usin

g a

spec

ific

defin

ition

of m

aste

ry, w

e ca

n id

entif

y th

e co

nten

t in

the

orde

red

item

boo

klet

that

stud

ents

at a

ny lo

catio

n of

the

test

scal

e ha

ve m

aste

red.

A

lso,

if y

ou id

entif

y a

set o

f ite

ms i

n th

e or

dere

d ite

m b

ookl

et, t

he sp

ecifi

c po

int o

n th

e te

st sc

ale

at

whi

ch st

uden

ts h

ave

dem

onst

rate

d m

aste

ry o

f the

con

tent

you

hav

e sp

ecifi

ed c

an b

e de

term

ined

. Th

is

is h

ow th

e va

rious

cut

scor

es a

re a

scer

tain

ed.

A

s exp

erts

, you

will

firs

t spe

cify

the

cont

ent i

n th

e or

dere

d ite

m b

ookl

et th

at y

ou e

xpec

t stu

dent

s to

mas

ter i

n or

der t

o be

cla

ssifi

ed a

s Pro

ficie

nt.

This

mea

ns th

at y

ou w

ill id

entif

y th

e ite

ms t

hat r

efle

ct

the

know

ledg

e, sk

ills,

and

abili

ties y

ou e

xpec

t all

Prof

icie

nt st

uden

ts to

mas

ter.

Whe

n yo

u ha

ve m

ade

that

judg

men

t, th

e po

int o

n th

e sc

ale

at w

hich

stud

ents

ach

ieve

that

leve

l of m

aste

ry c

an b

e id

entif

ied.

SA

MPL

E M

athe

mat

ics

Item

Map

Ord

er o

f di

fficu

lty

(eas

y to

ha

rd)

Loca

tion

Blo

ckIte

m N

o.Ite

m

Type

Scor

e K

eyC

onte

nt

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Section 3 2


Farm AFarm BFarm C

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Section 3 3


Farm AFarm BFarm C

Each = 100 cartons

200


C Section 3 4


C Section 3 5

= 1 student

Girls

Girls

Girls

Girls

Boys

Boys

Boys

Boys

Classical

___________ ____________ ____________ ____________

Rock Country Other


ScorePoint1 of 2

C Section 3 6

6 rubricItem Number: 7 Accession Number: AP000522

Key: None

Classification Codes:N25M 1 A 04 a PS RECM 02

Open Codes: NA NA NA 3

Note: No explanation is asked for, so paper could have small error, such as copying a numberincorrectly and still get a score of 3, provided method and answer are correct.

SCORING GUIDE:

0 Incorrect response -- includes $1.75 or $2: also $875 or $875.00

1 $8.75 or 875 OR One day is $1.75 so he needs $2 each day, so $10 for a week(picture of $10 bill is acceptable)

ORcorrect method but rounded down to $8 (this requires work to be shown)

ORcorrect method but small error and incorrect response of $7 to $11, inclusive

Correct response

Rationale Text:SOLUTION:

For one day the sum is $1.75. For 5 days, the sum is $0.75. Therefore he should ask hismother for nine one-dollar bills (or 1 $5 bill and 4 $1 bills)


2

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Section 3 7


ScorePoint2 of 2

C Section 3 8

8 rubricItem Number: 7 Accession Number: AP000522

Key: None

Classification Codes:N25M 1 A 04 a PS RECM 02

Open Codes: NA NA NA 3

Note: No explanation is asked for, so paper could have small error, such as copying a numberincorrectly and still get a score of 3, provided method and answer are correct.

SCORING GUIDE:

0 Incorrect response -- includes $1.75 or $2: also $875 or $875.00

1 $8.75 or 875 OR One day is $1.75 so he needs $2 each day, so $10 for a week(picture of $10 bill is acceptable)

ORcorrect method but rounded down to $8 (this requires work to be shown)

ORcorrect method but small error and incorrect response of $7 to $11, inclusive

2 Correct response

Rationale Text:SOLUTION:

For one day the sum is $1.75. For 5 days, the sum is $0.75. Therefore he should ask hismother for nine one-dollar bills (or 1 $5 bill and 4 $1 bills)


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Section 3 9

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E2

Check Set Results

E2-1

(Correct responses are circled.) Circle one: Grade 4 Grade 8 Grade 10 Circle one: Reading/Language Arts Mathematics Science Social Stud Table: _________________ Wisconsin ROUND 1 Suppose the bookmark was placed in the sample ordered item booklet as follows:

Name: J. Participant Table #: 1 Proficient Bookmark on Page #

Round 1 12 1. According to J. Participant, which items does a student need to master to make it into the Proficient category?

Items ____ through ____ 1 –11 2. Suppose a student mastered items 1 through 7. Which proficiency level is this student in? (circle one)

Minimal Performance Basic Proficient Advanced

Note: Both Minimal Performance and Basic are acceptable responses to Question 2. 3. Suppose a student mastered items 1 through 11. Which proficiency level is this student in? (circle one)

Minimal Performance Basic Proficient Advanced 4. For students who are classified as Proficient, with at least what likelihood will they be able to answer item 8?

1/3 1/2 2/3 3/4 None of these 5. Will the items BEFORE the Proficient bookmark be more or less difficult to answer than the items AFTER the

bookmark or about the same? (circle one) More difficult About the same Less difficult to answer to answer

8

Ordered

Item Booklet

1

2

3

10

9

76

54

17

16

15 14

13 12

11

P

Item # % Correct Item # % Correct Item # % Correct 1 100 1 100 1 942 95 2 100 2 1003 95 3 100 3 884 90 4 100 4 1005 100 5 100 5 94




Grade 4 (N=16) Grade 8 (N=19) Grade 10 (N=15)


Science


Social Studies

Check Set Results

Reading/Language Arts

Mathematics


E2-2

Section F Participant Evaluation of the Wisconsin Standard Setting

1. Reading, Mathematics, Science, Social Studies 2. Language Arts

F1

Participant Evaluation of the Wisconsin Standard Setting

Reading, Mathematics, Science, Social Studies

Note: The evaluation form follows the results (pages F1-18 to F1-20).

F1-1

Wisconsin BOOKMARK STANDARD SETTING EVALUATION RESULTS

About these results: each question and its associated instructions will be shown, along with the frequency of responses at each level for the given grade/content areas. For Likert-type scale items, a response of 1 is “Strongly Disagree”, 2 is “Disagree”, 3 is “Neutral,” 4 is “Agree,” and 5 is “Strongly Agree.” Results for Language groups are shown in a separate summary. PART I: About the Conference Please consider the statements below and circle the level of agreement or disagreement you have with each statement. A 5-point rating scale ranging from Strongly Disagree (SD) to Strongly Agree (SA) has been provided. Please select only 1 of the 5 options for each statement. 1. The Bookmark Standard Setting Procedure was well described.


Reading Only 0.0% 0.0% 1.7% 48.3% 50.0% 4 Reading 0.0% 0.0% 5.0% 65.0% 30.0% 8 Reading 0.0% 0.0% 0.0% 22.2% 77.8%

10 Reading 0.0% 0.0% 0.0% 55.0% 45.0% Math Only 0.0% 1.7% 6.9% 60.3% 31.0%

4 Math 0.0% 0.0% 10.0% 65.0% 25.0% 8 Math 0.0% 5.0% 5.0% 60.0% 30.0%

10 Math 0.0% 0.0% 5.6% 55.6% 38.9% Science 0.0% 1.8% 5.4% 53.6% 39.3%

4 Science 0.0% 0.0% 0.0% 61.1% 38.9% 8 Science 0.0% 0.0% 0.0% 63.2% 36.8%

10 Science 0.0% 5.3% 15.8% 36.8% 42.1% Social Studies Only 1.8% 0.0% 3.5% 54.4% 40.4%

4 Social Studies 0.0% 0.0% 5.9% 29.4% 64.7% 8 Social Studies 4.5% 0.0% 0.0% 59.1% 36.4%

10 Social Studies 0.0% 0.0% 5.6% 72.2% 22.2%

F1-2

2. The goals for this procedure were clear.




4 Math 0.0% 10.0% 5.0% 65.0% 20.0% 8 Math 0.0% 10.0% 0.0% 55.0% 35.0%

10 Math 0.0% 5.6% 0.0% 38.9% 55.6% Science 0.0% 3.6% 8.9% 55.4% 32.1%

4 Science 0.0% 0.0% 5.6% 61.1% 33.3% 8 Science 0.0% 0.0% 10.5% 52.6% 36.8%



10 Social Studies 0.0% 5.6% 11.1% 66.7% 16.7% 3. I felt that this procedure was fair.




4 Math 0.0% 9.5% 4.8% 66.7% 19.0% 8 Math 0.0% 5.0% 10.0% 35.0% 50.0%

10 Math 0.0% 0.0% 5.6% 55.6% 38.9% Science 3.6% 5.4% 23.2% 42.9% 25.0%

4 Science 5.6% 5.6% 5.6% 38.9% 44.4% 8 Science 0.0% 0.0% 15.8% 73.7% 10.5%



10 Social Studies 0.0% 16.7% 11.1% 61.1% 11.1%

F1-3

4. Participating in the Bookmark Standard Setting Procedure increased my understanding of the test.

1 (SD) 2 (D) 3 (N) 4 (A) 5 (SA)

All Respondents 0.0% 1.3% 4.3% 24.2% 70.1% Reading Only 0.0% 0.0% 3.4% 31.0% 65.5%

4 Reading 0.0% 0.0% 5.0% 45.0% 50.0% 8 Reading 0.0% 0.0% 0.0% 16.7% 83.3%


4 Math 0.0% 4.8% 0.0% 19.0% 76.2% 8 Math 0.0% 0.0% 0.0% 25.0% 75.0%

10 Math 0.0% 0.0% 5.6% 11.1% 83.3% Science 0.0% 0.0% 3.6% 21.4% 75.0%

4 Science 0.0% 0.0% 5.6% 22.2% 72.2% 8 Science 0.0% 0.0% 0.0% 21.1% 78.9%



10 Social Studies 0.0% 5.6% 16.7% 27.8% 50.0% 5. The conference was well organized.




4 Math 0.0% 0.0% 0.0% 40.0% 60.0% 8 Math 0.0% 0.0% 0.0% 35.0% 65.0%

10 Math 0.0% 0.0% 0.0% 38.9% 61.1% Science 0.0% 3.6% 9.1% 41.8% 45.5%

4 Science 0.0% 0.0% 5.6% 44.4% 50.0% 8 Science 0.0% 0.0% 11.1% 38.9% 50.0%



10 Social Studies 0.0% 5.9% 0.0% 70.6% 23.5%

F1-4

6. The training materials were helpful.




4 Math 0.0% 0.0% 0.0% 95.2% 4.8% 8 Math 0.0% 5.0% 5.0% 60.0% 30.0%

10 Math 0.0% 0.0% 5.6% 66.7% 27.8% Science 0.0% 0.0% 3.6% 60.7% 35.7%

4 Science 0.0% 0.0% 5.6% 55.6% 38.9% 8 Science 0.0% 0.0% 0.0% 68.4% 31.6%



10 Social Studies 0.0% 0.0% 5.6% 61.1% 33.3% 7. The training on Bookmark placement made the task clear to me.




4 Math 0.0% 0.0% 14.3% 57.1% 28.6% 8 Math 0.0% 5.0% 5.0% 65.0% 25.0%

10 Math 0.0% 0.0% 0.0% 72.2% 27.8% Science 0.0% 1.8% 7.1% 50.0% 41.1%

4 Science 0.0% 5.6% 0.0% 55.6% 38.9% 8 Science 0.0% 0.0% 10.5% 47.4% 42.1%



10 Social Studies 0.0% 6.3% 0.0% 62.5% 31.3%

F1-5

8. Reviewing the Target Student helped me place my bookmarks.




4 Math 0.0% 0.0% 15.0% 70.0% 15.0% 8 Math 0.0% 5.0% 15.0% 50.0% 30.0%

10 Math 5.6% 11.1% 5.6% 50.0% 27.8% Science 1.8% 3.6% 19.6% 48.2% 26.8%

4 Science 0.0% 5.6% 16.7% 44.4% 33.3% 8 Science 0.0% 0.0% 21.1% 52.6% 26.3%



10 Social Studies 0.0% 0.0% 38.9% 38.9% 22.2% 9. Taking the test helped me place my bookmarks.




4 Math 0.0% 9.5% 9.5% 33.3% 47.6% 8 Math 0.0% 0.0% 10.0% 30.0% 60.0%

10 Math 0.0% 11.1% 16.7% 27.8% 44.4% Science 0.0% 5.4% 17.9% 25.0% 51.8%

4 Science 0.0% 11.1% 27.8% 27.8% 33.3% 8 Science 0.0% 0.0% 15.8% 21.1% 63.2%



10 Social Studies 0.0% 5.6% 16.7% 33.3% 44.4%

F1-6

10. During Round 1, I placed my bookmarks without consulting other participants.




4 Math 9.5% 0.0% 4.8% 19.0% 66.7% 8 Math 5.3% 0.0% 5.3% 10.5% 78.9%

10 Math 0.0% 0.0% 0.0% 16.7% 83.3% Science 0.0% 3.6% 1.8% 12.5% 82.1%

4 Science 0.0% 0.0% 0.0% 11.1% 88.9% 8 Science 0.0% 5.3% 0.0% 10.5% 84.2%



10 Social Studies 0.0% 0.0% 0.0% 11.1% 88.9% 11. I understood how to place my bookmark.




4 Math 0.0% 4.8% 4.8% 57.1% 33.3% 8 Math 0.0% 5.0% 10.0% 15.0% 70.0%

10 Math 0.0% 0.0% 0.0% 38.9% 61.1% Science 0.0% 3.6% 0.0% 28.6% 67.9%

4 Science 0.0% 0.0% 0.0% 50.0% 50.0% 8 Science 0.0% 0.0% 0.0% 21.1% 78.9%



10 Social Studies 0.0% 5.6% 5.6% 22.2% 66.7%

F1-7

12. I learned how to do the Bookmark placement as I went along, so my later ones may not be comparable to my earlier ones.

1 (SD) 2 (D) 3 (N) 4 (A) 5 (SA)

All Respondents 26.8% 26.8% 12.7% 19.7% 14.0% Reading Only 32.1% 30.4% 8.9% 16.1% 12.5%

4 Reading 25.0% 40.0% 5.0% 20.0% 10.0% 8 Reading 43.8% 25.0% 6.3% 6.3% 18.8%


4 Math 15.0% 30.0% 25.0% 20.0% 10.0% 8 Math 40.0% 10.0% 20.0% 15.0% 15.0%

10 Math 5.6% 44.4% 11.1% 16.7% 22.2% Science 30.4% 16.1% 14.3% 21.4% 17.9%

4 Science 22.2% 11.1% 16.7% 27.8% 22.2% 8 Science 26.3% 21.1% 21.1% 15.8% 15.8%



10 Social Studies 27.8% 11.1% 16.7% 27.8% 16.7% 13. Overall, I was satisfied with my group’s final bookmarks.




4 Math 5.3% 5.3% 10.5% 57.9% 21.1% 8 Math 5.3% 10.5% 15.8% 42.1% 26.3%

10 Math 0.0% 0.0% 0.0% 33.3% 66.7% Science 1.8% 12.5% 16.1% 39.3% 30.4%

4 Science 5.6% 22.2% 0.0% 27.8% 44.4% 8 Science 0.0% 5.3% 5.3% 57.9% 31.6%



10 Social Studies 6.3% 0.0% 18.8% 50.0% 25.0%

F1-8

14. I would defend the cut scores against criticism that they were too high.




4 Math 10.5% 0.0% 10.5% 52.6% 26.3% 8 Math 10.0% 10.0% 25.0% 30.0% 25.0%

10 Math 0.0% 0.0% 11.1% 38.9% 50.0% Science 3.6% 8.9% 16.1% 39.3% 32.1%

4 Science 0.0% 22.2% 22.2% 27.8% 27.8% 8 Science 0.0% 5.3% 0.0% 57.9% 36.8%



10 Social Studies 0.0% 6.3% 12.5% 37.5% 43.8% 15. I would defend the cut scores against criticism that they were too low.




