How to Score the M–COMP

Transcription

AIMSWeb® Administration and Technical Manual
How to Score the M–COMP
Each probe file includes an Answer Key. The answers provided on the Keys are the target answers
for each item on the probe, along with the point value of that answer. Scoring is a straightforward
process: Circle the point value if the student’s answer is correct, or circle zero if the answer is
incorrect. You then simply add up the value of the correct answers to obtain the total score for
the probe. Figure 3.1 presents an example of a scored Answer Key for Grade 4.
Grade 4, Probe 1 Answer Key
Item
No.
Answer
Correct
Incorrect
Item
No.
Answer
Correct
Incorrect
3
0
1.
31
1
0
20.
7
9
2.
4
2
0
21.
11.9
2
0
3.
15
1
0
22.
63
1
0
4.
648
2
0
23.
7
2
0
5.
28
1
0
24.
13
2
0
3
0
6.
205
1
0
25.
3
7
7.
393
2
0
26.
342
2
0
8.
64
1
0
27.
2.1
3
0
9.
357
2
0
28.
1014
1
0
10.
18
2
0
29.
1009
2
0
11.
478
1
0
30.
18
3
0
12.
186
2
0
31.
6748
2
0
13.
310
1
0
32.
2.9
3
0
14.
12
1
0
33.
1637
3
0
15.
140
1
0
34.
677
2
0
3
0
16.
30
1
0
35.
9
10
17.
9
2
0
36.
7627
2
0
37.
2
5
3
0
38.
1
30 r1; 30.25; 30
4
3
0
18.
19.
3
14.3
0
1
120
Subtotal 1
0
20
Subtotal 2
13
TOTAL = Subtotal 1 + Subtotal 2
33
Figure 3.1 Scored Answer Key
16
Copyright © 2010 NCS Pearson, Inc. All rights reserved.
Section 3 • Guidelines for Administration, Scoring, and Reporting
M–COMP Scoring Examples
The biggest challenge in scoring is determining what to do if an answer deviates from the one
provided on the Answer Key, but may still be correct. The criteria used to decide when alternate
answers are or are not acceptable are based on best practices and professional judgment. The
primary goal is to determine if the answer reflects an understanding of the task presented. Although
the provided Answer Keys present some alternate acceptable answers, the keys are not exhaustive.
If a student’s answer
score as correct, regardless of whether or not the answer is in
10is correct,
●
Write thethen
fraction
in lowest
terms of a student who has presented an answer as a decimal.
the key. Figure 3.2 shows
an example
10
●
Write the fraction
in lowest terms
5 =
10
1
2
5 =
10
1
2
.50
.50
Item
No.
1.
Item
No.
Answer
1.
128
2.
4
3.
1
8
4.
143
5.
820
6.
1
12
7.
70
8.
0.95
9.
2.
3.
Correct
128
1
Item
Correct
Incorrect
1
40
1
1
0
8
No.
21.
1
22.
2
4.
2
0
143
23.
5.
2
0
820
24.
1
10
12
25.
6.
7.
8.
9.
19
Answer
10.
1
2
11.
3
10 r3; 10.6; 10
11.5
12.
3883
10.
12.
3
3
396
190
29.
2
2
1
0
2
30.
2
28.
3
2 r3; 10.6;
0 10 31.
10
5
32.
2
0
3883
63
100
1
2
27.
79
5
1
1
Answer
0
0
0
3
16 2r3; 16.6; 160
5
0
70
0
0.95
0
26.
Incorrect
1
1
9
13
21
31
45
1
12
1
15
0
2
Answer
Correct
Incorrect
79
1
0
63
100
2
0
3
160 r3; 16.6; 16
5
3
0
21.
22.
Correct
Incorrect
1
0
23.
2
24.
3
0
5
3
0
25.
3
0
396
1
0
1
0
1
0
1
0
2
0
2
0
3
0
0
26.
0
27.
0
28.
3
0
1
0
3
0
3
1
53 r3;0 53.5; 53 ; 53
6
2
3
0
33
3
0
29.
1
0
0
30.
3
0
0
31.
3
32.
3
9
13
21
31
1
12
1
15
0
3
1
53 r3; 253.5; 53 0; 53
6
2
33
Item
No.
