Annual Technical Report for ACCESS for ELLs 2.0 Paper … document presents the second edition of the WIDA English Language Development Standards, which were released in 2007. The

World-Class Instructional Design and Assessment

Annual Technical Report for

ACCESS for ELLs® 2.0 Paper English Language Proficiency

Test,

Series 400, 2015–2016 Administration

Annual Technical Report No. 12B

Prepared by:

Center for Applied Linguistics

Language Assessment Division

Psychometrics and Quantitative Research Team

May 2017

© 2017 Board of Regents of the University of Wisconsin System on behalf of the WIDA

Consortium.

The WIDA ACCESS for ELLs Technical Advisory Committee

This report has been reviewed by the WIDA ACCESS for ELLs Technical Advisory Committee

(TAC), which is comprised of the following members:

Jamal Abedi, Ph.D., Professor, Graduate School of Education, University of California,

Davis and a research partner at the National Center for Research on Evaluation,

Standards, and Student Testing (CRESST)

Lyle Bachman, Ph.D., Professor Emeritus, Applied Linguistics, University of California,

Los Angeles

Akihito Kamata, Ph.D., Professor, Department of Education Policy and Leadership,

Department of Psychology, Southern Methodist University.

Timothy Kurtz, Hanover High School, Hanover, New Hampshire

Carol Myford, Ph.D., Associate Professor, Educational Psychology, University of Illinois

at Chicago.

More information on the TAC members can be found at the WIDA website

(www.wida.us/assessment/access/TAC/index.aspx).

http://www.wida.us/assessment/access/TAC/index.aspx

WIDA ACCESS Annual Tech Rpt 12B i Series 400 Paper (2015–2016)

Executive Summary

This is the 12th annual technical report on the ACCESS for ELLs® English Language

Proficiency Test, and the first report on the ACCESS for ELLs 2.0 assessment. ACCESS for

ELLs 2.0 measures the same constructs and uses the same scale as ACCESS for ELLs, but for

the first time, the assessment is offered in an online, multi-stage adaptive format.

This technical report is produced as a service to members and potential members of the WIDA

Consortium. The technical information herein is intended for use by those who have technical

knowledge of test construction and measurement procedures, as stated in Standards for

Educational and Psychological Testing (American Educational Research Association, American

Psychological Association, National Council on Measurement in Education, 2014).

ACCESS for ELLs is intended to assess reliably and validly the English language development

(ELD) of English language learners (ELLs) in Grades K–12 according to WIDA 2012

Amplification of the English Language Development Standards Kindergarten–Grade 12 (WIDA

Consortium, 2012). Results on ACCESS for ELLs are used by WIDA Consortium states for

monitoring the progress of students, for making decisions about exiting students from language

support services, and for accountability.

ACCESS for ELLs 2.0 Series 400 was administered in school year 2015–16 in 36 states, the

District of Columbia, and the Commonwealth of the Northern Marianas, for a total of 38 state

entities (henceforth “states”). ACCESS for ELLs 2.0 Series 400 was offered in two

administrative formats, an online format (grades 1–12) and a paper format (kindergarten–grade

12). Table 0.1 summarizes the numbers of students, by state, who participated in the grades 1–12

assessment online, in the grades 1–12 assessment on paper, the total number of students who

participated in the grades 1–12 assessment, the total number who participated in the

Kindergarten assessment (only offered in the paper format), and the total participants in

ACCESS K–12. The current report (WIDA ACCESS Technical Report 12B) provides technical

information pertaining to ACCESS for ELLs 2.0 Series 400 Paper, including the Kindergarten

assessment. A second report (WIDA ACCESS Technical Report 12A) provides technical

information for the ACCESS for ELLs Series 2.0 Series 400 Online assessment.

WIDA ACCESS Annual Tech Rpt 12B ii Series 400 Paper (2015–2016)