4 Math 5.3% 5.3% 10.5% 63.2% 15.8% 8 Math 0.0% 5.0% 20.0% 35.0% 40.0%

10 Math 0.0% 0.0% 11.1% 33.3% 55.6% Science 7.3% 10.9% 18.2% 25.5% 38.2%

4 Science 0.0% 16.7% 11.1% 22.2% 50.0% 8 Science 5.6% 11.1% 0.0% 50.0% 33.3%



10 Social Studies 0.0% 6.3% 6.3% 43.8% 43.8%

F1-9

16. I considered the Content Standards when I placed my bookmarks.




4 Math 0.0% 0.0% 4.8% 66.7% 28.6% 8 Math 0.0% 0.0% 5.0% 30.0% 65.0%

10 Math 5.6% 0.0% 0.0% 33.3% 61.1% Science 1.8% 5.4% 14.3% 42.9% 35.7%

4 Science 0.0% 11.1% 11.1% 22.2% 55.6% 8 Science 5.3% 0.0% 21.1% 42.1% 31.6%



10 Social Studies 0.0% 0.0% 23.5% 47.1% 29.4% 17. Overall, I believe that my opinions were considered and valued by my group.




4 Math 0.0% 0.0% 9.5% 38.1% 52.4% 8 Math 0.0% 5.0% 5.0% 55.0% 35.0%

10 Math 0.0% 0.0% 0.0% 38.9% 61.1% Science 1.8% 1.8% 7.1% 39.3% 50.0%

4 Science 0.0% 0.0% 0.0% 38.9% 61.1% 8 Science 0.0% 0.0% 10.5% 26.3% 63.2%



10 Social Studies 0.0% 5.6% 5.6% 50.0% 38.9%

F1-10

18. I am confident that the Bookmark Procedure produced valid standards.




4 Math 5.0% 5.0% 10.0% 70.0% 10.0% 8 Math 0.0% 5.0% 15.0% 40.0% 40.0%

10 Math 0.0% 0.0% 16.7% 50.0% 33.3% Science 7.3% 3.6% 32.7% 41.8% 14.5%

4 Science 5.9% 0.0% 29.4% 47.1% 17.6% 8 Science 0.0% 0.0% 15.8% 57.9% 26.3%



10 Social Studies 5.9% 5.9% 35.3% 29.4% 23.5% 19. The ordering of the items in the ordered item booklet agreed with my

perception of the relative difficulty of the items.




4 Math 0.0% 25.0% 25.0% 45.0% 5.0% 8 Math 10.0% 20.0% 20.0% 50.0% 0.0%

10 Math 5.6% 27.8% 33.3% 33.3% 0.0% Science 1.8% 40.0% 16.4% 38.2% 3.6%

4 Science 5.9% 23.5% 11.8% 52.9% 5.9% 8 Science 0.0% 36.8% 21.1% 36.8% 5.3%



10 Social Studies 0.0% 11.1% 16.7% 61.1% 11.1%

F1-11

20. Overall, my table’s discussions were open and honest.




4 Math 0.0% 0.0% 0.0% 23.8% 76.2% 8 Math 0.0% 5.0% 5.0% 25.0% 65.0%

10 Math 0.0% 0.0% 0.0% 22.2% 77.8% Science 0.0% 0.0% 5.4% 21.4% 73.2%

4 Science 0.0% 0.0% 5.6% 16.7% 77.8% 8 Science 0.0% 0.0% 10.5% 21.1% 68.4%



10 Social Studies 0.0% 5.6% 0.0% 27.8% 66.7% 21. The presentation of different types of impact data was helpful to me.




4 Math 0.0% 0.0% 10.0% 55.0% 35.0% 8 Math 0.0% 10.0% 5.0% 25.0% 60.0%

10 Math 11.1% 0.0% 22.2% 44.4% 22.2% Science 1.9% 3.7% 13.0% 48.1% 33.3%

4 Science 0.0% 5.9% 29.4% 23.5% 41.2% 8 Science 0.0% 0.0% 0.0% 52.6% 47.4%



10 Social Studies 5.6% 11.1% 11.1% 50.0% 22.2%

F1-12

22. Overall, I valued the conference as a professional development experience.




4 Math 0.0% 0.0% 4.8% 14.3% 81.0% 8 Math 0.0% 0.0% 0.0% 10.0% 90.0%

10 Math 0.0% 0.0% 5.6% 16.7% 77.8% Science 0.0% 0.0% 0.0% 26.8% 73.2%

4 Science 0.0% 0.0% 0.0% 22.2% 77.8% 8 Science 0.0% 0.0% 0.0% 31.6% 68.4%



10 Social Studies 0.0% 0.0% 0.0% 55.6% 44.4% 23. This experience will help me target instruction for the students in my

classroom.




4 Math 0.0% 0.0% 15.0% 40.0% 45.0% 8 Math 0.0% 5.3% 5.3% 21.1% 68.4%

10 Math 11.1% 0.0% 0.0% 38.9% 50.0% Science 0.0% 3.8% 17.0% 34.0% 45.3%

4 Science 0.0% 0.0% 16.7% 38.9% 44.4% 8 Science 0.0% 5.9% 17.6% 11.8% 64.7%



10 Social Studies 0.0% 11.1% 16.7% 33.3% 38.9%

F1-13

PART II: About You About these results: all information is self-reported by participants. 24. What is your occupation?

Classroom Teacher

Education (Non-Teacher)

Non-Education Professional

All Respondents 71.9% 25.0% 3.1% Reading Only 67.2% 31.0% 1.7%

4 Reading 70.0% 30.0% 0.0% 8 Reading 55.6% 44.4% 0.0%

10 Reading 75.0% 20.0% 5.0% Math Only 74.6% 23.7% 1.7%

4 Math 71.4% 28.6% 0.0% 8 Math 75.0% 25.0% 0.0%

10 Math 77.8% 16.7% 5.6% Science 72.2% 22.2% 5.6%

4 Science 66.7% 27.8% 5.6% 8 Science 76.5% 17.6% 5.9%

10 Science 73.7% 21.1% 5.3% Social Studies Only 73.7% 22.8% 3.5%

4 Social Studies 64.7% 29.4% 5.9% 8 Social Studies 77.3% 22.7% 0.0%

10 Social Studies 77.8% 16.7% 5.6% 25. If you are a classroom teacher, what grade(s) do you teach?

Average Standard Deviation All Respondents 7.18 2.84

Reading Only 6.86 2.87 4 Reading 3.93 0.80 8 Reading 7.00 1.65

10 Reading 9.67 1.91 Math Only 6.77 2.72

4 Math 3.71 0.91 8 Math 6.73 1.33

10 Math 9.67 1.35 Science 7.93 2.69

4 Science 4.67 1.56 8 Science 8.06 1.65

10 Science 10.57 0.51 Social Studies Only 7.20 3.03

4 Social Studies 3.15 0.99 8 Social Studies 7.50 0.79

10 Social Studies 10.57 0.76

F1-14

26. How many years have you worked in your current profession?

Average Standard Deviation All Respondents 15.70 9.80

Reading Only 15.61 10.34 4 Reading 18.05 10.85 8 Reading 13.17 10.71

10 Reading 15.37 9.36 Math Only 16.58 10.37

4 Math 15.24 10.02 8 Math 16.05 11.33

10 Math 18.72 9.90 Science 14.93 8.89

4 Science 15.67 10.56 8 Science 14.42 8.04

10 Science 14.74 8.41 Social Studies Only 15.65 9.68

4 Social Studies 15.22 11.14 8 Social Studies 14.32 8.96

10 Social Studies 17.82 9.09 27. Which content area did you work on during this standard setting?

Reading Math Science SS All Respondents 25.1% 25.5% 24.2% 25.1%

Reading Only 100.0% 0.0% 0.0% 0.0% 4 Reading 100.0% 0.0% 0.0% 0.0% 8 Reading 100.0% 0.0% 0.0% 0.0%

10 Reading 100.0% 0.0% 0.0% 0.0% Math Only 0.0% 100.0% 0.0% 0.0%

4 Math 0.0% 100.0% 0.0% 0.0% 8 Math 0.0% 100.0% 0.0% 0.0%

10 Math 0.0% 100.0% 0.0% 0.0% Science 0.0% 0.0% 100.0% 0.0%

4 Science 0.0% 0.0% 100.0% 0.0% 8 Science 0.0% 0.0% 100.0% 0.0%

10 Science 0.0% 0.0% 100.0% 0.0% Social Studies Only 0.0% 0.0% 0.0% 100.0%

4 Social Studies 0.0% 0.0% 0.0% 100.0% 8 Social Studies 0.0% 0.0% 0.0% 100.0%

10 Social Studies 0.0% 0.0% 0.0% 100.0%

F1-15

28. Which grade did you work on during this standard setting?

4 8 10 All Respondents 32.9% 34.6% 32.0%

Reading Only 34.5% 32.8% 32.8% 4 Reading 100.0% 0.0% 0.0% 8 Reading 0.0% 100.0% 0.0%


4 Math 100.0% 0.0% 0.0% 8 Math 0.0% 100.0% 0.0%

10 Math 0.0% 0.0% 100.0% Science 32.1% 33.9% 33.9%

4 Science 100.0% 0.0% 0.0% 8 Science 0.0% 100.0% 0.0%



10 Social Studies 0.0% 0.0% 100.0% 29. What is your education level?

Bachelor’s Master’s Doctorate All Respondents 21.4% 72.5% 6.1%

Reading Only 21.1% 71.9% 7.0% 4 Reading 15.0% 80.0% 5.0% 8 Reading 16.7% 83.3% 0.0%


4 Math 9.5% 85.7% 4.8% 8 Math 55.0% 40.0% 5.0%

10 Math 22.2% 66.7% 11.1% Science 18.2% 74.5% 7.3%

4 Science 27.8% 66.7% 5.6% 8 Science 16.7% 77.8% 5.6%



10 Social Studies 16.7% 77.8% 5.6%

F1-16

30. What is your sex?

Female Male All Respondents 67.8% 32.2%

Reading Only 74.1% 25.9% 4 Reading 80.0% 20.0% 8 Reading 77.8% 22.2%

10 Reading 65.0% 35.0% Math Only 69.5% 30.5%

4 Math 71.4% 28.6% 8 Math 70.0% 30.0%

10 Math 66.7% 33.3% Science 69.1% 30.9%

4 Science 94.4% 5.6% 8 Science 61.1% 38.9%

10 Science 52.6% 47.4% Social Studies Only 58.6% 41.4%

4 Social Studies 72.2% 27.8% 8 Social Studies 50.0% 50.0%

10 Social Studies 55.6% 44.4% 31. What is your racial/ethnic status?

American Indian

Asian/ Pacific

Islander African

American Hispanic White Other

All Respondents 1.3% 1.3% 15.1% 4.0% 74.2% 4.0% Reading Only 0.0% 0.0% 23.2% 0.0% 75.0% 1.8%

4 Reading 0.0% 0.0% 21.1% 0.0% 78.9% 0.0% 8 Reading 0.0% 0.0% 27.8% 0.0% 72.2% 0.0%

10 Reading 0.0% 0.0% 21.1% 0.0% 73.7% 5.3% Math Only 0.0% 1.7% 13.8% 5.2% 74.1% 5.2%

4 Math 0.0% 5.0% 20.0% 0.0% 75.0% 0.0% 8 Math 0.0% 0.0% 10.0% 10.0% 65.0% 15.0%

10 Math 0.0% 0.0% 11.1% 5.6% 83.3% 0.0% Science 0.0% 1.8% 16.4% 5.5% 69.1% 7.3%

4 Science 0.0% 0.0% 16.7% 5.6% 72.2% 5.6% 8 Science 0.0% 0.0% 16.7% 0.0% 77.8% 5.6%

10 Science 0.0% 5.3% 15.8% 10.5% 57.9% 10.5% Social Studies Only 5.4% 1.8% 7.1% 5.4% 78.6% 1.8% 4 Social Studies 5.6% 5.6% 22.2% 0.0% 61.1% 5.6% 8 Social Studies 9.5% 0.0% 0.0% 9.5% 81.0% 0.0%

10 Social Studies 0.0% 0.0% 0.0% 5.9% 94.1% 0.0%

F1-17

32. Do you have experience working in special programs (please check all that apply)?

Special

Education ELL/ESL Vocational Education

Alternative Education

Adult Education Other

All Respondents 52.2% 29.6% 9.4% 19.5% 35.2% 23.3% Reading Only 54.1% 35.1% 5.4% 21.6% 35.1% 24.3%

4 Reading 63.6% 45.5% 9.1% 18.2% 36.4% 18.2% 8 Reading 64.3% 28.6% 0.0% 21.4% 28.6% 35.7%

10 Reading 33.3% 33.3% 8.3% 25.0% 41.7% 16.7% Math Only 43.2% 13.6% 9.1% 22.7% 29.5% 27.3%

4 Math 25.0% 15.0% 5.0% 5.0% 15.0% 45.0% 8 Math 57.1% 21.4% 21.4% 42.9% 35.7% 14.3%

10 Math 60.0% 0.0% 0.0% 30.0% 50.0% 10.0% Science 51.4% 43.2% 13.5% 18.9% 45.9% 24.3%

4 Science 58.3% 50.0% 8.3% 25.0% 41.7% 33.3% 8 Science 69.2% 46.2% 30.8% 15.4% 30.8% 7.7%

10 Science 25.0% 33.3% 0.0% 16.7% 66.7% 33.3% Social Studies Only 61.0% 29.3% 9.8% 14.6% 31.7% 17.1% 4 Social Studies 78.6% 28.6% 0.0% 0.0% 21.4% 21.4% 8 Social Studies 57.9% 36.8% 10.5% 31.6% 31.6% 21.1%

10 Social Studies 37.5% 12.5% 25.0% 0.0% 50.0% 0.0%

F1-18

Wisconsin BOOKMARK STANDARD SETTING EVALUATION

PART I: About the Conference Please consider the statements below and circle the level of agreement or disagreement you have with each statement. A 5-point rating scale ranging from Strongly Disagree (SD) to Strongly Agree (SA) has been provided. Please select only 1 of the 5 options for each statement. Rating Scale

1=

Stro

ngly

Dis

agre

e (S

D)

2 =D

isag

ree

(D)

3=N

eutr

al (N

)

4=A

gree

(A)

5=St

rong

ly A

gree

(SA

)

SD D N A SA 1. The Bookmark Standard Setting Procedure was well described. 1….....2….....3..…....4……..5 2. The goals for this procedure were clear. 1….....2….....3..…....4……..5 3. I felt that this procedure was fair. 1….....2….....3..…....4……..5 4. Participating in the Bookmark Standard Setting Procedure

increased my understanding of the test. 1….....2….....3..…....4……..5

5. The conference was well organized. 1….....2….....3..…....4……..5 BOOKMARK TRAINING AND PLACEMENT 6. The training materials were helpful. 1….....2….....3..…....4……..5 7. The training on Bookmark placement made the task clear to me. 1….....2….....3..…....4……..5 8. Reviewing the Target Student helped me place my bookmarks. 1….....2….....3..…....4……..5 9. Taking the test helped me place my bookmarks. 1….....2….....3..…....4……..5 10. During Round 1, I placed my bookmarks without consulting

other participants. 1….....2….....3..…....4……..5

11. I understood how to place my bookmark. 1….....2….....3..…....4……..5 12. I learned how to do the Bookmark placement as I went along, so

my later ones may not be comparable to my earlier ones. 1….....2….....3..…....4……..5

13. Overall, I was satisfied with my group’s final bookmarks. 1….....2….....3..…....4……..5 14. I would defend the cut scores against criticism that they were

too high. 1….....2….....3..…....4……..5

15. I would defend the cut scores against criticism that they were too low.

1….....2….....3..…....4……..5


1….....2….....3..…....4……..5

(PLEASE CONTINUE ON NEXT PAGE)

F1-19

SD D N A SA 17. Overall, I believe that my opinions were considered and valued

by my group. 1….....2….....3..…....4……..5


1….....2….....3..…....4……..5

19. The ordering of the items in the ordered item booklet agreed with my perception of the relative difficulty of the items.