0
45
Figure 3.2 Correct Answer Not on the Answer Key
17
39
●
40
●
16
6
AIMSWeb® Administration
— 20 and Technical Manual
8 ÷ 6 =
20|136
9
7
120
56
7
8
16 of items on the M–COMP probes
A number
(Grades 4–8) result in responses that can be reduced
54
6
9
to a simpler form. If the instructions do not specifically require that the student write the answer
2different correct answers. For these items, there may be
in the lowest terms, you may receive
1 54
a range of acceptable responses provided on the Answer Key. You will also find items, such as
division items, where the correct answer can be presented with a remainder. Depending on your
curriculum, it may be appropriate for the student to present this remainder as a decimal, fraction,
or with an “r” followed by the remainder. Figure 3.3 shows an example of each of these item
types, found in Grade 7.
Note. “Lowest terms” can be used interchangeably with “reduce,” “simplify,” and similar terms,
depending on which term is preferred in your school’s curriculum. If your school uses the term
“reduce,” tell students that when they see the instruction “lowest terms,” it means to reduce.
39
39
●
●
39.
40.
40
40
●
1616 ●
66 00
22
8 8÷ ÷6 6= =
2020
|—
136
|—
136
9 9 7 7
120
120
56
8 8 7 7 56
1616
54
9 9 6 6 54
22
1 154
54
16
8
4
; 6 ; 6
20
10
5
56
2
1
; 1 ; 1
54
54
27
6 r16; 6.8; 6
3
0
3
0
Figure 3.3 Range of Acceptable Answers
Credit may be given for a clearly correct response conveyed in a manner other than the one
indicated; this is where you must rely on best practices and professional judgment.
The rest of this section presents examples of the most common variations of correct and incorrect
16 16 8 8 4 4
39. 39.
6 r16;
6 in
r16;
6.8;the
6.8;
6 6;national
6 ; 6; 6 ; 6 field-test
answers
seen
as well as examples of answers that require the
3 3
0 sample,
0
20 20 10 10 5 5
56
56
2
2
1
1
judgment
40. 40. in evaluating
; 1 ; 1; 1 ; 1 correctness.
3 3
0Also
0 included are examples of the types of issues that impact
54 54 54 54 27 27
scoring decisions, including but not limited to, problems with legibility, reversed numerals,
crossed-out responses, and overcorrection.
18
The scoring for grades 1–3 is straightforward. The problems are basic computation and numbersense questions. There is not much variability between what is correct and incorrect. At grade 4,
computation with fractions and decimals are presented and it is here that some ambiguity begins
to present itself.
The examples in this section are not exhaustive, but representational of student responses in the
national field-testing sample. Use them to guide your professional judgment when determining
15
the correctness
of answers that deviate from the correct responses identified on the Answer Key.
●
15 − 12 = 3
25
25
Checklist for25
Determining
Credit
1
3
Does the7student’s response match the answer (or alternate answers) provided on the
25
Answer Key?
1
Does the7student’s answer represent an alternate correct answer that is not provided
on the Answer Key?
Does the answer reflect an understanding of the task type?
These are important questions because they reflect the basic purpose of benchmarking and progress
monitoring—to determine if students are acquiring the skills required to complete the basic
computational tests presented on the probes. If you encounter a scoring dilemma that is not covered
in these pages, use your professional judgment in deciding the score. There is no partial scoring,
so it is important to make consistent decisions when scoring potentially ambiguous answers.
For the majority of problem types, there is little deviation in acceptable answers, and where there
is, it will be in the method of presentation (e.g., 0.50 versus .5). In problems where the target
answer is a fraction, some students may choose to reduce the answer even when instruction to do
so has not been given. Generally, as long as the reduction is performed properly, and the reduction
is correct, give the student credit for the answer. This becomes tricky when a student initially
provides the correct response and then makes an error in reducing. The final answer presented is
what you score, so it is possible for a student to “overcorrect” into error (see Figure 3.4).
15
●
15 − 12 = 3
25
25
25
1
3
7
25
1
7
15.
3
25
1
0
Figure 3.4 Overcorrection Into Error
19
nswer
rms
4
6
20
8
Generally, when a specific type of target answer is required, such as an improper fraction or a
mixed number, that target is requested in the directions, such as in Figure 3.5, wherein a mixed
number is specifically requested as the answer.