Table 0.1

Participation in ACCESS for ELLs Online and Paper, Series 400

State

Participants in

ACCESS for

ELLs Online

Participants in

ACCESS for

ELLs Paper

Total

Participants in

ACCESS for

ELLs

AK 9,696 3,266 12,962 1,450 14,412

AL 12,112 4,330 16,442 3,641 20,083

CO 63,313 28,860 92,173 11,155 103,328

DC 5,498 82 5,580 1,023 6,603

DE 8,341 18 8,359 1,922 10,281

FL 0 224,490 224,490 34,806 259,296

GA 69,114 16,255 85,369 17,236 102,605

HI 0 11,746 11,746 1,992 13,738

ID 11,498 39 11,537 2,274 13,811

IL 119,961 41,230 161,191 27,203 188,394

IN 44,981 996 45,977 7,346 53,323

KY 18,378 541 18,919 3,227 22,146

MA 33,221 38,819 72,040 10,187 82,227

MD 54,350 235 54,585 10,305 64,890

ME 3,782 885 4,667 463 5,130

MI 76,134 5,787 81,921 10,326 92,247

MN 59,449 904 60,353 8,349 68,702

MO 25,185 122 25,307 4,736 30,043

MP 1,094 0 1,094 44 1,138

MT 2,470 11 2,481 150 2,631

NC 81,695 1,463 83,158 12,664 95,822

ND 2,698 80 2,778 419 3,197

NH 3,007 623 3,630 459 4,089

NJ 55,397 1,832 57,229 11,990 69,219

NM 40,236 3,947 44,183 5,453 49,636

NV 68,505 23 68,528 8,000 76,528

OK 17,713 20,114 37,827 7,534 45,361

PA 37,036 11,887 48,923 4,898 53,821

RI 5,646 1,864 7,510 1,199 8,709

SC 31,864 6,882 38,746 3,999 42,745

SD 3,400 246 3,646 748 4,394

TN 35,935 17 35,952 5,507 41,459

UT 33,081 174 33,255 5,028 38,283

VA 67,987 17,390 85,377 13,857 99,234

VI 743 0 743 124 867

VT 1,243 15 1,258 180 1,438

WI 41,378 215 41,593 5,601 47,194

WY 2,196 163 2,359 425 2,784

Total 1,148,337 445,551 1,593,888 245,920 1,839,808

Participants in

Kindergarten

Total

Participants in

ACCESS for

ELLs Grades

K–12

Participants in ACCESS for ELLs Grades 1–12

WIDA ACCESS Annual Tech Rpt 12B iii Series 400 Paper (2015–2016)

This report follows the same structure as the ACCESS 1.0 technical reports. The report first

provides background to the test (Chapter 1), followed by an argument-based validation

framework to support the use of ACCESS for ELLs and to contextualize the data so that its

interpretation and use are more transparent to stakeholders (Chapter 2). The rest of the report

consists of paired chapters. The first chapter within each pair contains text that explains the data

tables that follow in the second chapter. Information on the students who participated in the

operational administration is presented (Chapters 3 and 4), followed by an explanation of the

technical analyses conducted on each of the test forms that constitute ACCESS for ELLs 2.0

(Chapter 5) and the tables and figures of results (Chapter 6). The final chapters explain (Chapter

7) and present (Chapter 8) technical analyses based on the domain scores and composite scores

by grade-level cluster. Note that Chapters 1–4 are in Volume 1, Chapters 5–6 are in Volume 2,

and Chapters 7–8 are in Volume 3.

Summary Highlights This report presents a wealth of data documenting the technical properties of ACCESS for ELLs

2.0 Series 400 Paper, which cannot be fully summarized here. In addition to information on

validity, the report presents information on reliability of test scores and the accuracy and

consistency of proficiency level classifications, including information on conditional standard

errors of measurement and a separate table highlighting conditional standard errors around the

cut scores. Item-level analyses include item difficulty levels, fit of the items to the Rasch

measurement model, and differential item functioning (DIF) analyses for each item or

assessment task.

Launch of ACCESS 2.0

Series 400 Paper is the first series of the ACCESS 2.0 assessment. ACCESS 2.0 is now offered

in two formats. The Paper format is available for grades K–12, and the Online format is available

for grades 1–12. The cluster structure of ACCESS 2.0 Paper has been updated from the cluster

structure of ACCESS 1.0. ACCESS for ELLs Paper Series 400 has the following grade-level

clusters: K, 1, 2, 3, 4–5, 6–8, 9–12.

The Listening and Reading assessments were developed within the scope of ACCESS 1.0. The

majority of Listening and Reading forms are the same forms as were used on ACCESS for ELLs

Series 302. Writing and Speaking were developed as a part of ACCESS 2.0, and the Writing and

Speaking tasks are paperized versions of the Online Writing and Speaking tasks.

Argument-based validation framework for ACCESS for ELLs

Starting with Series 301, Chapter 2 of the ACCESS for ELLs Annual Technical Report consists

of an argument-based framework for supporting the validity of ACCESS for ELLs. This

framework structures the information contained in this Annual Technical Report to support

assertions about data collected via the assessment (i.e., Assessment Records). Specifically, tables

and figures from this report are explicitly linked to claims related to Assessment Records through

WIDA ACCESS Annual Tech Rpt 12B iv Series 400 Paper (2015–2016)

an Assessment Use Argument (AUA), which allows stakeholders to better interpret and use

ACCESS for ELLs.