1….....2….....3..…....4……..5

20. Overall, my table’s discussions were open and honest. 1….....2….....3..…....4……..5 21. The presentation of different types of impact data was helpful to

me. 1….....2….....3..…....4……..5

PROFESSIONAL DEVELOPMENT 22. Overall, I valued the conference as a professional development

experience. 1….....2….....3..…....4……..5

23. This experience will help me target instruction for the students in my classroom.

1….....2….....3..…....4……..5

Part II: About You Please tell us about yourself. This information will be used to better understand the Bookmark Procedure. 24. What is your occupation? ____Classroom Teacher ____Education (non-teacher) ___Non-Education Professional 25. If you are a classroom teacher, what grade(s) do you teach? ___________

26. How many years have you worked in your current profession? _______ 27. Which content area did you work on during this standard setting? (circle one)

Reading/Language Arts Math Science Social Studies 28. Which grade did you work on during this standard setting? (circle one)

4 8 10 29. What is your education level? _____Bachelor’s Degree _____Master’s Degree ____Doctorate 30. What is your sex? _____Female _____Male

F1-20

31. What is your racial/ethnic status? (Please check a single box.)

American Indian

Asian/ Pacific Islander

African American

Hispanic

White

Other (please specify)

32. Do you have experience working in special programs? (Please check all that apply.) Special Education

ELL/ESL

Vocational Education

Alternative Education

Adult Education

Other (please specify)

Part III: Research Study 33. Imagine you had a class with 30 students of similar ability. How many of these students would

need to demonstrate knowledge of a particular subject before you would begin teaching them the next subject?

Number of students: _________________________ Part VI: Your Turn 34. Please feel free to expand on any of your responses above, make suggestions to improve future

standard settings, and/or tell us what you liked and did not like about this conference.

F2

Participant Evaluation of the Wisconsin Standard Setting

Language Arts

Note: The evaluation form follows the results (pages F2-4).

F2-1

Wisconsin BOOKMARK STANDARD SETTING EVALUATION RESULTS for LANGUAGE

About these results: each question and its associated instructions will be shown, along with the frequency of responses at each level for the given grade/content areas. For Likert-type scale items, a response of 1 is “Strongly Disagree”, 2 is “Disagree”, 3 is “Neutral,” 4 is “Agree,” and 5 is “Strongly Agree.” Results for non-Language groups are shown in a separate summary. PART I: About the Conference Please consider the statements below and circle the level of agreement or disagreement you have with each statement. A 5-point rating scale ranging from Strongly Disagree (SD) to Strongly Agree (SA) has been provided. Please select only 1 of the 5 options for each statement. 1. Participating in the Bookmark Standard Setting Procedure increased my

understanding of the test.


4 Language 0.0% 0.0% 5.3% 31.6% 63.2% 8 Language 0.0% 0.0% 0.0% 10.5% 89.5%

10 Language 0.0% 5.3% 0.0% 31.6% 63.2%

2. Reviewing the Target Student helped me place my bookmark.



10 Language 0.0% 22.2% 16.7% 44.4% 16.7%

3. Taking the test helped me place my bookmark.



10 Language 0.0% 5.3% 26.3% 26.3% 42.1%

F2-2

4. During Round 1, I placed my bookmark without consulting other participants.



10 Language 5.3% 0.0% 10.5% 10.5% 73.7%

5. Overall, I was satisfied with my group’s final bookmark.



10 Language 0.0% 0.0% 5.3% 36.8% 57.9%

6. I would defend the cut scores against criticism that they were too high.



10 Language 0.0% 0.0% 5.3% 31.6% 63.2%

7. I would defend the cut scores against criticism that they were too low.



10 Language 0.0% 5.3% 5.3% 26.3% 63.2%




10 Language 0.0% 0.0% 21.1% 31.6% 47.4%

F2-3




10 Language 0.0% 5.3% 15.8% 42.1% 36.8%

10. The ordering of the items in the ordered item booklet agreed with my

perception of the relative difficulty of the items.



10 Language 0.0% 26.3% 42.1% 26.3% 5.3%

11. The presentation of different types of impact data was helpful to me.



10 Language 0.0% 10.5% 10.5% 47.4% 31.6%

12. Which grade did you work on during this standard setting?

4 8 10 All Respondents 33.3% 33.3% 33.3%

4 Language 100.0% 0.0% 0.0% 8 Language 0.0% 100.0% 0.0%

10 Language 0.0% 0.0% 100.0%

F2-4

Wisconsin BOOKMARK STANDARD SETTING EVALUATION Language Arts

PART I: About the Conference Please consider the statements below and circle the level of agreement or disagreement you have with each statement. A 5-point rating scale ranging from Strongly Disagree (SD) to Strongly Agree (SA) has been provided. Please select only 1 of the 5 options for each statement. Rating Scale

1=St

rong

ly D

isag

ree

(SD

)

2 =D

isag

ree

(D)

3=N

eutr

al (N

)

4=A

gree

(A)

5=St

rong

ly A

gree

(SA

)

SD D N A SA

1. Participating in the Bookmark Standard Setting Procedure increased my understanding of the test.

1….....2….....3..…....4……..5

2. Reviewing the Target Student helped me place my bookmark. 1….....2….....3..…....4……..5

3. Taking the test helped me place my bookmark. 1….....2….....3..…....4……..5

4. During Round 1, I placed my bookmark without consulting other participants.

1….....2….....3..…....4……..5

5. Overall, I was satisfied with my group’s final bookmark. 1….....2….....3..…....4……..5

6. I would defend the cut scores against criticism that they were too high. 1….....2….....3..…....4……..5

7. I would defend the cut scores against criticism that they were too low. 1….....2….....3..…....4……..5

8. I considered the Content Standards when I placed my bookmarks. 1….....2….....3..…....4……..5

9. I am confident that the Bookmark Procedure produced valid standards. 1….....2….....3..…....4……..5

10. The ordering of the items in the ordered item booklet agreed with my perception of the relative difficulty of the items.

1….....2….....3..…....4……..5

11. The presentation of different types of impact data was helpful to me. 1….....2….....3..…....4……..5 12. Which grade did you work on during this standard setting? (circle one)

4 8 10

Section G 1. Calculating a Meaningful Standard Error for the

Bookmark Cut Score 2. Participants’ Recommended Cut Scores Plus and Minus One,

Two, and Three Standard Errors with Associated Impact Data

Summary Table of Standard Errors for WKCE Grade 4



A. Grade 4 Reading B. Grade 4 Language Arts C. Grade 4 Mathematics D. Grade 4 Science E. Grade 4 Social Studies F. Grade 8 Reading G. Grade 8 Language Arts H. Grade 8 Mathematics I. Grade 8 Science J. Grade 8 Social Studies K. Grade 10 Reading L. Grade 10 Language Arts M. Grade 10 Mathematics N. Grade 10 Science O. Grade 10 Social Studies

G1

Calculating a Meaningful Standard Error for the Bookmark Cut Score

G1-1

Calculating a Meaningful Standard Error for the Bookmark Cut Score

In the Bookmark Standard Setting Procedure for a given grade and content area, participants are assigned to roughly equivalent small groups that work independently through Round 2. Thus, the set of Round 2 cut scores provide some information about the stability of consensus in Bookmark cut scores across independent small group replications. To quantify this degree of consensus, we calculate the cluster sample standard error (Cochran, 1963, p. 210) of the Round 2 mean cut score. Cluster sample standard errors are appropriate when, as may be reasonably assumed here, data are collected from groups and independence can be assumed between groups but not within groups.

For the Bookmark Procedure, the standard error of the Bookmark cut score (SEcut) is given by the cluster sample standard error of the Round 2 mean cut score:

( )[ ]rnNSSEcut 11

2

−+= ,

where S2 is the sample variance of individual Round 2 cut scores, r is the Round 2 intraclass

correlation, N is the number of participants, and n is the number of groups. To be precise, if ikY is the cut score from the ith participant in the kth group, kY is the average cut score for group k,

and Y is the average of all Round 2 cut scores, then

)()()(

kikk

k

YYVarYVarYVarr

−+= and ( )S

NY Ynk

n k

22

11

=−

−∑,

If we have only two groups (n=2) and perfect dependence (agreement) within groups (r=1), then the cluster sample standard error simplifies to 2/21 YYSEcut −= , which is the standard error formula employed by NAEP for two independent replications of a modified Angoff procedure (ACT, 1983, pp. 4-8). If, on the other hand, individual participants acted independently of their groups (r=0), then the cluster sample standard error simplifies to the traditional standard error of

the mean for independent observations, NSSEcut

2= . In this manner, SEcut provides a simple,

flexible, and general way to quantify the amount of uncertainty associated with final Bookmark cut scores.

It is appropriate (if statistically imprecise) to say that repeated replications of this very standard setting procedure with different judges sampled from the same population of potential judges would result in a range of cut scores, most of which would fall in a band of width 4* SEcut. In Figures 1-4 we depict such an interval centered at the median of the Round 3 cut score. The purpose of calculating statistics like SEcut and producing graphs of the types displayed here is to effectively communicate the complex information that is gathered during a Bookmark Standard Setting Procedure.

G2

Participants’ Recommended Cut Scores Plus and Minus One, Two, and Three Standard Errors with Associated

Impact Data




Grade 4 Reading Grade 4 Language Arts Grade 4 Mathematics Grade 4 Science Grade 4 Social Studies Grade 8 Reading Grade 8 Language Arts Grade 8 Mathematics Grade 8 Science Grade 8 Social Studies Grade 10 Reading Grade 10 Language Arts Grade 10 Mathematics Grade 10 Science Grade 10 Social Studies

Wisconsin WKCE Grade 4 Reading Basic Proficient Advanced

2.20 3.40 3.86

16 10 12

16.15 10.56 12.61

Wisconsin WKCE Grade 4 Language Basic Proficient Advanced

2.40 4.35 6.09

15 11 12

15.19 11.83 13.46

Wisconsin WKCE Grade 4 Mathematics Basic Proficient Advanced

5.47 1.25 6.16

10 10 10

11.40 10.08 11.75

Wisconsin WKCE Grade 4 Science Basic Proficient Advanced

7.71 7.76 10.65

16 12 10

17.76 14.29 14.61

Wisconsin WKCE Grade 4 Social Studies Basic Proficient Advanced

4.53 2.45 6.81

11 9 9

11.90 9.33 11.29

Standard Error (SE) cut score + measurement

Standard Error (SE) cut score

Standard Error (SE) cut score + easurement


Standard Error (SE) measurement












G2-1


3.98 2.60 7.78

12 10 13

12.64 10.33 15.15


1.11 2.78 4.53

11 10 11

11.06 10.38 11.89


3.33 4.11 2.34

13 11 10

13.42 11.74 10.27


2.00 2.59 7.69

10 8 10

10.20 8.41 12.61


1.46 1.49 5.03

11 7 7

11.10 7.16 8.62

















G2-2


0.59 2.42 5.56

11 11 13

11.02 11.26 14.14


0.66 2.62 3.86

12 13 18

12.02 13.26 18.41


3.22 2.57 3.58

14 11 13

14.36 11.30 13.48


1.41 2.26 5.88

14 12 11

14.07 12.21 12.47


4.70 2.00 1.76

7 6 7

8.43 6.32 7.22

















G2-3

G2A

Grade 4 Reading

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

Stan

dard

Err

or

Cal

cula

tions

2.20

3.40

3.86

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* + 3

SEs

592

626

665

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el6.

4925

.03

73.0

4+

3 SE

sP

erce

nt o

f stu

dent

s in

eac

h P

erfo

rman

ce L

evel

6.49

18.5

548

.01

26.9

6

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* + 2

SEs

589

623

661

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el5.

3621

.97

66.6

6+

2 SE

sP

erce

nt o

f stu

dent

s in

eac

h P

erfo

rman

ce L

evel

5.36

16.6

144

.69

33.3

4

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* + 1

SE

587

619

657

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el5.

3619

.29

60.7

4+1

SE

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el5.

3613

.93

41.4

539

.26

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

*58

561

665

3P

erce

nt o

f stu

dent

s B

elow

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h P

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rman

ce L

evel

4.36

16.8

760

.74

Per

cent

of s

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nts

in e

ach

Per

form

ance

Lev

el4.

3612

.52

43.8

739

.26

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* - 1

SE

583

613

649

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el4.

3614

.63

55.0

0- 1

SE

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el4.

3610

.28

40.3

745

.00

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* - 2

SEs

581

609

645

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el3.

5312

.65

49.4

7- 2

SEs

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el3.

539.

1236

.82

50.5

3

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* - 3

SEs

578

606

641

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el3.

5310

.83

44.5

2- 3

SEs

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el3.

537.

3033

.68

55.4

8

*Lar

ge G

roup

Med

ians

Stan

dard

Err

or (S

E) cu

t sco

re

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ants

R

ecom

men

ded

Cut

Poi

nts*

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cons

in W

KC

E G

rade

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Poi

nts*

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inus

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ecte

d S

tand

ard

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ors

(SE

s) o

f the

Cut

Sco

re

G2A

-1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

Stan

dard

Err

or

Cal

cula

tions

1610

12

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* + 3

SEs

633

646

689

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el31

.84

49.4

790

.77

+ 3

SEs

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el31

.84

17.6

341

.30

9.23

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* + 2

SEs

617

636

677

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el19

.29

35.7

185

.15

+ 2

SEs

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el19

.29

16.4

249

.44

14.8

5

Part

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ants

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ende

d C

ut P

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* + 1

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601

626

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Per

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nts

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ach

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form

ance

Lev

el9.

2425

.03

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SE

Per

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ach

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Lev

el9.

2415

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48.0

126

.96

Part

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f stu

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s B

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4.36

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760

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Per

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ance

Lev

el4.

3612

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43.8

739

.26

Part

icip

ants

Rec

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ende

d C

ut P

oint

* - 1

SE

569

606

641

Per

cent

of s

tude

nts

Bel

ow e

ach

Per

form

ance

Lev

el2.

1510

.83

44.5

2- 1

SE

Per

cent

of s

tude

nts

in e

ach

Per

form

ance

Lev

el2.

158.

6933

.68

55.4

8

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* - 2

SEs

553

596

629

Per

cent

of s

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nts

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ach

Per

form

ance

Lev

el1.

187.

7828

.25

- 2 S

EsP

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f stu

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s in

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h P

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1.18

6.59

20.4

771

.75

Part

icip

ants

Rec

omm

ende

d C

ut P

oint

* - 3

SEs

537

586

617

Per

cent

of s

tude

nts

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ow e

ach

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form

ance

Lev

el0.

794.

3619

.29

- 3 S

EsP

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0.79

3.56

14.9

380

.71

*Lar

ge G

roup

Med

ians

Stan

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Err

or (S

E) m

easu

rem

ent

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ants

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ecom

men

ded

Cut

Poi

nts*

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cons

in W

KC

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4 R

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Part

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Rec

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Part

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Part

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6535

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Rec

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Part

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el12

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Part

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Part

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Per

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Rec

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Rec

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3232

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Per

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3223

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5216

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Rec

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Per

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el21

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Per

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Rec

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Part

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7613

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Part

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Rec

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9311

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Per

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4548

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Part

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8836

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tude

nts

Bel

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ach

Per

form

ance

Lev

el40

.95

44.8

979

.38

+ 2

SEs

Per

cent

of s

tude

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in e

ach

Per

form

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Lev

el40

.95

3.93

34.4

920

.62

Part

icip

ants

Rec

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ende

d C

ut P

oint

* + 1

SE

697

701

721

Per

cent

of s

tude

nts

Bel

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ach

Per

form

ance

Lev

el27

.85

33.8

268

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+1 S

EP

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nt o

f stu

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s in

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27.8

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9734

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7

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969

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f stu

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18.4

26.

7728

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46.6

2

Part

icip

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ut P

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* - 1

SE

681

689

707

Per

cent

of s

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nts

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Per

form

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Lev

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.89

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11.5

66.

