The Standards and Assessments Peer Review– Pg 9
Report participation and assessments results for each of the required subgroups for the required tested grades and grade ranges at the school, LEA, and State level.
Required subgroup reporting for assessment reports includes: gender, race/ethnicity, English proficiency status, migrant, students with disabilities, and economically disadvantaged. For LEA and State Report Cards, comparisons of students with disabilities vs. non-disabled and economically disadvantaged vs. non-economically disadvantaged are also required. Provide sample reports for the required grades.
Ensure that personally identifiable information about an individual student is not reported
Documentation on alternate achievement standards must include all five criteria.
Provide documentation on how the State ensures student confidentiality.
Produce individual interpretative, descriptive, and diagnostic reports following each administration of its assessments. The reports must include the following:
- valid and reliable information regarding achievement on the assessments in relation to the State’s academic content and achievement standards;
- information for parents, teachers, and principals in a format and language that is understandable, helps them address a student’s specific academic needs, and is accompanied by interpretive guidance; and
- how the State disseminates these reports as soon as possible after the assessments.
Ensure the identification and inclusion of migrant and other mobile students in the assessment system in the required tested grades.
Evidence may include examples of the individual student reports for the required grades tested, interpretive guides, scoring and reporting timelines.
Ensure that student-level assessment data are maintained securely to protect student confidentiality
Evidence should include policies and procedures on access to student assessment data.
Produce itemized score analyses so that parents, teachers, and principals can interpret and address the specific academic needs of students.
The itemized score analyses should include results for each of its academic content standards and each of the sub-domains/strands within these standards, to the extent that these sub-scores are based on enough items or score points to be meaningful
- If different assessments are used the state must demonstrate how the results are aggregated to yield valid and reliable scores.
- Provide evidence on how the state monitors the quality of reports.
- School and student report cards should provide comparison data for student performance (e.g., how the student compares with his classmates, his district and the state in reading).