Demographic data

The Series 400 Paper data set for analyses included the results of 691,471 students. The largest

grade was Kindergarten with 245,920 students, while the smallest was Grade 12 with 10,563

students. Of the participating WIDA states, the largest was Florida with 259,296 students, while

the smallest was Northern Mariana Islands with 44 students.

Reliability and accuracy data

For most test users, the Overall Composite proficiency score, based on performances in

Listening, Speaking, Reading, and Writing, is the major score used for making decisions about

gains in student proficiency and exiting from language support services.

Results indicate that the reliability (stratified Cronbach’s alpha, see 7.2.6 in Volume 3) of the

Overall Composite score for Series 400 Paper, presented in Chapter 8 Table D, is very high

across all grade-level clusters. For Kindergarten it was .974; for Grade 1, .932; for Grade 2, .937,

for Grade 3, .939, for Grades 4–5, .939; for Grades 6–8, .937; and for Grades 9–12, .943.

Likewise, as Table 0.1 shows, the accuracy of classification for decisions about student

placement using the Overall Composite score around the proficiency level cut scores is very high

across grade and proficiency levels. Because many WIDA Consortium states use the proficiency

level score of 5.0 as a criterion for exiting students from language support services, the column

headed 4/5 Cut (the proficiency level score of 5.0) is of particular interest.

Table 0.2

Accuracy of Classification of Overall Score at Cut Points (Proficiency Level Score)

Grade

1/2 Cut

(2.0)

2/3 Cut

(3.0)

3/4 Cut

(4.0)

4/5 Cut

(5.0)

5/6 Cut

(6.0)

K (instructional) 0.975 0.957 0.949 0.955 0.953

K (accountability) 0.952 0.952 0.961 0.959 0.991

1 0.978 0.936 0.909 0.952 0.988

2 0.978 0.956 0.905 0.887 0.984

3 0.991 0.974 0.938 0.907 0.906

4 0.992 0.980 0.942 0.905 0.885

5 0.989 0.974 0.935 0.896 0.911

6 0.986 0.966 0.924 0.858 0.982

7 0.980 0.957 0.912 0.878 0.988

8 0.976 0.950 0.908 0.894 0.994

9 0.972 0.954 0.931 0.909 0.925

10 0.975 0.951 0.927 0.917 0.940

11 0.978 0.952 0.923 0.913 0.926

12 0.982 0.956 0.921 0.870 0.944

WIDA ACCESS Annual Tech Rpt 12B v Series 400 Paper (2015–2016)

Overview of the Annual Technical Report

The multistate WIDA Consortium’s ACCESS for ELLs was first operationally administered in

2005 in three states: Alabama, Maine, and Vermont. Results of that administration were reported

in Annual Technical Report 1 (Series 100, 2004–05). This is the twelfth technical report.

Because of the size of the complete report, it is presented in three volumes.

Volume I contains Chapters 1 to 4. Chapter 1 provides background to the test. Readers

unfamiliar with ACCESS for ELLs should pay particular attention to this chapter. Chapter 2

presents an argument-based approach for structuring the data contained in this report so that its

interpretation and use are more transparent to stakeholders. Chapters 3 and 4 present information

on the students who participated in the Series 400 Paper (2015–2016) operational administration,

including overall results.

Volume II contains Chapters 5 and 6. Chapter 5 presents background on the technical analyses

conducted on each of the test forms and explains how to understand the tables and figures of

results. Chapter 6 presents the results organized by

Grade-level cluster (K, 1, 2, 3, 4–5, 6–8, 9–12); then by

Domain (Listening, Reading, Writing, and Speaking, abbreviated List, Read, Writ, and

Spek, respectively); then by

Tier (A, B, C)

Thus, all of the results for Kindergarten are presented before the results for Grade 1, and all of

the results for Grade 1 Listening are presented before results for Grade 1 Reading.

Volume III contains Chapters 7 and 8. These chapters focus on results across tiers within grade-

level clusters, including the four composite scores (Oral Language, Literacy, Comprehension,

and Overall). Chapter 7 presents background on the technical analyses and explains how to

understand the tables and figures of results. Chapter 8 presents the results organized by

Grade-level cluster (K, 1, 2, 3, 4–5, 6–8, 9–12); then by

Score (Listening, Reading, Writing, Speaking, Oral Language Composite, Literacy

Composite, Comprehension Composite, and Overall Composite, abbreviated List, Read,

Writ, Spek, Oral, Litr, Cphn, and Over, respectively)

Annotated Bibliography

Technical Reports

The multistate WIDA Consortium’s ACCESS for ELLs was first operationally administered in

2005 in three states: Alabama, Maine, and Vermont. Results of that administration were reported

in Annual Technical Report 1 (Series 100, 2004–2005). This is a list of reports that describe the

development of ACCESS for ELLs.