8626

.46

55.1

1

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icip

ants

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d C

ut P

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* - 2

SEs

672

682

700

Per

cent

of s

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Per

form

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Lev

el6.

5011

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30.6

5- 2

SEs

Per

cent

of s

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nts

in e

ach

Per

form

ance

Lev

el6.

505.

0619

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69.3

5

Part

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Rec

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d C

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oint

* - 3

SEs

664

676

692

Per

cent

of s

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nts

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Per

form

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Lev

el4.

378.

8420

.51

- 3 S

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f stu

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s in

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rman

ce L

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4.37

4.47

11.6

779

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*Lar

ge G

roup

Med

ians

Stan

dard

Err

or (S

E) cu

t sco

re +

eas

urem

ent

Part

icip

ants

R

ecom

men

ded

Cut

Poi

nts*

Wis

cons

in W

KC

E G

rade

10

Soci

al S

tudi

esR

ecom

men

ded

Cut

Poi

nts*

Plu

s/M

inus

Sel

ecte

d C

ombi

ned

Sta

ndar

d E

rror

s (S

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of t

he C

ut S

core

and

of M

easu

rem

ent

G2O

-3

Section H 1. Grade 4 Reading Detailed Results 2. Grade 4 Reading Impact, Rounds 1, 2, and 3 3. Grade 4 Reading Graphical Representations of Participants’

Judgments and Standard Errors

H1

Grade 4 Reading Detailed Results

Basic Proficient AdvancedParticipant Bookmark

on PageBookmark

on PageBookmark

on Page1 5 10 252 17 39 473 7 16 344 7 19 405 6 20 396 6 19 387 6 19 41

Median 6 19 39Minimum 5 10 25Maximum 17 39 47

Wisconsin WKCE Grade 4 ReadingGroup 1 Round 1 Results

H1-1


on PageBookmark

on PageBookmark

on Page1 4 9 352 5 10 153 6 11 484 8 27 405 7 13 386 8 19 537 12 22 41



H1-2


on PageBookmark

on PageBookmark

on Page1 10 19 482 19 29 393 15 35 484 12 23 405 12 18 316 5 13 397 11 19 40



H1-3

Basic Proficient AdvancedBookmark

on PageBookmark

on PageBookmark

on PageMedian 7 19 40

Minimum 4 9 15Maximum 19 39 53

SD 4.21 7.90 8.35

Wisconsin WKCE Grade 4 Reading Round 1 Large Group Summary

H1-4

Basic Proficient AdvancedParticipant Cutscore Cutscore Cutscore

1 559 594 6232 615 636 6533 585 607 6324 585 616 6375 578 618 6366 578 616 6367 578 616 643



H1-5


1 558 592 6332 559 594 6063 578 594 6554 592 625 6375 585 601 6366 592 616 6727 599 621 643



H1-6


1 594 616 6552 616 625 6363 606 633 6554 599 622 6375 599 615 6296 559 601 6367 594 616 637



H1-7

Basic Proficient AdvancedCutscore Cutscore Cutscore


SD 17.38 12.86 13.62


H1-8

Basic Proficient AdvancedGroup 1 Median 6 19 39Group 2 Median 7 13 40Group 3 Median 12 19 40

Large Group 7 19 40

Wisconsin WKCE Grade 4 Reading Round 1 Summary

H1-9


on PageBookmark

on PageBookmark

on Page1 6 10 402 10 19 473 6 17 394 6 19 495 6 20 466 6 19 357 6 19 43



H1-10


on PageBookmark

on PageBookmark

on Page1 6 11 412 6 11 163 6 12 484 8 19 485 7 16 456 7 14 507 8 19 41



H1-11


on PageBookmark

on PageBookmark

on Page1 7 19 492 8 19 483 8 18 484 9 19 495 7 18 486 6 16 437 7 19 48



H1-12


on PageBookmark

on PageBookmark



SD 1.16 3.22 7.57


H1-13


1 578 594 6372 594 616 6533 578 615 6364 578 616 6565 578 618 6506 578 616 6337 578 616 644



H1-14


1 578 594 6432 578 594 6073 578 599 6554 592 616 6555 585 607 6496 585 602 6587 592 616 643



H1-15


1 585 616 6562 592 616 6553 592 615 6554 592 616 6565 585 615 6556 578 607 6447 585 616 655



H1-16



SD 6.19 8.71 11.84


H1-17


Large Group 7 19 47


H1-18


on PageBookmark

on PageBookmark

on Page1 6 10 402 10 19 473 6 15 404 6 19 495 6 20 496 6 19 437 6 19 47



H1-19


on PageBookmark

on PageBookmark

on Page1 6 11 452 7 12 173 6 11 484 7 16 485 7 16 456 7 17 507 7 19 47



H1-20


on PageBookmark

on PageBookmark

on Page1 7 19 502 8 19 483 7 19 474 9 19 495 7 18 486 6 16 477 7 19 48



H1-21


on PageBookmark

on PageBookmark



SD 1.06 3.18 7.07


H1-22


1 578 594 6372 594 616 6533 578 606 6374 578 616 6565 578 618 6566 578 616 6447 578 616 653



H1-23


1 578 594 6492 585 599 6153 578 594 6554 585 607 6555 585 607 6496 585 615 6587 585 616 653



H1-24


1 585 616 6582 592 616 6553 585 616 6534 592 616 6565 585 615 6556 578 607 6537 585 616 655



H1-25



SD 5.14 8.52 10.04


H1-26


Large Group 7 19 47


H1-27

H2

Grade 4 Reading Impact, Rounds 1, 2, and 3

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s4.

3612

.52

22.9

960

.13

Free

& R

educ

ed

Lunc

h8.

6921

.38

29.8

740

.06

Stud

ents

of Co

lor9.

6723

.90

30.5

635

.87

Maj

ority

2.87

9.32

20.8

766

.94

Wis

cons

in G

rade

4 R

eadi

ngLa

rge

Gro

up R

ound

1 Im

pact

Dat

a

H2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s4.

3612

.52

43.8

739

.26

Free

& R

educ

ed

Lunc

h8.

6921

.38

48.5

421

.39

Stud

ents

of Co

lor9.

6723

.90

47.3

419

.10

Maj

ority

2.87

9.32

42.9

044

.92

Wis

cons

in G

rade

4 R

eadi

ngLa

rge

Gro

up R

ound

2 Im

pact

Dat

a

H2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s4.

3612

.52

43.8

739

.26

Free

& R

educ

ed

Lunc

h8.

6921

.38

48.5

421

.39

Stud

ents

of Co

lor9.

6723

.90

47.3

419

.10

Maj

ority

2.87

9.32

42.9

044

.92

Wis

cons

in G

rade

4 R

eadi

ngLa

rge

Gro

up R

ound

3 Im

pact

Dat

a

H2-

3

H3

Grade 4 Reading Graphical Representations of Participants’


Wisconsin Grade 4 Reading Basic Cutpoint

SEbk = 2.2; r = 0.266Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Reading Proficient Cutpoint

SEbk = 3.401; r = 0.386Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Reading Advanced Cutpoint

SEbk = 3.86; r = 0.198Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Section I 1. Grade 8 Reading Detailed Results 2. Grade 8 Reading Impact, Rounds 1, 2, and 3 3. Grade 8 Reading Graphical Representations of Participants’


I1



on PageBookmark

on PageBookmark

on Page1 12 24 422 11 33 463 11 24 414 12 34 485 12 26 486 29 39 55

Median 12 29.5 47Minimum 11 24 41Maximum 29 39 55


I1-1


on PageBookmark

on PageBookmark

on Page1 6 19 412 23 31 423 10 33 444 20 37 475 2 6 346 6 17 45



I1-2


on PageBookmark

on PageBookmark

on Page1 10 23 462 7 16 373 14 22 384 6 19 405 11 24 416 14 36 547 16 34 48



I1-3


on PageBookmark

on PageBookmark



SD 6.42 8.68 5.39


I1-4


1 644 660 6902 642 668 7033 642 660 6854 644 669 7155 644 661 7156 664 682 739



I1-5


1 626 653 6852 660 664 6903 638 668 6984 654 679 7135 592 626 6696 626 652 701



I1-6


1 638 660 7032 627 651 6793 648 657 6794 626 653 6845 642 660 6856 648 672 7377 651 669 715



I1-7



SD 15.70 12.11 19.33


I1-8

Basic Proficient AdvancedGroup 1 Median 12 29.5 47Group 2 Median 8 25 43Group 3 Median 11 23 41

Large Group 11 24 44


I1-9


on PageBookmark

on PageBookmark

on Page1 12 30 512 11 30 533 11 30 484 12 30 485 12 28 526 14 29 46

Median 12 30 49.5Minimum 11 28 46Maximum 14 30 53


I1-10


on PageBookmark

on PageBookmark

on Page1 7 20 422 21 29 423 9 19 444 9 25 435 9 17 436 9 23 43



I1-11


on PageBookmark

on PageBookmark

on Page1 7 18 482 7 16 473 10 20 424 6 19 405 8 23 466 5 20 307 8 16 48



I1-12


on PageBookmark

on PageBookmark



SD 3.58 5.34 5.17


I1-13


1 644 664 7252 642 664 7343 642 664 7154 644 664 7155 644 662 7326 648 664 703



I1-14


1 627 654 6902 654 664 6903 633 653 6984 633 661 6965 633 652 6966 633 660 696



I1-15


1 627 653 7152 627 651 7133 638 654 6904 626 653 6845 631 660 7036 624 654 6647 631 651 715



I1-16



SD 8.40 5.19 17.58


I1-17

Basic Proficient AdvancedGroup 1 Median 12 30 49.5Group 2 Median 9 21.5 43Group 3 Median 7 19 46

Large Group 9 23 46


I1-18


on PageBookmark

on PageBookmark

on Page1 11 28 512 11 30 533 11 28 484 6 20 485 12 28 526 13 20 32



I1-19


on PageBookmark

on PageBookmark

on Page1 7 20 422 25 33 423 9 19 444 6 25 405 6 17 436 9 23 43

Median 8 21.5 42.5Minimum 6 17 40Maximum 25 33 44


I1-20


on PageBookmark

on PageBookmark

on Page1 8 19 482 7 16 473 10 21 444 6 20 405 10 23 476 6 25 307 8 16 48



I1-21


on PageBookmark

on PageBookmark



SD 4.38 4.92 6.04


I1-22


1 642 662 7252 642 664 7343 642 662 7154 626 654 7155 644 662 7326 644 654 667



I1-23


1 627 654 6902 661 668 6903 633 653 6984 626 661 6845 626 652 6966 633 660 696



I1-24


1 631 653 7152 627 651 7133 638 654 6984 626 654 6845 638 660 7136 626 661 6647 631 651 715



I1-25



SD 9.25 5.03 19.94


I1-26

Basic Proficient AdvancedGroup 1 Median 11 28 49.5Group 2 Median 8 21.5 42.5Group 3 Median 8 20 47

Large Group 9 21 44


I1-27

I2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s10

.04

10.9

437

.28

41.7

4

Free

& R

educ

ed

Lunc

h23

.01

18.6

937

.87

20.4

3

Stud

ents

of Co

lor26

.30

20.5

335

.17

17.9

9

Maj

ority

6.24

8.69

37.7

847

.30

Wis

cons

in G

rade

8 R

eadi

ngLa

rge

Gro

up R

ound

1 Im

pact

Dat

a

I2-1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s7.

2513

.73

43.8

735

.16

Free

& R

educ

ed

Lunc

h17

.34

24.3

642

.15

16.1

5

Stud

ents

of Co

lor19

.68

27.1

538

.89

14.2

7

Maj

ority

4.34

10.5

845

.03

40.0

5

Wis

cons

in G

rade

8 R

eadi

ngLa

rge

Gro

up R

ound

2 Im

pact

Dat

a

I2-2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s7.

258.

5442

.47

41.7

4

Free

& R

educ

ed

Lunc

h17

.34

16.0

646

.17

20.4

3

Stud

ents

of Co

lor19

.68

18.3

643

.96

17.9

9

Maj

ority

4.34

6.24

42.1

247

.30

Wis

cons

in G

rade

8 R

eadi

ngLa

rge

Gro

up R

ound

3 Im

pact

Dat

a

I2-3

I3

Grade 8 Reading Graphical Representations of Participants’



SEbk = 3.978; r = 0.627Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3


SEbk = 2.602; r = 0.715Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3


SEbk = 7.779; r = 0.552Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3

Section J 1. Grade 10 Reading Detailed Results 2. Grade 10 Reading Impact, Rounds 1, 2, and 3 3. Grade 10 Reading Graphical Representations of Participants’


J1



on PageBookmark

on PageBookmark

on Page1 11 21 422 8 24 513 11 33 524 12 27 415 2 9 606 12 24 43



J1-1


on PageBookmark

on PageBookmark

on Page1 11 22 462 13 26 403 12 26 434 11 22 525 7 13 426 14 22 467 11 25 418 8 21 34



J1-2


on PageBookmark

on PageBookmark

on Page1 9 15 352 7 14 253 11 18 314 7 16 245 11 29 436 9 35 45



J1-3


on PageBookmark

on PageBookmark

on PageMedian 11 22 42.5


SD 2.76 6.61 8.89


J1-4


1 676 686 7112 674 694 7293 676 703 7314 677 697 7105 650 674 7656 677 694 711



J1-5


1 676 687 7142 679 695 7073 677 695 7114 676 687 7315 673 679 7116 680 687 7147 676 694 7108 674 686 703



J1-6


1 674 680 7032 673 680 6943 676 683 7024 673 681 6945 676 697 7116 674 703 713



J1-7



SD 6.07 8.22 15.64


J1-8

Basic Proficient AdvancedGroup 1 Median 11 24 47Group 2 Median 11 22 42.5Group 3 Median 9 17 33

Large Group 11 22 42.5


J1-9


on PageBookmark

on PageBookmark

on Page1 11 24 462 11 24 543 11 32 504 12 27 485 14 20 456 8 24 51



J1-10


on PageBookmark

on PageBookmark

on Page1 9 22 462 10 25 403 10 26 404 11 22 405 10 20 416 14 22 437 11 25 438 11 21 40

Median 10.5 22 40.5Minimum 9 20 40Maximum 14 26 46


J1-11


on PageBookmark

on PageBookmark

on Page1 11 19 372 7 20 453 11 24 364 7 14 225 11 27 436 11 15 26



J1-12


on PageBookmark

on PageBookmark



SD 1.82 4.15 7.65


J1-13


1 676 694 7142 676 694 7333 676 702 7264 677 697 7245 680 685 7136 674 694 729



J1-14


1 674 687 7142 674 694 7073 674 695 7074 676 687 7075 674 685 7106 680 687 7117 676 694 7118 676 686 707



J1-15


1 676 684 7042 673 685 7133 676 694 7044 673 680 6875 676 697 7116 676 680 695



J1-16



SD 1.88 6.15 10.77


J1-17

Basic Proficient AdvancedGroup 1 Median 11 24 49Group 2 Median 10.5 22 40.5Group 3 Median 11 19.5 36.5



J1-18


on PageBookmark

on PageBookmark

on Page1 11 24 472 11 24 543 11 32 534 12 27 485 13 20 426 8 24 54



J1-19


on PageBookmark

on PageBookmark

on Page1 9 22 452 10 25 403 10 26 404 11 24 405 10 20 416 14 22 4378 11 21 40



J1-20


on PageBookmark

on PageBookmark

on Page1 11 21 402 7 20 453 11 24 414 7 15 235 11 27 436 11 15 35



J1-21


on PageBookmark

on PageBookmark



SD 1.78 4.05 7.10


J1-22


1 676 694 7162 676 694 7333 676 702 7324 677 697 7245 679 685 7116 674 694 733



J1-23


1 674 687 7132 674 694 7073 674 695 7074 676 694 7075 674 685 7106 680 687 71178 676 686 707



J1-24


1 676 686 7072 673 685 7133 676 694 7104 673 680 6905 676 697 7116 676 680 703



J1-25



SD 1.83 6.10 10.85


J1-26

Basic Proficient AdvancedGroup 1 Median 11 24 50.5Group 2 Median 10 22 40Group 3 Median 11 20.5 40.5