38
38
39
39
40
40
38 ●
39 ●
40 ●
●
Write
the answer
the ●
answer
●
Write
the answer
the ●
answer
●
Write
the answer
the answer
●
Write
the Write
answer
Write
the Write
answer
Write
the Write
answer
in lowest
in
lowest
termsterms in lowest
in lowest
in
lowest
termsterms in lowest
in lowest
in
lowest
termsterms
in lowest
terms
terms
terms
= 24
22
18 18
918
2 920 20
7 57
20
10 10
8
5
5
+2
− 1 −41
20 20
8
23 23
1
4 20
4 20
20
6
6 8
2 ÷2 1÷ 2=1÷ = 1 = 2 92
4 4 3 43 3
10
2 32 326 363 63
3
4 14 14
4 144 44 4+ 2 +52
20
1 121 12 1 12
23
4
1
2
3
5
20
1
6
8
38.
1
39.
40.
3
0
3
0
2
0
57
8
−4 1
8
1
6
8
5
8
4
8
1
8
Figure 3.5 Targeted Answer in Directions
38.
38.
38.
1
1
1
2
2
3
3
5
5
20
20
1
1
6
6
8
8
1
1
2
3
5
20
1
6
8
3
1
3 0 3 0
0
39.
Sometimes, however,39.the39.directions
may be open
to
such in items where the student
3 0interpretation,
3 0
0
3
is instructed “Write the
answer
in
the
lowest
terms.”
On
certain
items,
such as Grade 8, Item 2, the
40. 40. 40.
2 0 2 0
0
2
target answer is a mixed number, but the student provided an improper fraction (see Figure 3.6).
22
●
Write the answer
in lowest terms
3 • 8 = 24
22
2 11
12
11
22.
1
1
11
2
0
Figure 3.6 Mixed Number for Grade 8, Item 22
20
+ 2.68
$9.93
$9.93
Although the target answer is a mixed number, and that is what is presented on the Answer
23 Key, a small, but significant number of students in our national field testing provided a reduced
improper fraction as an answer, as did the student in this example. After discussion with our
23
experts,
it was
0.84
− 0.3
= agreed that the nonspecific “lowest terms” could be understood by some students
to be the reduced improper fraction, rather than the reduced
23 mixed number, to be the lowest
230.30
0.84 −improper
0.3 = fraction as correct.
terms. For that reason, you may score a correct and properly reduced
1
1
●
●
0.54
0.30
Because
the problem
− 0.3 =and reduce to a mixed
0.84
− the
0.3target
= is that the student know how to both work0.84
7.25
7.25
number, we recommend that you provide that feedback to any
student who provides an improper
0.54
0.30
0.30
+ 2.68
+ 2.68
and particularly if that student
fraction,
has also shown
difficulty with items specifically requesting a
0.54
$9.93 0.54
mixed number as a response. $9.93
and
●
●
●
●
$0
27
●
54¢
$0
54¢
Another
was that,
andat certain
54¢grades, students
$0
andpractice
54¢noted in the national field-testing sample $0
●+ 1.7 =
●
3.72
prevalence, this issue was also discussed with math experts, and the decision was made that if the
25
27
7.25
271.70
●
●
●
231.7 This
numerals
the decimal
placement were correct, credit
would
be ●
given.
is23a bit more
0.39and
+ 0.5
=
3.72
+
= issue ●
+ 2.68
5.44
complicated
however, when students write out the answer to1.70
the question without the decimal,
0.50
0.84=− 0.3 =
0.84 − 0.3 =
$9.93
0.39
+
0.5
=
3.72
+ 1.7
3.72
+
1.7
=
relying solely on the symbols to denote the difference between the numerals
and
0.30 preceding 0.30
5.44
0.50
1.70
following
the missing decimal. Figure 3.7 presents examples 1.70
of correct0.54
and incorrect answers
0.54 in
5.44
5.44
this area.
5.44
added
of decimals. Because of its
25 the $ symbol to items that require addition or subtraction
27
1
●
.89 cents
.89 cents
1 5.44
●
7.25
+ 2.68
$9.93
25
●
23 ●
25
●
0.84 −
0.3 +
= 0.5 =
0.39
0.30 0.50
0.54
0.39 + 0.5 =
0.50
.89
cents
$0 and
54¢
.89 cents
9.93
0.54
9.93
3.72 + 1.7 =
1
1.70
21
5.44
.89 cents
5.44
1.
23.