WIDA ACCESS Annual Tech Rpt 12B vi Series 400 Paper (2015–2016)

Center for Applied Linguistics (2015). ACCESS for ELLs Series 302 Media-Based Listening

Field Test Technical Brief. (WIDA Consortium).

This report provides detailed information on the conceptualization, development, and

field testing of the ACCESS for ELLs Media-Based Listening Test.

Gottlieb, M., & Boals, T. (2005). Considerations in Reconfiguring Cohorts and Resetting Annual

Measurable Achievement Objectives (AMAOs) based on ACCESS for ELLs Data

(WIDA Consortium Technical Report No. 3).

This report is intended to assist states with the transition to a standards-based test and

determining their AMAOs using ACCESS for ELLs.

Gottlieb, M. & Kenyon, D. M. (2006). The Bridge Study between Tests of English Language

Proficiency and ACCESS for ELLs (WIDA Consortium Technical Report No. 2).

This report provides the background, procedures, and results of a study intended to

establish estimates of comparability between ACCESS for ELLs and four other

English language tests used by Consortium member states. Students in Illinois and

Rhode Island were administered ACCESS for ELLs along with one of the other four

tests, and results on the four tests were compared with results on ACCESS for ELLs.

Results allow states, districts, and schools to understand and report ACCESS for ELLs

scores and to establish continuity between previous tests and ACCESS for ELLs.

Kenyon, D. M. (2006). Development and Field Test of ACCESS for ELLs (WIDA Consortium

Technical Report No. 1).


field testing of ACCESS for ELLs. It also provides technical data on equating and

scaling procedures, standard setting and operational score reporting, analyses of

reliability and errors of measurement, and two initial validity studies.

Kenyon, D. M., Ryu, J. R., & MacGregor, D. (2013). Setting Grade Level Cut Scores for

ACCESS for ELLs (WIDA Consortium Technical Report No. 4).

This report describes the technical procedures and outcomes of the process to move

from grade-level cluster cut scores to grade-level cut scores. Proposed cut scores were

determined mathematically and then reviewed and revised in a standard-setting process

involving 75 teachers from 14 WIDA Consortium states.

MacGregor, D., Kenyon, D. M., Gibson, S., & Evans, E. (2009). Development and Field Test of

Kindergarten ACCESS for ELLs. (WIDA Consortium).


field testing of Kindergarten ACCESS for ELLs. It also provides technical data on

WIDA ACCESS Annual Tech Rpt 12B vii Series 400 Paper (2015–2016)

equating and scaling procedures, standard setting and operational score reporting, and

analyses of reliability and errors of measurement.

Annual Technical Reports for ACCESS for ELLs

Below is a list of annual technical reports for ACCESS for ELLs, listed by year of publication.

These reports provide extensive analysis of the results from the operational administrations of

ACCESS for ELLs. They provide detailed information on student results broken down by grade-

level cluster, grade, and tier. They also provide detailed information on test and item

characteristics.

Kenyon, D. M., MacGregor, D., Ryu, J. R., Cho, B., & Louguit, M. (2006). Annual Technical

Report for ACCESS for ELLs® English Language Proficiency Test, Series 100, 2004–

2005 Administration (WIDA Consortium Annual Technical Report No. 1).

Kenyon, D. M., MacGregor, D., Louguit, M., Cho, B., & Ryu, J. R. (2007). Annual Technical



MacGregor, D., Louguit, M., Ryu, J. R., Kenyon, D. M., & Li, D. (2008). Annual Technical



MacGregor, D., Louguit, M., Huang, X., & Kenyon, D. M. (2009). Annual Technical Report for

ACCESS for ELLs® English Language Proficiency Test, Series 103, 2007–2008

Administration (WIDA Consortium Annual Technical Report No. 4).

MacGregor, D., Louguit, M., Yanosky, T., Fidelman, C. G., Pan, M., Huang, X., & Kenyon,

D. M. (2010). Annual Technical Report for ACCESS for ELLs® English Language

Proficiency Test, Series 200, 2008–2009 Administration (WIDA Consortium Annual


Yanosky, T., Yen, S., Louguit, M., MacGregor, D., Zhang, Y., & Kenyon, D. M. (2011). Annual

Technical Report for ACCESS for ELLs® English Language Proficiency Test, Series

201, 2009–2010 Administration (WIDA Consortium Annual Technical Report No. 6).