J1-27

J2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s11

.48

6.61

23.9

357

.98

Free

& R

educ

ed

Lunc

h23

.91

11.0

127

.83

37.2

5

Stud

ents

of Co

lor26

.79

11.5

028

.21

33.5

0

Maj

ority

8.71

5.73

23.1

662

.41

Wis

cons

in G

rade

10

Rea

ding

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

J2-1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s11

.48

11.2

219

.33

57.9

8

Free

& R

educ

ed

Lunc

h23

.91

17.2

821

.56

37.2

5

Stud

ents

of Co

lor26

.79

18.0

821

.63

33.5

0

Maj

ority

8.71

9.98

18.9

162

.41

Wis

cons

in G

rade

10

Rea

ding

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

J2-2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s11

.48

11.2

219

.33

57.9

8

Free

& R

educ

ed

Lunc

h23

.91

17.2

821

.56

37.2

5

Stud

ents

of Co

lor26

.79

18.0

821

.63

33.5

0

Maj

ority

8.71

9.98

18.9

162

.41

Wis

cons

in G

rade

10

Rea

ding

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

J2-3

J3

Grade 10 Reading Graphical Representations of Participants’ Judgments and Standard Errors


SEbk = 0.588; r = 0.153Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 2.417; r = 0.35Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 5.555; r = 0.713Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3

Section K 1. Grade 4 Language Arts Detailed Results 2. Grade 4 Language Arts Impact, Rounds 1, 2, and 3 3. Grade 4 Language Arts Graphical Representations of

Participants’ Judgments and Standard Errors

K1

Grade 4 Language Arts Detailed Results


on PageBookmark

on PageBookmark

on Page1 8 15 302 5 18 543 5 15 564 1 15 375 2 6 516 4 20 367 4 20 46


Wisconsin WKCE Grade 4 LanguageGroup 1 Round 1 Results

K1-1


on PageBookmark

on PageBookmark

on Page1 6 11 312 7 12 223 7 20 424 3 8 205 5 16 356 5 10 157 7 11 35



K1-2


on PageBookmark

on PageBookmark

on Page1 7 15 452 5 18 453 6 23 454 8 18 465 7 19 356 8 24 427 2 15 31



K1-3


on PageBookmark

on PageBookmark



SD 2.08 4.75 10.86

Wisconsin WKCE Grade 4 Language Round 1 Large Group Summary

K1-4


1 603 621 6482 592 627 6843 592 621 6904 575 621 6585 575 597 6746 589 629 6577 589 629 667



K1-5


1 597 608 6502 598 610 6343 598 629 6624 587 603 6295 592 623 6566 592 607 6217 598 608 656



K1-6


1 598 621 6652 592 627 6653 597 635 6654 603 627 6675 598 628 6566 603 636 6627 575 621 650



K1-7



SD 8.74 10.77 16.33


K1-8


Large Group 5 15 37

Wisconsin WKCE Grade 4 Language Round 1 Summary

K1-9


on PageBookmark

on PageBookmark

on Page1 5 15 352 5 18 543 5 15 494 4 15 375 2 6 466 4 15 377 4 20 37



K1-10


on PageBookmark

on PageBookmark

on Page1 5 11 332 8 11 353 6 15 384 7 11 355 5 10 356 4 9 147 3 7 20



K1-11


on PageBookmark

on PageBookmark

on Page1 7 15 462 5 18 463 6 15 454 7 17 455 7 16 466 7 16 427 5 15 42



K1-12


on PageBookmark

on PageBookmark



SD 1.52 3.70 9.25


K1-13


1 592 621 6562 592 627 6843 592 621 6694 589 621 6585 575 597 6676 589 621 6587 589 629 658



K1-14


1 592 608 6522 603 608 6563 597 621 6584 598 608 6565 592 607 6566 589 607 6167 587 598 629



K1-15


1 598 621 6672 592 627 6673 597 621 6654 598 626 6655 598 623 6676 598 623 6627 592 621 662



K1-16



SD 5.98 9.56 14.02


K1-17


Large Group 5 15 38


K1-18


on PageBookmark

on PageBookmark

on Page1 5 15 352 5 18 543 5 15 444 4 15 385 2 6 466 4 15 387 4 16 36



K1-19


on PageBookmark

on PageBookmark

on Page1 5 12 352 8 13 383 5 15 384 7 15 375 5 10 386 3 8 137 3 5 30



K1-20


on PageBookmark

on PageBookmark

on Page1 7 15 472 5 18 463 6 15 424 8 16 455 6 15 466 7 16 427 5 15 40



K1-21


on PageBookmark

on PageBookmark



SD 1.60 3.57 8.12


K1-22


1 592 621 6562 592 627 6843 592 621 6634 589 621 6585 575 597 6676 589 621 6587 589 623 657



K1-23


1 592 610 6562 603 612 6583 592 621 6584 598 621 6585 592 607 6586 587 603 6127 587 592 648



K1-24


1 598 621 6682 592 627 6673 597 621 6624 603 623 6655 597 621 6676 598 623 6627 592 621 660



K1-25



SD 6.23 9.72 12.96


K1-26


Large Group 5 15 38


K1-27

K2

Grade 4 Language Arts Impact, Rounds 1, 2, and 3

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s5.

4114

.72

46.3

233

.55

Free

& R

educ

ed

Lunc

h10

.54

23.7

647

.92

17.7

8

Stud

ents

of Co

lor12

.18

25.6

045

.86

16.3

6

Maj

ority

3.51

11.6

746

.45

38.3

7

Wis

cons

in G

rade

4 L

angu

age

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

K2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s5.

4114

.72

46.3

233

.55

Free

& R

educ

ed

Lunc

h10

.54

23.7

647

.92

17.7

8

Stud

ents

of Co

lor12

.18

25.6

045

.86

16.3

6

Maj

ority

3.51

11.6

746

.45

38.3

7

Wis

cons

in G

rade

4 L

angu

age

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

K2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s5.

4114

.72

46.3

233

.55

Free

& R

educ

ed

Lunc

h10

.54

23.7

647

.92

17.7

8

Stud

ents

of Co

lor12

.18

25.6

045

.86

16.3

6

Maj

ority

3.51

11.6

746

.45

38.3

7

Wis

cons

in G

rade

4 L

angu

age

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

K2-

3

K3

Grade 4 Language Arts Graphical Representations of Participants’ Judgments and Standard Errors

Wisconsin Grade 4 Language Arts Basic Cutpoint

SEbk = 2.399; r = 0.42Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Language Arts Proficient Cutpoint

SEbk = 4.354; r = 0.559Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Language Arts Advanced Cutpoint

SEbk = 6.087; r = 0.498Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Section L 1. Grade 8 Language Arts Detailed Results 2. Grade 8 Language Arts Impact, Rounds 1, 2, and 3 3. Grade 8 Language Arts Graphical Representations of


L1



on PageBookmark

on PageBookmark

on Page1 12 21 502 12 26 423 12 28 454 15 35 505 12 31 506 8 18 25



L1-1


on PageBookmark

on PageBookmark

on Page1 6 12 392 10 19 373 10 24 464 8 19 505 11 29 466 16 30 49



L1-2


on PageBookmark

on PageBookmark

on Page1 12 34 482 7 22 363 15 26 434 15 26 395 9 16 426 9 34 527 13 26 43



L1-3


on PageBookmark

on PageBookmark



SD 2.89 6.45 6.63


L1-4


1 646 664 7172 646 669 6973 646 672 7094 656 682 7175 646 675 7176 642 656 669



L1-5


1 642 646 6922 644 659 6833 644 668 7124 642 659 7175 646 674 7126 656 674 717



L1-6


1 646 681 7142 642 668 6833 656 669 7024 656 669 6925 643 656 6976 643 681 7197 652 669 702



L1-7



SD 5.09 9.44 14.65


L1-8

Basic Proficient AdvancedGroup 1 Median 12 27 47.5Group 2 Median 10 21.5 46Group 3 Median 12 26 43



L1-9


on PageBookmark

on PageBookmark

on Page1 12 21 502 12 26 453 12 26 454 14 32 505 12 28 456 12 24 45



L1-10


on PageBookmark

on PageBookmark

on Page1 9 15 392 10 17 373 10 19 404 8 19 395 8 17 396 14 28 49

Median 9.5 18 39Minimum 8 15 37Maximum 14 28 49


L1-11


on PageBookmark

on PageBookmark

on Page1 9 20 432 9 23 423 12 26 434 12 26 435 9 23 436 9 22 507 9 22 43



L1-12


on PageBookmark

on PageBookmark



SD 1.92 4.41 3.97


L1-13


1 646 664 7172 646 669 7093 646 669 7094 653 676 7175 646 672 7096 646 668 709



L1-14


1 643 656 6922 644 656 6833 644 659 6934 642 659 6925 642 656 6926 653 672 717



L1-15


1 643 664 7022 643 668 6973 646 669 7024 646 669 7025 643 668 7026 643 668 7177 643 668 702



L1-16



SD 3.16 5.98 10.11


L1-17

Basic Proficient AdvancedGroup 1 Median 12 26 45Group 2 Median 9.5 18 39Group 3 Median 9 23 43



L1-18


on PageBookmark

on PageBookmark

on Page1 12 24 502 12 26 453 12 26 454 14 31 505 12 28 456 12 24 45



L1-19


on PageBookmark

on PageBookmark

on Page1 7 13 372 10 17 373 10 19 404 8 19 395 8 13 306 16 30 49



L1-20


on PageBookmark

on PageBookmark

on Page1 8 16 432 9 23 473 12 26 434 12 26 435 9 23 436 10 26 497 9 22 43



L1-21


on PageBookmark

on PageBookmark



SD 2.31 5.28 5.09


L1-22


1 646 668 7172 646 669 7093 646 669 7094 653 675 7175 646 672 7096 646 668 709



L1-23


1 642 652 6832 644 656 6833 644 659 6934 642 659 6925 642 652 6746 656 674 717



L1-24


1 642 656 7022 643 668 7123 646 669 7024 646 669 7025 643 668 7026 644 669 7177 643 668 702



L1-25



SD 3.58 7.30 12.65


L1-26




L1-27

L2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s16

.17

24.1

443

.61

16.0

8

Free

& R

educ

ed

Lunc

h32

.25

31.5

830

.89

5.28

Stud

ents

of Co

lor34

.85

32.1

827

.87

5.10

Maj

ority

11.8

022

.25

47.3

018

.65

Wis

cons

in G

rade

8 L

angu

age

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

L2-1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s13

.57

22.5

944

.05

19.7

9

Free

& R

educ

ed

Lunc

h27

.98

31.4

533

.59

6.99

Stud

ents

of Co

lor30

.29

32.4

030

.75

6.56

Maj

ority

9.66

20.2

947

.16

22.8

9

Wis

cons

in G

rade

8 L

angu

age

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

L2-2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s13

.57

22.5

944

.05

19.7

9

Free

& R

educ

ed

Lunc

h27

.98

31.4

533

.59

6.99

Stud

ents

of Co

lor30

.29

32.4

030

.75

6.56

Maj

ority

9.66

20.2

947

.16

22.8

9

Wis

cons

in G

rade

8 L

angu

age

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

L2-3

L3



SEbk = 1.114; r = 0.275Round

Sca

le S

core

620

640

660

680

700

720

740

1 2 31 2 31 2 3


SEbk = 2.778; r = 0.634Round

Sca

le S

core

620

640

660

680

700

720

740

1 2 31 2 31 2 3


SEbk = 4.526; r = 0.566Round

Sca

le S

core

620

640

660

680

700

720

740

1 2 31 2 31 2 3

Section M 1. Grade 10 Language Arts Detailed Results 2. Grade 10 Language Arts Impact, Rounds 1, 2, and 3 3. Grade 10 Language Arts Graphical Representations of


M1



on PageBookmark

on PageBookmark

on Page1 12 32 512 12 27 563 11 27 474 18 37 475 13 31 536 10 25 38



M1-1


on PageBookmark

on PageBookmark

on Page1 9 17 352 22 35 433 20 44 584 12 25 425 17 38 556 9 21 507 14 22 418 12 21 42



M1-2


on PageBookmark

on PageBookmark

on Page1 11 23 422 9 15 213 9 22 494 10 21 505 10 21 506 18 41 53



M1-3


on PageBookmark

on PageBookmark



SD 3.97 8.18 8.58


M1-4


1 674 705 7532 674 697 7703 672 697 7394 684 718 7395 674 702 7576 672 696 719



M1-5


1 671 683 7112 693 711 7283 689 731 7814 674 696 7265 683 719 7686 671 690 7457 678 693 7258 674 690 726



M1-6


1 672 694 7262 671 678 6903 671 693 7414 672 690 7455 672 690 7456 684 725 757



M1-7



SD 6.71 14.02 21.70


M1-8

Basic Proficient AdvancedGroup 1 Median 12 29 49Group 2 Median 13 23.5 42.5Group 3 Median 10 21.5 49.5



M1-9


on PageBookmark

on PageBookmark

on Page1 12 29 512 12 27 483 11 27 474 12 37 475 11 27 476 10 25 47



M1-10


on PageBookmark

on PageBookmark

on Page1 12 21 402 12 21 433 13 25 524 11 25 475 13 32 556 10 21 507 14 22 438 12 25 48



M1-11


on PageBookmark

on PageBookmark

on Page1 11 25 452 9 16 223 11 24 494 10 24 505 11 24 506 10 22 53



M1-12


on PageBookmark

on PageBookmark



SD 1.23 4.42 6.81


M1-13


1 674 699 7532 674 697 7403 672 697 7394 674 718 7395 672 697 7396 672 696 739



M1-14


1 674 690 7202 674 690 7283 674 696 7574 672 696 7395 674 705 7686 672 690 7457 678 693 7288 674 696 740



M1-15


1 672 696 7332 671 681 6933 672 696 7414 672 696 7455 672 696 7456 672 693 757



M1-16



SD 1.34 6.98 15.46


M1-17

Basic Proficient AdvancedGroup 1 Median 11.5 27 47Group 2 Median 12 23.5 47.5Group 3 Median 10.5 24 49.5



M1-18


on PageBookmark

on PageBookmark

on Page1 12 28 512 12 27 483 11 27 474 12 35 455 10 27 476 10 25 47



M1-19


on PageBookmark

on PageBookmark

on Page1 12 21 402 12 22 473 13 25 504 10 24 475 13 32 556 10 21 507 14 22 438 12 25 48



M1-20


on PageBookmark

on PageBookmark

on Page1 11 25 492 9 15 213 11 24 494 10 21 505 11 24 506 11 22 53



M1-21


on PageBookmark

on PageBookmark

on PageMedian 11 24.5 48


SD 1.26 4.26 6.91


M1-22


1 674 698 7532 674 697 7403 672 697 7394 674 711 7335 672 697 7396 672 696 739



M1-23


1 674 690 7202 674 693 7393 674 696 7454 672 696 7395 674 705 7686 672 690 7457 678 693 7288 674 696 740



M1-24


1 672 696 7412 671 678 6903 672 696 7414 672 690 7455 672 696 7456 672 693 757



M1-25



SD 1.34 6.31 15.27


M1-26

Basic Proficient AdvancedGroup 1 Median 11.5 27 47Group 2 Median 12 23 47.5Group 3 Median 11 23 49.5

Large Group 11 24.5 48


M1-27

M2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s8.

5820

.07

51.9

119

.45

Free

& R

educ

ed

Lunc

h19

.33

31.3

542

.36

6.96

Stud

ents

of Co

lor22

.11

32.7

038

.76

6.43

Maj

ority

6.13

17.7

854

.29

21.8

0

Wis

cons

in G

rade

10

Lang

uage

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

M2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s8.

5820

.07

51.9

119

.45

Free

& R

educ

ed

Lunc

h19

.33

31.3

542

.36

6.96

Stud

ents

of Co

lor22

.11

32.7

038

.76

6.43

Maj

ority

6.13

17.7

854

.29

21.8

0

Wis

cons

in G

rade

10

Lang

uage

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

M2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s8.

