Department of Research and Planning Leadership Meeting January 16, 2013 ASSESSMENT CORRELATIONS

BACKGROUND Summer 2011 Conducted focus groups with stakeholders and researched best practices Fall 2011 Developed test specification tables, constructed items, and created benchmark assessments Winter 2012 Administered the assessments, collected student-level data centrally, and reported assessment results Summer /Fall 2012 Studied the relationships between NWEA assessments, the semester benchmark assessments, and SOL test scores

CORRELATIONS 10 + relationship indicates that when one value goes up/down the other value is likely to move in the same direction - relationship indicates that when one value goes up/down the other value is likely to move in the opposite direction Correlations (r) +/-.70 and above reflect strong relationships.

# of TestsStrong Relationship (> +/-. 70) Moderate Relationship (+/ ) Weak Relationship (< +/-.29) Elementary104 (40%)6 (60%)0 Middle116 (55%)5 (45%)0 High119 (82%)2 (18%)0 Total3219 (59%)13 (41%)0 BENCHMARK – SOL CORRELATIONS No correlation was below a.60.

BENCHMARK – SOL SCORES End of Course Math Benchmark r Benchmark score predictive of SOL score (~400) Benchmark score predictive of SOL score (~450) Algebra I.738**48%75% Algebra II.728**54%74% Geometry.752**50%75% Semester BA Intervention Ranges (example: Algebra I) Intensive ( 75%)

FALL# of TestsStrong Relationship (> +/-. 70) Moderate Relationship (+/ ) Weak Relationship (< +/-.29) Elementary63 (50%) 0 Middle65 (83%)1 (17%)0 Total128 (67%)4 (33%)0 NWEA – SOL CORRELATIONS SPRING Elementary65 (83%)1 (17%)0 Middle66 (100%)00 Total1211 (92%)1 (8%)0 No correlation was below a.63.

Fall NWEA r RIT score predictive of SOL score (~400) RIT score predictive of SOL score (~450) Math 3.737** Math 4.754** Math 5.746** NWEA – SOL SCORES Elementary Math

 Student performance on both the semester benchmark assessments and NWEA (fall and spring) was related to SOL performance. Students who performed higher on these assessments were likely to score higher on the SOL tests and vice versa.  Implications for Instructional Programming SUMMARY