0.54
25
●
25.
9.93
27.
1
0
25.
3.72 + 1.7 =
1.70
5.44
3.72 + 1.7 =
1.70
5.44
5.44
5.44
23 0
●
00
0.84 − 0.3 =
0.30
9.93
1.
0.54
1
0
$0 and 54¢
27
●
2
0
23.
0.54
5.44
Figure 3.7 Answers to Decimal Problems
27.
5.42
2
0.89
1.
9.930
23.
1
23.
0
0.54
2
0
0.54
2
0
23.
0.54
23.
2
0.540
0
3.72 + 1.7 =
0.89
2
0 25.
1.70
5.44
2
5.42
.89 cents
2
2
0.89
0.39 + 0.5 =
25. 0.50
0.89
5.
25
●
27
●
0.39 + 0.5 = 1.
0.50
23.1.
1.
$0 and 54¢ $0 and 54¢
5.44
5.44
27
27
●
●
2
0.890
2
0
0
2
27.
0
5.42
27.
27.
5.42
5.42
27.
2 2 5.420
2
0
9.93
5.42
1 27. 0
2
0
23.
0.54
21
2
0
5.84
5.84
3.07
+ 3.07
8.91
$8.91
seven cents
7
●
8
●
5.46
16
− 2.19
5
In all grades we found examples of students
occasionally spelling out the×answers
to the problems.
If the answer to a problem is the number 3 and a student writes in three, you may give credit. If
three dollars
the problem is one working with decimals and the answer is 2.5 and the student writes two point
and twentyfive, you may give credit. If, however, the student responds with two dollars and fifty cents, the
seven
cents
answer is incorrect because the answer
skirts the
issue of decimal placement. Figure 3.8 presents
an example of corrected and incorrect answers from Grade 6.
1
●
1.
7●
7
●
5.84
+ 3.07
8●
8
●
5.46
5.46
− 2.19
− 2.19
8.91
1
0
16 16
× 5× 5
three
three
dollars
dollars
and
and
twentytwentyseven
seven
cents
cents
$8.91
7
●
1.
8.91
1
7.
3.27
1
8.
1.
1.
80
8.91 8.91
1
1
0
0
8
●
5.46
− 2.19
0 dollars
three
and twentyseven cents
0
1
0
1
0
Figure 3.8 Written Answers
7.
7. 8.7.
8.
22
8.
3.27
1.
3.27 3.27
80 80
80
1
1
1
1
8.91
0
0
0
0
1
1
0
0
7.
3.27
1
0
8.
80
1
0
16
× 5
x is equal to 1
1
7
3 =
21
10
26
5 2
Section 3 • Guidelines for Administration, Scoring, and
= Reporting
6+x
6+1=7
12
7
5
13
Other examples of scoring issues are crossed-out answers, illegible answers, reversed numbers, or
rotated numbers in answers.
6
•
Crossed-out answers: If a student shows his or her work, but then crossed or X-ed out the
problem without placing the answer in the blank, the item is incorrect and receives no credit. If
the student has crossed out the problem, but then returned to the item and placed an answer
in the blank, score the item based on whether or not the answer placed in the blank is correct.
See Figure 3.9.
10Write
11Evaluate
12Write
10●
11●
12●
10Write
11Evaluate
12Write
the
fraction
the
fraction
●
the
fraction
●
thethe the ●
the
fraction
●
Write
the
fraction
●
Evaluate
●
Write
the
fraction
in lowest
terms
in lowest
terms
in lowest
terms
expression
when
expression
when
expression
when
isxequal
x isxequal
1to 1to 1
is to
equal
3 =
3 =
31 =1 1
21 21 217 7 7
in lowest
terms
in lowest
terms
in lowest
terms
10 10
10
= 5
= 5
=25 2 2
26 26 12
26 127127 7
6 +6x+6x+ x
1=+71=7
1=+76
6+6
555
131313
666
10.
1
7
2
0
11.
7
1
0
12.
5
13
1
0
Figure 3.9 Crossed-Out Answers
10. 10. 10.
1
7
1
7
1
7
2
2
20
0
0
11. 11. 11.
7
7
7
1
1
10
0
0
12. 12. 12.