5820

.07

51.9

119

.45

Free

& R

educ

ed

Lunc

h19

.33

31.3

542

.36

6.96

Stud

ents

of Co

lor22

.11

32.7

038

.76

6.43

Maj

ority

6.13

17.7

854

.29

21.8

0

Wis

cons

in G

rade

10

Lang

uage

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

M2-

3

M3



SEbk = 0.66; r = 0.42Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 2.62; r = 0.302Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 3.86; r = 0.041Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3

Section N 1. Grade 4 Mathematics Detailed Results 2. Grade 4 Mathematics s Impact, Rounds 1, 2, and 3 3. Grade 4 Mathematics Graphical Representations of


N1

Grade 4 Mathematics Detailed Results


on PageBookmark

on PageBookmark

on Page1 11 20 382 7 14 373 11 18 494 13 22 515 14 29 436 13 24 377 9 20 53


Wisconsin WKCE Grade 4 MathematicsGroup 1 Round 1 Results

N1-1


on PageBookmark

on PageBookmark

on Page1 12 25 412 10 28 453 10 23 534 10 22 585 7 13 206 22 41 577 11 22 53



N1-2


on PageBookmark

on PageBookmark

on Page1 15 31 572 7 22 383 13 28 554 7 19 415 22 37 556 16 25 417 11 22 46



N1-3


on PageBookmark

on PageBookmark



SD 4.22 6.71 9.43

Wisconsin WKCE Grade 4 Mathematics Round 1 Large Group Summary

N1-4


1 602 615 6462 583 610 6443 602 613 6644 609 618 6665 610 635 6496 609 619 6447 602 615 666



N1-5


1 609 624 6472 602 633 6553 602 619 6664 602 618 6805 583 609 6156 618 647 6797 602 618 666



N1-6


1 611 636 6792 583 618 6463 609 633 6764 583 614 6475 618 644 6766 612 624 6477 602 618 656



N1-7



SD 10.73 11.02 16.20


N1-8



Wisconsin WKCE Grade 4 Mathematics Round 1 Summary

N1-9


on PageBookmark

on PageBookmark

on Page1 11 20 372 10 22 373 11 20 414 12 22 515 11 22 416 12 22 417 10 20 43



N1-10


on PageBookmark

on PageBookmark

on Page1 7 20 382 7 22 383 7 20 434 7 22 415 7 22 386 7 21 417 8 20 41



N1-11


on PageBookmark

on PageBookmark

on Page1 13 22 572 10 22 553 11 22 414 10 22 495 16 28 556 7 22 477 10 19 55



N1-12


on PageBookmark

on PageBookmark



SD 2.47 1.81 6.65


N1-13


1 602 615 6442 602 618 6443 602 615 6474 609 618 6665 602 618 6476 609 618 6477 602 615 649



N1-14


1 583 615 6462 583 618 6463 583 615 6494 583 618 6475 583 618 6466 583 615 6477 595 615 647



N1-15


1 609 618 6792 602 618 6763 602 618 6474 602 618 6645 612 633 6766 583 618 6587 602 614 676



N1-16



SD 10.50 3.86 12.39


N1-17




N1-18


on PageBookmark

on PageBookmark

on Page1 11 19 372 10 17 373 10 14 414 12 21 435 11 20 436 12 20 417 9 19 41



N1-19


on PageBookmark

on PageBookmark

on Page1 6 14 432 7 14 413 7 18 434 7 17 395 7 15 226 7 19 447 7 14 41



N1-20


on PageBookmark

on PageBookmark

on Page1 12 22 572 10 22 553 9 19 504 7 19 505 16 28 556 7 19 497 10 18 55



N1-21


on PageBookmark

on PageBookmark



SD 2.53 3.36 8.01


N1-22


1 602 614 6442 602 612 6443 602 610 6474 609 615 6495 602 615 6496 609 615 6477 602 614 647



N1-23


1 576 610 6492 583 610 6473 583 613 6494 583 612 6475 583 611 6186 583 614 6517 583 610 647



N1-24


1 609 618 6792 602 618 6763 602 614 6654 583 614 6655 612 633 6766 583 614 6647 602 613 676



N1-25



SD 11.64 5.00 14.77


N1-26


Large Group 9 19 43


N1-27

N2

Grade 4 Mathematics Impact, Rounds 1, 2, and 3

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s15

.45

16.3

544

.90

23.2

9

Free

& R

educ

ed

Lunc

h27

.74

21.9

540

.15

10.1

6

Stud

ents

of Co

lor31

.21

21.5

636

.98

10.2

5

Maj

ority

11.0

114

.89

47.1

326

.97

Wis

cons

in G

rade

4 M

athe

mat

ics

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

N2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s15

.45

16.3

533

.37

34.8

2

Free

& R

educ

ed

Lunc

h27

.74

21.9

532

.38

17.9

3

Stud

ents

of Co

lor31

.21

21.5

630

.03

17.2

0

Maj

ority

11.0

114

.89

34.3

139

.79

Wis

cons

in G

rade

4 M

athe

mat

ics

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

N2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s15

.45

11.2

841

.46

31.8

1

Free

& R

educ

ed

Lunc

h27

.74

15.7

440

.91

15.6

0

Stud

ents

of Co

lor31

.21

15.7

137

.76

15.3

1

Maj

ority

11.0

110

.03

42.5

036

.45

Wis

cons

in G

rade

4 M

athe

mat

ics

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

N2-

3

N3

Grade 4 Mathematics Graphical Representations of Participants’ Judgments and Standard Errors

Wisconsin Grade 4 Mathematics Basic Cutpoint

SEbk = 5.465; r = 0.76Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Mathematics Proficient Cutpoint

SEbk = 1.253; r = 0.2Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Mathematics Advanced Cutpoint

SEbk = 6.161; r = 0.687Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Section O 1. Grade 8 Mathematics Detailed Results 2. Grade 8 Mathematics s Impact, Rounds 1, 2, and 3 3. Grade 8 Mathematics Graphical Representations of


O1



on PageBookmark

on PageBookmark

on Page1 8 20 482 11 25 493 4 12 294 19 38 525 5 9 176 22 36 41

Median 9.5 22.5 44.5Minimum 4 9 17Maximum 22 38 52


O1-1


on PageBookmark

on PageBookmark

on Page1 11 32 522 8 24 383 11 24 484 11 30 535 11 25 536 5 16 387 15 32 53



O1-2


on PageBookmark

on PageBookmark

on Page1 8 20 392 8 20 383 14 34 424 6 15 335 10 20 416 12 17 287 18 32 46



O1-3


on PageBookmark

on PageBookmark



SD 4.83 8.26 9.81


O1-4


1 667 682 7342 671 691 7393 644 672 7084 679 722 7405 650 668 6776 686 720 724



O1-5


1 671 715 7402 667 688 7223 671 688 7344 671 710 7425 671 691 7426 650 676 7227 675 715 742



O1-6


1 667 682 7242 667 682 7223 674 716 7274 659 675 7165 669 682 7246 672 677 7057 678 715 731



O1-7



SD 10.22 18.27 16.02


O1-8

Basic Proficient AdvancedGroup 1 Median 9.5 22.5 44.5Group 2 Median 11 25 52Group 3 Median 10 20 39



O1-9


on PageBookmark

on PageBookmark

on Page1 8 15 492 9 25 483 5 12 324 11 25 405 5 12 426 12 26 41



O1-10


on PageBookmark

on PageBookmark

on Page1 11 29 522 7 16 383 11 25 504 11 25 485 8 23 386 5 16 387 14 30 53



O1-11


on PageBookmark

on PageBookmark

on Page1 6 20 462 6 20 443 6 20 424 4 15 335 6 20 486 6 15 357 6 17 44



O1-12


on PageBookmark

on PageBookmark

on PageMedian 6.5 20 43


SD 2.87 5.47 6.19


O1-13


1 667 675 7392 668 691 7343 650 672 7154 671 691 7245 650 672 7276 672 697 724



O1-14


1 671 708 7402 665 676 7223 671 691 7394 671 691 7345 667 688 7226 650 676 7227 674 710 742



O1-15


1 659 682 7312 659 682 7303 659 682 7274 644 675 7165 659 682 7346 659 675 7187 659 677 730



O1-16



SD 8.71 11.17 8.18


O1-17

Basic Proficient AdvancedGroup 1 Median 8.5 20 41.5Group 2 Median 11 25 48Group 3 Median 6 20 44

Large Group 6.5 20 43


O1-18


on PageBookmark

on PageBookmark

on Page1 6 15 492 8 23 483 5 12 324 11 25 405 2 6 306 12 25 48



O1-19


on PageBookmark

on PageBookmark

on Page1 11 28 482 7 15 483 10 25 524 11 25 485 8 23 386 5 16 387 11 25 44



O1-20


on PageBookmark

on PageBookmark

on Page1 6 20 452 6 20 463 6 20 424 4 15 285 6 20 456 2 5 157 6 16 38



O1-21


on PageBookmark

on PageBookmark



SD 3.01 6.39 9.10


O1-22


1 659 675 7392 667 688 7343 650 672 7154 671 691 7245 623 659 7106 672 691 734



O1-23


1 671 705 7342 665 675 7343 669 691 7404 671 691 7345 667 688 7226 650 676 7227 671 691 730



O1-24


1 659 682 7312 659 682 7313 659 682 7274 644 675 7055 659 682 7316 623 650 6757 659 676 722



O1-25



SD 14.59 12.22 14.83


O1-26




O1-27

O2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s17

.44

13.7

737

.10

31.6

9

Free

& R

educ

ed

Lunc

h36

.69

19.7

731

.48

12.0

6

Stud

ents

of Co

lor42

.30

19.6

827

.32

10.7

0

Maj

ority

11.6

412

.39

39.3

836

.59

Wis

cons

in G

rade

8 M

athe

mat

ics

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

O2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s12

.82

12.0

848

.86

26.2

4

Free

& R

educ

ed

Lunc

h28

.48

19.7

442

.70

9.08

Stud

ents

of Co

lor33

.28

20.8

337

.71

8.18

Maj

ority

8.04

10.0

451

.46

30.4

5

Wis

cons

in G

rade

8 M

athe

mat

ics

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

O2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s12

.82

12.0

848

.86

26.2

4

Free

& R

educ

ed

Lunc

h28

.48

19.7

442

.70

9.08

Stud

ents

of Co

lor33

.28

20.8

337

.71

8.18

Maj

ority

8.04

10.0

451

.46

30.4

5

Wis

cons

in G

rade

8 M

athe

mat

ics

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

O2-

3

O3



SEbk = 3.326; r = 0.309Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3


SEbk = 4.111; r = 0.289Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3


SEbk = 2.341; r = 0.109Round

Sca

le S

core

600

650

700

750

1 2 31 2 31 2 3

Section P 1. Grade 10 Mathematics Detailed Results 2. Grade 10 Mathematics s Impact, Rounds 1, 2, and 3 3. Grade 10 Mathematics Graphical Representations of


P1



on PageBookmark

on PageBookmark

on Page1 24 28 552 15 39 683 9 24 404 11 28 425 7 17 636 12 18 377 17 25 508 8 24 34

Median 11.5 24.5 46Minimum 7 17 34Maximum 24 39 68


P1-1


on PageBookmark

on PageBookmark

on Page1 7 11 232 15 22 383 13 18 534 12 31 515 20 33 556 12 28 61



P1-2


on PageBookmark

on PageBookmark

on Page1 25 46 622 15 30 523 20 25 564 13 23 455 11 30 606 12 30 46



P1-3


on PageBookmark

on PageBookmark

on PageMedian 12.5 26.5 51.5


SD 5.13 7.84 11.37


P1-4


1 723 731 7582 716 739 7823 698 723 7394 702 731 7405 693 718 7746 711 719 7377 718 728 7548 696 723 735



P1-5


1 693 702 7232 716 722 7383 714 719 7574 711 733 7545 720 734 7586 711 731 769



P1-6


1 728 746 7732 716 733 7563 720 728 7584 714 723 7425 702 733 7696 711 733 746



P1-7



SD 10.02 9.41 15.57


P1-8

Basic Proficient AdvancedGroup 1 Median 11.5 24.5 46Group 2 Median 12.5 25 52Group 3 Median 14 30 54

Large Group 12.5 26.5 51.5


P1-9


on PageBookmark

on PageBookmark

on Page1 14 24 552 12 32 673 11 24 434 11 23 485 9 22 536 12 22 497 12 23 508 8 24 49



P1-10


on PageBookmark

on PageBookmark

on Page1 12 18 472 16 22 513 13 19 544 11 19 515 15 25 466 12 24 61



P1-11


on PageBookmark

on PageBookmark

on Page1 15 30 602 15 28 603 18 23 564 17 30 605 17 30 606 13 29 47



P1-12


on PageBookmark

on PageBookmark



SD 2.68 4.03 6.34


P1-13


1 715 723 7582 711 734 7773 702 723 7414 702 723 7485 698 722 7576 711 722 7497 711 723 7548 696 723 749



P1-14


1 711 719 7472 716 722 7543 714 719 7574 702 719 7545 716 728 7466 711 723 769



P1-15


1 716 733 7692 716 731 7693 719 723 7584 718 733 7695 718 733 7696 714 732 747



P1-16



SD 6.93 5.36 10.21


P1-17

Basic Proficient AdvancedGroup 1 Median 11.5 23.5 49.5Group 2 Median 12.5 20.5 51Group 3 Median 16 29.5 60



P1-18


on PageBookmark

on PageBookmark

on Page1 14 24 602 15 35 623 11 24 514 11 23 615 11 25 556 11 24 497 11 23 508 8 21 44



P1-19


on PageBookmark

on PageBookmark

on Page1 12 18 602 16 22 553 12 19 564 9 18 605 15 25 636 11 24 61



P1-20


on PageBookmark

on PageBookmark

on Page1 13 25 602 12 28 603 15 25 564 14 30 605 11 24 606 11 24 59



P1-21


on PageBookmark

on PageBookmark



SD 2.11 3.90 5.07


P1-22


1 715 723 7692 716 736 7733 702 723 7544 702 723 7695 702 728 7586 702 723 7497 702 723 7548 696 721 741



P1-23


1 711 719 7692 716 722 7583 711 719 7584 698 719 7695 716 728 7746 702 723 769



P1-24


1 714 728 7692 711 731 7693 716 728 7584 715 733 7695 702 723 7696 702 723 765



P1-25



SD 6.99 4.73 8.91


P1-26

Basic Proficient AdvancedGroup 1 Median 11 24 53Group 2 Median 12 20.5 60Group 3 Median 12.5 25 60



P1-27

P2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s18

.62

13.2

128

.41

39.7

6

Free

& R

educ

ed

Lunc

h38

.71

18.5

025

.50

17.2

9

Stud

ents

of Co

lor45

.88

18.8

621

.55

13.7

2

Maj

ority

13.7

112

.19

29.6

544

.45

Wis

cons

in G

rade

10

Mat

hem

atic

sLa

rge

Gro

up R

ound

1 Im

pact

Dat

a

P2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s18

.62

7.25

34.3

739

.76

Free

& R

educ

ed

Lunc

h38

.71

10.7

333

.26

17.2

9

Stud

ents

of Co

lor45

.88

11.2

329

.18

13.7

2

Maj

ority

13.7

16.

5435

.30

44.4

5

Wis

cons

in G

rade

10

Mat

hem

atic

sLa

rge

Gro

up R

ound

2 Im

pact

Dat

a

P2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s14

.67

11.2

149

.12

25.0

1

Free

& R

educ

ed

Lunc

h31

.89

17.5

641

.82

8.74

Stud

ents

of Co

lor37

.88

19.2

235

.49

7.41

Maj

ority

10.4

89.

