The big idea underlying this report is that a well-constructed and well-implemented universal instruction program should help the majority of students to meet screening benchmarks. Using the K-6 at Benchmark Report (HI #3) - School-level Data Student Success locates K-6 students with a score collected during the screening window on the default literacy or math assessment and then counts how many of those scores were at/above benchmark. To view the report definition, which includes what the report is intended to do, what data is used and how the calculations are made, as well as the goal, click the gray dot with the ? next to the Healthy Indicator report title. When viewing the K-6 at Benchmark report (HI #3) during the screening window, you will see (in progress) listed next to the screening window in the upper right corner. You can also click on the gray dot with a ? in it to view the exact dates of the screening windows, if needed. To view previous time spans, click the box and change the selection. This means the data on the report is a ‘snapshot’ based on school enrollment and screening data at the end of the last day of the Fall screening window. In the example below, the screening window is Fall. The upper right corner of the report displays the screening window in which the data was collected. See: Introducing Math Healthy Indicator Reports for more information about the differences in math healthy indicators. New! Math healthy indicator report #3 is now available to schools that selected FAST earlyMath, aMath, or CBMmath Automaticity as their default assessment in CASA. For the purpose of this document, we’ll examine the school level literacy report. The K-6 at Benchmark report is located on the Literacy or Mathematics reports on the Screening report tab and can be viewed at the state, AEA, district, and school levels. The K-6 at Benchmark report (HI #3) was designed to answer the question: Does our screening indicate that universal instruction is meeting the needs of the majority of our students? Understanding what question(s) the report is designed to answer and what data are displayed is essential to data-based decision making. Overview of the K-6 at Benchmark Report (HI #3)īefore you use a healthy indicator report to examine your system, it’s important to know what you’re looking at. Detailed information on the creation of the benchmarks is provided in Chapter 14 of Methods and Procedures in TIMSS 2015 at and of Methods and Procedures in TIMSS Advanced 2015 at. See Exhibit 1 for TIMSS and Exhibit 2 for TIMSS Advanced in the Highlights of TIMSS and TIMSS Advanced 2015. The experts then provide a summary description of performance at each anchor point leading to a content-referenced interpretation of the achievement results. These experts focus on the content of each item and describe the kind of knowledge demonstrated by students answering the item correctly. To interpret the content of anchored items, these items are grouped by content area within benchmarks and reviewed by mathematics and science experts. The content of these items describes what students at each benchmark level of achievement know and can do. Once benchmark scores have been chosen, items are identified that students are likely to score highly on. Scale anchoring involves selecting benchmarks (scale points) on the TIMSS and TIMSS Advanced achievement scales to be described in terms of student performance. TIMSS Advanced established similar benchmarks for advanced mathematics and physics, but did not include the Low International Benchmark because TIMSS Advanced assesses a highly select population of students. To describe student performance at various points along the TIMSS mathematics and science achievement scales, TIMSS uses scale anchoring to summarize and describe student achievement at four points on the mathematics and science scales- Advanced (625), High (550), Intermediate (475), and Low (400) international benchmarks. Similarly, international benchmarks were developed for the TIMSS Advanced physics and advanced mathematics scales. International benchmarks for achievement were developed in an attempt to provide a concrete interpretation of what the scores on the TIMSS mathematics and science achievement scales mean (for example, what it means to have a scale score of 555 or 480).
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