Using Assessment Data to Identify Power Standards

By Peter Perry,2014-11-26 13:50
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Using Assessment Data to Identify Power Standards

    Go TUSD !

     Pump Up Achievement …..

     With Power Standards


    Identifying Power Standards

    The results from the CCSA and AIMS can be used to help identify the power standards that a school site wants to focus on when creating their instructional calendars. The data from Stanford 9 can be used to support power standard selection. The explanation that follows is based on using the data that is available on the TUSD intranet.

How is the CCSA and AIMS data presented?

(Look at School A Page 4 as an example. You may want to print page 4 so that you don’t have to keep scrolling back and forth.)

; Reading and Writing results are listed by the competency assessed.

; Math is listed by the standard assessed.

; This listing aligns with the breakdown used in the Arizona State Standards.

    ; The standards and competencies are further broken down to the performance objective level in the CORE Curriculum (which

    can also be viewed on the intranet).

; The CCSA/AIMS Power Standards Results table shows:

    ; Max Points column - the maximum points available for each competency or standard

    ; % corr Score column - the score for the number of percent correct in each competency or standard

    ; WIP (Weighted Improvement Potential) column - the amount of improvement possible weighted by the number of

    items in each competency or standard

    For School A in the content area of Reading for the competency Identify Facts, Main Idea, Aut., there are 8 items measuring

    that competency. On average the students are scoring 57.0.% on Identify Facts, Main Idea, Aut. which means they are getting

    approximately a little more than half of the answers correct. The WIP for that competency is 8.0% indicating that if the

    students were to obtain 100% for that competency, then the total reading score could be increased by 8.0% (raising the total

    reading score from 68.8% to 76.8%).

    For School A in the content area of Math for the standard of Mathematical Structure/Logic, there are 8 maximum points. On

    average the students are scoring 49.1% on Mathematical Structure/Logic. The WIP for Mathematical Structure/Logic is 9.2%

    indicating that if the students were to obtain100% for that standard, then the total math score could be increased by 9.2%

    (raising the total math score from 59.6% to 68.8 %).


     How is the CCSA and AIMS data used to identify power standards?

    Look at a WIP (Weighted Improvement Potential) column for (School A - Page 4). The WIP column is rank ordered with the top row reflecting the highest percent. The highest percents indicate that if these competencies (Reading and Writing) or standards (Math)

    are selected as the focus of instruction, then they have the most potential for raising test scores. In other words you get the most “bang for the buck.”

    ; The two highest ranked competencies or standards in each content area are the ones typically selected for determining power


     Keep in mind that there is flexibility in selecting the power standards, depending on the absolute magnitude of the Weighted ;

    Improvement Potential (WIP). In some cases the top three WIPs may have little variance, so a site may choose to identify

    three power standards instead of two.

    ; School A Grade 3 AIMS results show that in the content area of Math the standard of Mathematical Structure/Logic has the

    highest WIP, 9.2%. The next highest is the standard of Number Sense at 8.3%%. These two standards have the highest WIP

    percents so they are the standards that would be selected as the power standards for Grade 3 at School A. If a score of 100%

    was obtained in each of these two areas, the total Math score would increase from 59.6% to 77.1%.

    However, if Data Analysis & Probability and Measurement & Discrete Mathematics (weighted lowest) were selected as the

    two power standards instead and a score of 100% were obtained in each of those standards, the total Math score would

    increase from 59.6% to 69.5%.

    There is a greater achievement gain to be made by selecting Mathematical Structure/Logic and Number Sense as the two

    power standards.

    NOTE: The highest ranked standard or competency may not be the one with the highest maximum points. In School A,

    Mathematical Structure/Logic has 8 maximum points compared to 10 maximum points with Number Sense, yet Mathematical

    Structure/Logic has a higher weighted potential.


    School A

    2000-01 Power Standard Indicator Results

    AIMS Percent Correct Data for School A Grade 3

    Click on a heading (Reading, Writing, Math) to view supporting PO/Stan9 information

     Reading Writing Math

    Max % corr Max % corr Max % corr WIP WIP WIP Competency Competency Standard Points Score Points Score Points Score Identify Facts, Mathematical Narrative Writing 8 57.0% 8.0% 15 58.1% 14.0% 8 49.1% 9.2% Main Idea, Aut Structure/Logic Directions Grammar/Mechanics Number Sense