7651

.57

28.1

8

Wis

cons

in G

rade

10

Mat

hem

atic

sLa

rge

Gro

up R

ound

3 Im

pact

Dat

a

P2-

3

P3



SEbk = 3.217; r = 0.536Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3


SEbk = 2.571; r = 0.628Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3


SEbk = 3.582; r = 0.253Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3

Section Q 1. Grade 4 Science Detailed Results 2. Grade 4 Science Impact, Rounds 1, 2, and 3 3. Grade 4 Science Graphical Representations of Participants’


Q1

Grade 4 Science Detailed Results


on PageBookmark

on PageBookmark

on Page1 15 35 602 19 42 613 9 24 584 10 21 545 10 27 57


Wisconsin WKCE Grade 4 ScienceGroup 1 Round 1 Results

Q1-1


on PageBookmark

on PageBookmark

on Page1 4 9 292 19 23 433 12 38 564 9 25 465 25 36 546 8 23 527 8 24 43



Q1-2


on PageBookmark

on PageBookmark

on Page1 4 8 522 5 22 533 17 26 424 7 16 205 5 21 246 11 24 29



Q1-3


on PageBookmark

on PageBookmark



SD 5.90 8.94 12.85

Wisconsin WKCE Grade 4 Science Round 1 Large Group Summary

Q1-4


1 600 643 6812 612 652 6823 585 623 6794 585 615 6745 585 629 678



Q1-5


1 539 585 6342 612 623 6553 587 647 6754 585 628 6595 628 646 6746 579 623 6657 579 623 655



Q1-6


1 539 579 6652 550 615 6723 603 628 6524 568 603 6145 550 615 6236 587 623 634



Q1-7



SD 25.04 19.34 20.86


Q1-8

Basic Proficient AdvancedGroup 1 Median 10 27 58Group 2 Median 9 24 46Group 3 Median 6 21.5 35.5


Wisconsin WKCE Grade 4 Science Round 1 Summary

Q1-9


on PageBookmark

on PageBookmark

on Page1 9 24 532 10 29 583 10 24 584 10 21 545 10 23 53



Q1-10


on PageBookmark

on PageBookmark

on Page1 8 19 362 8 19 543 8 24 454 8 23 435 11 22 416 8 20 587 8 23 49



Q1-11


on PageBookmark

on PageBookmark

on Page1 4 8 522 5 15 483 9 19 314 6 15 205 6 13 246 4 11 19



Q1-12


on PageBookmark

on PageBookmark

on PageMedian 8 20.5 48.5


SD 2.11 5.34 13.06


Q1-13


1 585 623 6722 585 634 6793 585 623 6794 585 615 6745 585 623 672



Q1-14


1 579 612 6462 579 612 6743 579 623 6584 579 623 6555 587 615 6506 579 614 6797 579 623 663



Q1-15


1 539 579 6652 550 600 6603 585 612 6394 567 600 6145 567 590 6236 539 587 612



Q1-16



SD 15.50 14.68 21.91


Q1-17

Basic Proficient AdvancedGroup 1 Median 10 24 54Group 2 Median 8 22 45Group 3 Median 5.5 14 27.5

Large Group 8 20.5 48.5


Q1-18


on PageBookmark

on PageBookmark

on Page1 8 21 462 10 22 583 9 21 544 10 21 545 9 21 49



Q1-19


on PageBookmark

on PageBookmark

on Page1 6 11 472 8 19 563 8 18 514 8 23 465 10 18 436 8 18 497 8 23 49



Q1-20


on PageBookmark

on PageBookmark

on Page1 4 8 522 7 22 523 7 22 444 7 18 395 6 15 446 5 13 43



Q1-21


on PageBookmark

on PageBookmark



SD 1.68 4.29 5.11


Q1-22


1 579 615 6592 585 615 6793 585 615 6744 585 615 6745 585 615 663



Q1-23


1 567 587 6592 579 612 6753 579 604 6654 579 623 6595 585 604 6556 579 604 6637 579 623 663



Q1-24


1 539 579 6652 568 615 6653 568 615 6554 568 604 6475 567 600 6556 550 590 655



Q1-25



SD 12.63 12.08 8.48


Q1-26

Basic Proficient AdvancedGroup 1 Median 9 21 54Group 2 Median 8 18 49Group 3 Median 6.5 16.5 44

Large Group 8 20 49


Q1-27

Q2

Grade 4 Science Impact, Rounds 1, 2, and 3

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s5.

4524

.04

51.2

619

.24

Free

& R

educ

ed

Lunc

h12

.15

37.9

641

.89

8.00

Stud

ents

of Co

lor16

.25

41.7

535

.37

6.63

Maj

ority

2.42

19.0

655

.73

22.7

8

Wis

cons

in G

rade

4 S

cien

ceLa

rge

Gro

up R

ound

1 Im

pact

Dat

a

Q2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s4.

5216

.52

56.3

122

.64

Free

& R

educ

ed

Lunc

h10

.26

28.4

251

.59

9.73

Stud

ents

of Co

lor13

.74

32.5

545

.74

7.97

Maj

ority

1.93

12.0

259

.29

26.7

7

Wis

cons

in G

rade

4 S

cien

ceLa

rge

Gro

up R

ound

2 Im

pact

Dat

a

Q2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s4.

5216

.52

59.7

119

.24

Free

& R

educ

ed

Lunc

h10

.26

28.4

253

.32

8.00

Stud

ents

of Co

lor13

.74

32.5

547

.07

6.63

Maj

ority

1.93

12.0

263

.27

22.7

8

Wis

cons

in G

rade

4 S

cien

ceLa

rge

Gro

up R

ound

3 Im

pact

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a

Q2-

3

Q3

Grade 4 Science Graphical Representations of Participants’


Wisconsin Grade 4 Science Basic Cutpoint

SEbk = 7.713; r = 0.673Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Science Proficient Cutpoint

SEbk = 7.76; r = 0.792Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Science Advanced Cutpoint

SEbk = 10.653; r = 0.656Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Section R 1. Grade 8 Science Detailed Results 2. Grade 8 Science Impact, Rounds 1, 2, and 3 3. Grade 8 Science Graphical Representations of Participants’


R1



on PageBookmark

on PageBookmark

on Page1 10 22 522 18 30 503 10 20 534 6 24 475 6 18 426 11 33 607 15 31 62



R1-1


on PageBookmark

on PageBookmark

on Page1 9 26 612 12 30 603 7 33 664 6 22 465 26 50 756 8 49 757 9 29 61



R1-2


on PageBookmark

on PageBookmark

on Page1 6 10 722 4 20 353 9 26 494 7 26 555 13 27 496 8 21 37



R1-3


on PageBookmark

on PageBookmark



SD 5.07 9.42 11.53


R1-4


1 667 686 7172 679 694 7163 667 682 7174 660 687 7155 660 679 7066 669 699 7337 676 696 739



R1-5


1 666 688 7352 670 694 7333 663 699 7464 660 686 7145 688 716 7986 665 715 7987 666 693 735



R1-6


1 660 667 7752 643 682 6993 666 688 7154 663 688 7215 673 689 7156 665 685 704



R1-7



SD 8.95 11.28 28.48


R1-8

Basic Proficient AdvancedGroup 1 Median 10 24 52Group 2 Median 9 30 61Group 3 Median 7.5 23.5 49

Large Group 9 26 54


R1-9


on PageBookmark

on PageBookmark

on Page1 9 23 452 6 21 453 6 16 534 8 28 475 9 25 496 9 24 507 10 27 57



R1-10


on PageBookmark

on PageBookmark

on Page1 7 26 612 9 26 623 9 27 624 9 25 625 14 30 676 6 19 617 7 24 61



R1-11


on PageBookmark

on PageBookmark

on Page1 6 10 722 4 20 353 9 24 494 6 20 485 9 19 386 8 18 37



R1-12


on PageBookmark

on PageBookmark

on PageMedian 8.5 24 51.5


SD 2.13 4.75 10.37


R1-13


1 666 686 7132 660 685 7133 660 679 7174 665 693 7155 666 687 7156 666 687 7167 667 689 723



R1-14


1 663 688 7352 666 688 7393 666 689 7394 666 687 7395 674 694 7516 660 680 7357 663 687 735



R1-15


1 660 667 7752 643 682 6993 666 687 7154 660 682 7155 666 680 7046 665 679 704



R1-16



SD 5.83 6.01 18.53


R1-17

Basic Proficient AdvancedGroup 1 Median 9 24 49Group 2 Median 9 26 62Group 3 Median 7 19.5 43

Large Group 8.5 24 51.5


R1-18


on PageBookmark

on PageBookmark

on Page1 6 20 492 6 19 413 6 19 494 9 26 475 8 20 496 10 20 537 9 22 55



R1-19


on PageBookmark

on PageBookmark

on Page1 6 20 612 6 22 623 9 22 624 6 20 625 10 25 606 6 19 537 6 19 61



R1-20


on PageBookmark

on PageBookmark

on Page1 6 19 492 6 20 533 10 26 544 5 19 495 6 20 506 8 20 60



R1-21


on PageBookmark

on PageBookmark



SD 1.70 2.30 6.18


R1-22


1 660 682 7152 660 680 7063 660 680 7154 666 688 7155 665 682 7156 667 682 7177 666 686 721



R1-23


1 660 682 7352 660 686 7393 666 686 7394 660 682 7395 667 687 7336 660 680 7177 660 680 735



R1-24


1 660 680 7152 660 682 7173 667 688 7174 656 680 7155 660 682 7166 665 682 733



R1-25



SD 3.05 2.76 10.44


R1-26

Basic Proficient AdvancedGroup 1 Median 8 20 49Group 2 Median 6 20 61Group 3 Median 6 20 51.5

Large Group 6 20 53


R1-27

R2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s13

.12

18.4

143

.08

25.3

8

Free

& R

educ

ed

Lunc

h30

.52

27.4

732

.52

9.48

Stud

ents

of Co

lor37

.28

28.7

726

.86

7.09

Maj

ority

7.51

16.0

046

.85

29.6

3

Wis

cons

in G

rade

8 S

cien

ceLa

rge

Gro

up R

ound

1 Im

pact

Dat

a

R2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s11

.81

19.7

343

.08

25.3

8

Free

& R

educ

ed

Lunc

h27

.97

30.0

332

.52

9.48

Stud

ents

of Co

lor34

.33

31.7

226

.86

7.09

Maj

ority

6.57

16.9

446

.85

29.6

3

Wis

cons

in G

rade

8 S

cien

ceLa

rge

Gro

up R

ound

2 Im

pact

Dat

a

R2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s9.

5215

.19

49.9

025

.38

Free

& R

educ

ed

Lunc

h23

.23

26.3

540

.93

9.48

Stud

ents

of Co

lor28

.72

28.6

735

.52

7.09

Maj

ority

5.06

12.0

653

.25

29.6

3

Wis

cons

in G

rade

8 S

cien

ceLa

rge

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up R

ound

3 Im

pact

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a

R2-

3

R3

Grade 8 Science Graphical Representations of Participants’



SEbk = 2.003; r = 0.219Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 2.589; r = 0.458Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3


SEbk = 7.686; r = 0.413Round

Sca

le S

core

650

700

750

800

1 2 31 2 31 2 3

Section S 1. Grade 10 Science Detailed Results 2. Grade 10 Science Impact, Rounds 1, 2, and 3 3. Grade 10 Science Graphical Representations of Participants’


S1



on PageBookmark

on PageBookmark

on Page1 11 20 462 12 26 443 12 28 554 15 32 465 15 35 516 26 39 54



S1-1


on PageBookmark

on PageBookmark

on Page1 8 18 392 14 23 503 21 30 484 16 37 495 13 43 566 13 24 37



S1-2


on PageBookmark

on PageBookmark

on Page1 16 38 512 9 15 373 9 24 384 8 21 385 10 25 526 6 36 457 19 36 47



S1-3


on PageBookmark

on PageBookmark



SD 4.94 8.02 6.24


S1-4


1 701 710 7562 701 724 7543 701 728 7764 705 732 7565 705 734 7726 724 747 776



S1-5


1 697 709 7472 704 717 7673 711 731 7614 705 738 7675 703 754 7776 703 718 738



S1-6


1 705 740 7722 698 705 7383 698 718 7404 697 711 7405 700 723 7756 696 736 7557 709 736 757



S1-7



SD 6.47 13.58 13.92


S1-8

Basic Proficient AdvancedGroup 1 Median 13.5 30 48.5Group 2 Median 13.5 27 48.5Group 3 Median 9 25 45



S1-9


on PageBookmark

on PageBookmark

on Page1 8 16 422 11 23 443 12 28 554 10 20 325 12 29 516 13 26 54



S1-10


on PageBookmark

on PageBookmark

on Page1 11 22 392 13 23 453 16 24 484 14 35 495 13 26 466 9 21 34



S1-11


on PageBookmark

on PageBookmark

on Page1 8 27 382 8 15 383 9 24 384 8 22 385 6 14 296 8 28 457 8 24 38



S1-12


on PageBookmark

on PageBookmark



SD 2.67 5.11 7.22


S1-13


1 697 705 7542 701 717 7543 701 728 7764 700 710 7325 701 731 7726 703 724 776



S1-14


1 701 717 7472 703 717 7553 705 718 7614 704 734 7675 703 724 7566 698 711 733



S1-15


1 697 724 7402 697 705 7403 698 718 7404 697 717 7405 696 704 7316 697 728 7557 697 718 740



S1-16



SD 2.99 8.79 14.58


S1-17

Basic Proficient AdvancedGroup 1 Median 11.5 24.5 47.5Group 2 Median 13 23.5 45.5Group 3 Median 8 24 38



S1-18


on PageBookmark

on PageBookmark

on Page1 8 16 382 4 11 443 12 28 554 9 20 325 9 15 356 10 20 54



S1-19


on PageBookmark

on PageBookmark

on Page1 11 22 392 7 15 263 9 20 394 9 21 385 8 20 386 9 20 35



S1-20


on PageBookmark

on PageBookmark

on Page1 10 27 372 8 15 383 8 23 384 8 21 385 6 14 296 6 21 457 4 15 31



S1-21


on PageBookmark

on PageBookmark



SD 2.09 4.40 7.30


S1-22


1 697 705 7402 690 701 7543 701 728 7764 698 710 7325 698 705 7346 700 710 776



S1-23


1 701 717 7472 696 705 7243 698 710 7474 698 711 7405 697 710 7406 698 710 734



S1-24


1 700 724 7382 697 705 7403 697 717 7404 697 711 7405 696 704 7316 696 711 7557 690 705 732



S1-25



SD 2.97 6.96 13.89


S1-26


Large Group 8 20 38


S1-27

S2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s22

.75

24.4

234

.47

18.3

6

Free

& R

educ

ed

Lunc

h45

.45

25.3

922

.14

7.02

Stud

ents

of Co

lor54

.13

24.1

016

.93

4.84

Maj

ority

17.1

524

.47

37.6

120

.77

Wis

cons

in G

rade

10

Sci

ence

Larg

e G

roup

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nd 1

Impa

ct D

ata

S2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s19

.79

13.7

348

.12

18.3

6

Free

& R

educ

ed

Lunc

h40

.95

17.2

734

.77

7.02

Stud

ents

of Co

lor49

.56

17.6

127

.98

4.84

Maj

ority

14.4

813

.04

51.7

220

.77

Wis

cons

in G

rade

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Sci

ence

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

S2-

2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s16

.99

9.08

36.0

837

.85

Free

& R

educ

ed

Lunc

h36

.68

12.9

832

.03

18.3

0

Stud

ents

of Co

lor44

.71

14.0

628

.54

12.6

9

Maj

ority

12.0

48.