5
13
5
13
5
13
1
1
10
0
0
23
+ 410
•
Illegible, reversed, or rotated numbers: When students write answers that have illegible,
reversed, or rotated numbers, it is important to keep in mind the intent of using M−COMP
probes—to determine a student’s understanding of the task and progress throughout the
school year. Problems with legibility are common, particularly with the younger grades, and
students identified as having specific learning challenges may have issues with reversing
numbers and letters. Figures 3.10 through 3.12 provide examples of such responses.
•
If the response is hard to read, but can be determined, score the answer as correct.
21●
21●
21●
21
●
22●
22●
22●
22
●
23●
23●
23●
23
●
—
—
—
—
8|16
8|16
8|16
8|16
6 6 6 6
× 7× 7× 7× 7
24●
24●
24●
24
●
4 4 4 4
× 4× 4× 4× 4
21.
42
1
0
22.
2
3
0
23.
16
2
0
24.
943
2
0
309309309309
224224224224
+ 410
+ 410
+ 410
+ 410
Figure 3.10 Difficult-to-Read Response
24
21. 21. 21. 21.
42 42 42 42
1 1 10 10 0 0
22. 22. 22. 22.
2
2
3 3 30 30 0 0
23. 23. 23. 23.
16 16 16 16
2 2 20 20 0 0
24. 24. 24. 24.
943 943 943 943
2 2 20 20 0 0
2
2
5
7
•
If the response is too illegible to determine with confidence, score it as incorrect. If the
response is reversed, but the digit the student intended is obvious, score it as correct.
1
1●
1 ●
●
2
2●
2 ●
●
22 2
263+ 3
++
3
the greatest.
thethe
greatest.
greatest.
00
++
707
=+=7 =
●
55 5
15
13
3 the
Circle
the number
3●
3 Circle
Circle
the
number
number
that
that
is that
is is
●
●
7
−6
1.
5
2.
7
3.
548
548
548548
537
537537
27
●
16
− 10
77 7
1
1
1
0
0
0
Figure 3.11 Reversed Numbers With Intended Number Obvious
•
1. 1.
1.
5 5
5
2. 2.
2.
7 7
7
3. 3.
3.
548548 548
1 1
1 1
1 1
10 0
10 0
10 0
0
0
0
If the response is rotated and you cannot easily determine what digit the student intended,
score as it incorrect.
25
25 ●
25
●
●
26
26 ●
26
●
●
15 1515
+ 13 + +
1313
27
27 ●
27
●
●
7
77
−6 −−
66
25.
28
26.
1
27.
6
3
2
3
16 1616
− 10 − −
1010
0
0
0
Figure 3.12 Rotated Numbers With Intended Number Indeterminable
25.
25. 25.
28
26.
26. 26.
1
27.
27. 27.
6
3
30 3 0 0
2
20 2 0 0
6 6
3
30 3 0 0
28 28
1
1
25
A final note on scoring: Use your professional judgment in determining whether or not to give
a student credit for an answer that deviates from the answer provided on the Answer Key. If the
answer is mathematically correct, shows an understanding of the operation being assessed, and
is consistent with the manner in which your curriculum treats that operation, than the student
should get credit for the answer. When students present non-target responses, such as adding
money symbols, writing out the answer as words not numbers, or providing a reduced improper
fraction where a mixed number is the target, after you have scored the answer as correct, discuss
the item with the student so he or she understands what is expected in the future, as continuing
with certain nonstandard styles could inadvertently lead to errors on other probes.
Reporting
The next step in the process is reporting your data in the AIMSweb reporting system. First, log
into your school’s AIMSweb account. On the opening screen there are tabs along the top and
down the left side. Click on Report in the row of tabs along the top. At the Report page, there are
tabs across the top and down the left side of the page. The row of tabs across the top represent
the type of information you can report. In this case, click Mathematics. After you choose
Mathematics, choose the level of the information you want to report from the tabs down the left
side: Customer, District, School, Grade, or AIMSweb.
Generating Student Reports
The most common types of reports used are the Individual Student Report, Pathway Report, and
Email Report.
Creating an Individual Student Report
If you have entered student scores, they are listed under the column headings for each General
Outcome Measure.
Select Mathematics from the gray tabs.
Select M–COMP from the corresponding radio buttons.
Click on a student’s score to view the student’s Individual Report.
Note: If you click on a column heading (e.g., RBP), an Individual Student Report is
generated for all of the students in the classroom.
26

How to Score the M–COMP

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