1937

.43

42.3

5

Wis

cons

in G

rade

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Sci

ence

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roup

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nd 3

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ct D

ata

R2-

3

S3

Grade 10 Science Graphical Representations of Participants’ Judgments and Standard Errors


SEbk = 1.412; r = 0.714Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3


SEbk = 2.256; r = 0.052Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3


SEbk = 5.875; r = 0.417Round

Sca

le S

core

680

700

720

740

760

780

800

1 2 31 2 31 2 3

Section T 1. Grade 4 Social Studies Detailed Results 2. Grade 4 Social Studies Impact, Rounds 1, 2, and 3 3. Grade 4 Social Studies Graphical Representations of


T1

Grade 4 Social Studies Detailed Results


on PageBookmark

on PageBookmark

on Page1 10 24 422 7 13 333 3 9 144 2 10 365 5 8 146 5 10 17


Wisconsin WKCE Grade 4 Social StudiesGroup 1 Round 1 Results

T1-1


on PageBookmark

on PageBookmark

on Page1 5 16 332 8 25 343 4 14 244 9 15 165 4 9 166 10 24 48



T1-2


on PageBookmark

on PageBookmark

on Page1 6 16 252 8 16 473 10 16 234 2 4 55 13 25 426 10 26 41



T1-3


on PageBookmark

on PageBookmark

on PageMedian 6.5 15.5 29


SD 3.20 6.77 12.95

Wisconsin WKCE Grade 4 Social Studies Round 1 Large Group Summary

T1-4


1 604 622 6412 595 607 6353 575 601 6094 565 604 6395 590 601 6096 590 604 613



T1-5


1 590 611 6352 601 623 6363 589 609 6224 601 609 6115 589 601 6116 604 622 658



T1-6


1 592 611 6232 601 611 6573 604 611 6174 565 589 5905 607 623 6416 604 624 641



T1-7



SD 12.92 9.65 18.33


T1-8

Basic Proficient AdvancedGroup 1 Median 5 10 25Group 2 Median 6.5 15.5 28.5Group 3 Median 9 16 33

Large Group 6.5 15.5 29

Wisconsin WKCE Grade 4 Social Studies Round 1 Summary

T1-9


on PageBookmark

on PageBookmark

on Page1 6 13 222 7 13 263 3 9 144 2 10 225 5 8 166 5 10 18



T1-10


on PageBookmark

on PageBookmark

on Page1 5 18 392 9 18 393 7 18 394 9 18 385 9 18 396 7 18 39



T1-11


on PageBookmark

on PageBookmark

on Page1 6 16 412 8 16 413 10 16 414 4 15 255 10 18 426 10 21 40



T1-12


on PageBookmark

on PageBookmark



SD 2.46 3.79 10.14


T1-13


1 592 607 6162 595 607 6243 575 601 6094 565 604 6165 590 601 6116 590 604 613



T1-14


1 590 613 6392 601 613 6393 595 613 6394 601 613 6395 601 613 6396 595 613 639



T1-15


1 592 611 6412 601 611 6413 604 611 6414 589 609 6235 604 613 6416 604 615 639



T1-16



SD 10.30 4.53 12.59


T1-17


Large Group 7 16 39


T1-18


on PageBookmark

on PageBookmark

on Page1 6 11 292 7 13 263 3 9 144 2 10 225 5 10 256 5 10 26



T1-19


on PageBookmark

on PageBookmark

on Page1 5 18 402 7 18 453 5 18 444 15 38 605 9 18 426 6 16 39



T1-20


on PageBookmark

on PageBookmark

on Page1 6 16 412 8 16 413 7 16 444 4 16 255 4 18 426 8 16 33



T1-21


on PageBookmark

on PageBookmark



SD 2.84 6.39 11.13


T1-22


1 592 605 6282 595 607 6243 575 601 6094 565 604 6165 590 604 6236 590 604 624



T1-23


1 590 613 6392 595 613 6533 590 613 6514 609 639 6935 601 613 6416 592 611 639



T1-24


1 592 611 6412 601 611 6413 595 611 6514 589 611 6235 589 613 6416 601 611 635



T1-25



SD 9.81 8.05 18.71


T1-26

Basic Proficient AdvancedGroup 1 Median 5 10 25.5Group 2 Median 6.5 18 43Group 3 Median 6.5 16 41



T1-27

T2

Grade 4 Social Studies Impact, Rounds 1, 2, and 3

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s2.

154.

6213

.22

80.0

0

Free

& R

educ

ed

Lunc

h4.

909.

2921

.37

64.4

4

Stud

ents

of Co

lor6.

5311

.00

23.1

659

.31

Maj

ority

0.92

2.83

10.4

385

.82

Wis

cons

in G

rade

4 S

ocia

l Stu

dies

Larg

e G

roup

Rou

nd 1

Impa

ct D

ata

T2-1

Min

imal

Pe

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ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s2.

695.

3630

.48

61.4

7

Free

& R

educ

ed

Lunc

h6.

1110

.47

42.2

241

.19

Stud

ents

of Co

lor8.

0112

.24

42.6

837

.08

Maj

ority

1.19

3.43

27.0

568

.33

Wis

cons

in G

rade

4 S

ocia

l Stu

dies

Larg

e G

roup

Rou

nd 2

Impa

ct D

ata

T2-2

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s2.

155.

9030

.48

61.4

7

Free

& R

educ

ed

Lunc

h4.

9011

.69

42.2

241

.19

Stud

ents

of Co

lor6.

5313

.72

42.6

837

.08

Maj

ority

0.92

3.70

27.0

568

.33

Wis

cons

in G

rade

4 S

ocia

l Stu

dies

Larg

e G

roup

Rou

nd 3

Impa

ct D

ata

T2-3

T3

Grade 4 Social Studies Graphical Representations of Participants’ Judgments and Standard Errors

Wisconsin Grade 4 Social Studies Basic Cutpoint

SEbk = 4.533; r = 0.507Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Social Studies Proficient Cutpoint

SEbk = 2.445; r = 0.875Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Wisconsin Grade 4 Social Studies Advanced Cutpoint

SEbk = 6.814; r = 0.887Round

Sca

le S

core

550

600

650

700

1 2 31 2 31 2 3

Section U 1. Grade 8 Social Studies Detailed Results 2. Grade 8 Social Studies Impact, Rounds 1, 2, and 3 3. Grade 8 Social Studies Graphical Representations of


U1



on PageBookmark

on PageBookmark

on Page1 4 7 92 6 13 393 1 26 334 6 12 165 5 9 166 6 12 157 3 12 158 5 9 22



U1-1


on PageBookmark

on PageBookmark

on Page1 7 17 212 5 10 173 6 13 334 7 17 255 8 16 286 8 16 297 3 4 17



U1-2


on PageBookmark

on PageBookmark

on Page1 6 10 152 6 24 563 7 17 324 8 17 385 3 10 426 10 20 347 12 24 43



U1-3


on PageBookmark

on PageBookmark



SD 2.45 5.70 11.95


U1-4


1 639 642 6472 640 662 6933 630 682 6904 640 661 6675 639 647 6676 640 661 6667 630 661 6668 639 647 677



U1-5


1 642 669 6732 639 648 6693 640 662 6904 642 669 6815 644 667 6856 644 667 6887 630 639 669



U1-6


1 640 648 6662 640 679 7243 642 669 6904 644 669 6935 630 648 6956 648 672 6907 661 679 697



U1-7



SD 6.94 12.51 16.28


U1-8




U1-9


on PageBookmark

on PageBookmark

on Page1 4 11 162 6 12 303 5 16 214 3 12 165 5 12 226 3 12 167 4 12 318 5 11 16



U1-10


on PageBookmark

on PageBookmark

on Page1 8 14 452 5 15 283 6 13 334 4 17 325 8 16 326 4 14 327 7 13 38



U1-11


on PageBookmark

on PageBookmark

on Page1 5 13 322 8 18 393 7 17 374 7 15 375 5 12 326 7 17 307 7 17 37



U1-12


on PageBookmark

on PageBookmark

on PageMedian 5 13.5 32


SD 1.59 2.26 8.39


U1-13


1 639 659 6672 640 661 6883 639 667 6734 630 661 6675 639 661 6776 630 661 6677 639 661 6908 639 659 667



U1-14


1 644 663 6992 639 666 6853 640 662 6904 639 669 6905 644 667 6906 639 663 6907 642 662 693



U1-15


1 639 662 6902 644 669 6933 642 669 6934 642 666 6935 639 661 6906 642 669 6887 642 669 693



U1-16



SD 3.85 3.45 10.15


U1-17

Basic Proficient AdvancedGroup 1 Median 4.5 12 18.5Group 2 Median 6 14 32Group 3 Median 7 17 37

Large Group 5 13.5 32


U1-18


on PageBookmark

on PageBookmark

on Page1 3 11 292 7 13 323 6 16 244 3 12 325 4 11 456 3 12 237 4 13 328 6 12 20



U1-19


on PageBookmark

on PageBookmark

on Page1 8 13 452 5 13 373 8 13 374 4 12 375 8 14 426 6 13 327 7 13 38



U1-20


on PageBookmark

on PageBookmark

on Page1 4 12 352 7 13 453 7 13 454 4 14 405 3 10 326 4 12 507 7 13 45



U1-21


on PageBookmark

on PageBookmark



SD 1.81 1.22 8.04


U1-22


1 630 659 6882 642 662 6903 640 667 6794 630 661 6905 639 659 6996 630 661 6787 639 662 6908 640 661 672



U1-23


1 644 662 6992 639 662 6933 644 662 6934 639 661 6935 644 663 6956 640 662 6907 642 662 693



U1-24


1 639 661 6912 642 662 6993 642 662 6994 639 663 6945 630 648 6906 639 661 7067 642 662 699



U1-25



SD 4.86 3.35 7.62


U1-26

Basic Proficient AdvancedGroup 1 Median 4 12 30.5Group 2 Median 7 13 37Group 3 Median 4 13 45



U1-27

U2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s3.

7711

.37

25.8

858

.98

Free

& R

educ

ed

Lunc

h10

.18

24.0

832

.91

32.8

3

Stud

ents

of Co

lor12

.82

27.5

332

.64

27.0

2

Maj

ority

1.68

7.63

24.3

166

.38

Wis

cons

in G

rade

8 S

ocia

l Stu

dies

Larg

e G

roup

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nd 1

Impa

ct D

ata

U2-

1

Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s3.

7711

.37

40.4

544

.41

Free

& R

educ

ed

Lunc

h10

.18

24.0

845

.08

20.6

6

Stud

ents

of Co

lor12

.82

27.5

342

.99

16.6

7

Maj

ority

1.68

7.63

39.8

650

.83

Wis

cons

in G

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8 S

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2

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imal

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All

Stu

dent

s3.

7711

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48.4

436

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ed

Lunc

h10

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24.0

850

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15.4

5

Stud

ents

of Co

lor12

.82

27.5

347

.07

12.5

8

Maj

ority

1.68

7.63

48.7

641

.94

Wis

cons

in G

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U2-

3

U3



SEbk = 1.456; r = 0.426Round

Sca

le S

core

650

700

750

1 2 31 2 31 2 3


SEbk = 1.488; r = 0.467Round

Sca

le S

core

650

700

750

1 2 31 2 31 2 3


SEbk = 5.026; r = 0.712Round

Sca

le S

core

650

700

750

1 2 31 2 31 2 3

Section V 1. Grade 10 Social Studies Detailed Results 2. Grade 10 Social Studies Impact, Rounds 1, 2, and 3 3. Grade 10 Social Studies Graphical Representations of


V1



on PageBookmark

on PageBookmark

on Page1 8 24 392 6 24 353 13 23 414 22 45 595 14 30 496 10 24 50



V1-1


on PageBookmark

on PageBookmark

on Page1 4 9 352 2 3 333 8 13 364 7 24 485 3 11 246 9 19 467 9 17 42



V1-2


on PageBookmark

on PageBookmark

on Page1 6 11 202 8 24 423 11 21 364 11 17 325 8 20 376 11 21 30



V1-3


on PageBookmark

on PageBookmark



SD 4.47 8.99 9.36


V1-4


1 689 699 7132 681 699 7103 693 699 7134 699 717 7495 693 706 7206 691 699 722



V1-5


1 679 690 7102 645 666 7073 689 693 7104 688 699 7195 666 692 6996 690 695 7187 690 694 714



V1-6


1 681 692 6952 689 699 7143 692 698 7104 692 694 7065 689 695 7116 692 698 706



V1-7



SD 12.22 9.42 10.97


V1-8

Basic Proficient AdvancedGroup 1 Median 11.5 24 45Group 2 Median 7 13 36Group 3 Median 9.5 20.5 34

Large Group 8 21 37


V1-9


on PageBookmark

on PageBookmark

on Page1 8 20 392 7 24 353 13 21 414 11 25 455 12 24 496 9 22 48



V1-10


on PageBookmark

on PageBookmark

on Page1 3 5 482 2 9 433 10 16 444 8 27 485 3 11 466 6 17 467 9 17 43



V1-11


on PageBookmark

on PageBookmark

on Page1 4 11 242 8 24 423 6 18 404 8 21 385 5 15 376 11 21 46



V1-12


on PageBookmark

on PageBookmark



SD 3.17 5.99 6.00


V1-13


1 689 695 7132 688 699 7103 693 698 7134 692 703 7175 692 699 7206 690 699 719



V1-14


1 666 679 7192 645 690 7143 691 694 7154 689 705 7195 666 692 7186 681 694 7187 690 694 714



V1-15


1 679 692 6992 689 699 7143 681 695 7134 689 698 7135 679 693 7116 692 698 718



V1-16



SD 12.50 5.59 4.66


V1-17


Large Group 8 20 43


V1-18


on PageBookmark

on PageBookmark

on Page1 6 20 392 7 20 433 11 20 4145 10 20 496 9 20 48



V1-19


on PageBookmark

on PageBookmark

on Page1 4 9 482 2 5 433 11 18 444 11 27 485 3 11 466 6 17 467 8 13 43



V1-20


on PageBookmark

on PageBookmark

on Page1 4 11 252 8 20 423 6 16 404 8 21 425 11 24 426 11 24 46



V1-21


on PageBookmark

on PageBookmark



SD 2.99 5.74 5.40


V1-22


1 681 695 7132 688 695 7143 692 695 71345 691 695 7206 690 695 719



V1-23


1 679 690 7192 645 679 7143 692 695 7154 692 705 7195 666 692 7186 681 694 7187 689 693 714



V1-24


1 679 692 7032 689 695 7143 681 694 7134 689 698 7145 692 699 7146 692 699 718



V1-25



SD 12.01 5.15 3.79


V1-26


Large Group 8 20 43


V1-27

V2


Min

imal

Pe

rfor

man

ceB

asic

Prof

icie

ntA

dvan

ced

All

Stu

dent

s18

.42

9.43

21.1

151

.04

Free

& R

educ

ed

Lunc

h37

.68

13.7

120

.52

28.0

9

Stud

ents

of Co

lor42

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119

.06

24.8

5

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ority

14.1

48.

6921

.48

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9

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cons

in G

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ial S

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ound

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a

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dvan

ced

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Stu

dent

s18

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6.77

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h37

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SEbk = 4.697; r = 0.352Round

Sca

le S

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650

700

750

1 2 31 2 31 2 3


SEbk = 1.998; r = 0.292Round

Sca

le S

core

650

700

750

1 2 31 2 31 2 3


SEbk = 1.756; r = 0.306Round

Sca

le S

core

650

700

750

1 2 31 2 31 2 3

Section W Final Recommended Cut Scores and Associated Impact Data Memorandum to Technical Advisory Committee

Final Recommended Cut Scores and Associated Impact Data

Bas

icP

rofic

ient

Adv

ance

dB

asic

Pro

ficie

ntA

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Bas

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585

616

653

633

654

698

676

694

711

Lang

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621

658

644

668

702

672

696

740

Mat

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965

968

273

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376

9

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579

614

663

660

682

717

697

710

740

Soc

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dies

592

611

639

639

662

693

689

695

714

Min

imal

P

erfo

r-

man

ceB

asic

Pro

ficie

ntA

dvan

ced

Min

imal

P

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r-

man

ceB

asic

Pro

ficie

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dvan

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Min

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4.36

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258.

5442

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41.7

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8

Lang

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33.5

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22.5

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Mat

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11.2

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31.8

112

.82

12.0

848

.86

26.2

414

.67

11.2

149

.12

25.0

1

Sci

ence

4.52

16.5

259

.71

19.2

49.

5215

.19

49.9

025

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16.9

99.

0836

.08

37.8

5

Soc

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dies

2.15

5.90

30.4

861

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3.77

11.3

748

.44

36.4

218

.42

6.77

28.1

846

.62

Tab

le 1

. C

ut S

core

s and

Ass

ocia

ted

Impa

ct D

ata

by G

rade

/Con

tent

Are

a

Gra

de 4

Gra

de 8

Gra

de 1

0

Fina

l Rec

omm

ende

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Memorandum to Technical Advisory Committee

wisconsin · 2017. 2. 6. · cut scores and associated impact data by grade/content area final...

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