Yanosky, T., Chong, A., Louguit, M., Olson, E., Choi, Y., MacGregor, D., . . .Kenyon, D. M.

(2012). Annual Technical Report for ACCESS for ELLs® English Language



Yanosky, T., Amos, M., Cameron, C., Louguit, M., MacGregor, D., Yen, S., & Kenyon, D. M.

(2013). Annual Technical Report for ACCESS for ELLs® English Language



WIDA ACCESS Annual Tech Rpt 12B viii Series 400 Paper (2015–2016)

Center for Applied Linguistics (2014). Annual Technical Report for ACCESS for ELLs® English

Language Proficiency Test, Series 301, 2012–2013 Administration (WIDA

Consortium Annual Technical Report No. 9).







Other Documentation

Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment

Quarterly, 2(1), 1–34.

This article describes how an argument for test use might be structured so as to provide

a clear linkage from test performance to interpretations and from interpretations to

uses.

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford

University Press.

This book presents the Assessment Use Argument, which provides a framework for

justifying the intended uses of an assessment, as well as a guide for the design and

development of the assessment itself.

Bauman, J., Boals, T., Cranley, E., Gottlieb, M., & Kenyon, D. M. (2007). The Newly

Developed English Language Tests (World-Class Instructional Design and Assessment

– WIDA). In J. Abedi (Ed.), English Language Proficiency Assessment in the Nation:

Current Status and Future Practice. Davis: University of California.

In this book chapter, the authors describe the test development process, from the

development of standards through the development of items, field testing, and

operationalization. They also report on validation of the test, accommodations, the test

administration and technical manuals, and score reporting.

Chapelle, C. A., Enright, M.K. & Jamieson, J. (Eds.) (2008). Building a validity argument for the

Test of English as a Foreign Language. London: Routledge.

This book uses the Test of English as a Foreign Language™ as a case study for

validating test design. It attempts to meet the standards of educational measurement

while also drawing on theory related to English language proficiency.

WIDA ACCESS Annual Tech Rpt 12B ix Series 400 Paper (2015–2016)

Chapelle, C. A., Enright, M. K., & Jamieson, J. (2010). Does an argument-based approach to

validity make a difference? Educational Measurement: Issues and Practice, 29(1), 3–

13.

Drawing on experience between 2000 and 2007 in developing a validity argument for

the high-stakes Test of English as a Foreign Language™, this paper evaluates the

differences between the argument-based approach to validity as presented by Kane

(2006) and that described in the 1999 AERA/APA/NCME Standards for Educational

and Psychological Testing.

Cook, H. G. (2007). Alignment Study Report: The WIDA Consortium’s English Language

Proficiency Standards for English Language Learners in Kindergarten through Grade

12 to ACCESS for ELLs® Assessment. Madison, WI: WIDA Consortium.

In this report, the author describes a study to align the WIDA Standards to the

ACCESS for ELLs test. The study was designed to address two questions: how well

the test measures the proficiency levels described in the Standards, and how well the

different domains of each standard are addressed by the domains of the test. The author

concludes that overall ACCESS for ELLs is adequately aligned to the Standards.

Cook, H. G., Boals, T., Wilmes, C., & Santos, M. (2007). Issues in the Development of Annual

Measurable Achievement Objectives (AMAOs) for WIDA Consortium States.

Madison, WI: WIDA Consortium.

In this paper, the authors offer guidance to states in formulating Annual Measurable

Achievement Objectives for English language learners.

Fox, J. & Fairbairn, S. (2011). Test review: ACCESS for ELLs®. Language Testing, 28 (3):

425–431.

The author provides a thorough review of ACCESS for ELLs, using the eight criteria

enumerated in Fairbairn and Fox (2009).

Gottlieb, M. (2004). English Language Proficiency Standards for English Language Learners in

Kindergarten through Grade 12: Framework for Large-Scale State and Classroom

Assessment. Madison, WI: WIDA Consortium.

These documents contain the WIDA Standards and describe the rationale behind and

development of the frameworks for large-scale state and classroom assessments. These

frameworks comprise English Language Development standards, language domains,

grade-level clusters, language proficiency levels and the model performance indicators

upon which ACCESS for ELLs is based. They are meant to guide curriculum

development, instruction, and assessment of English language learners.

Kane, M. (2006). Validation. In R. Brennan, (Ed.), Educational Measurement (4th Edition) (pp.

18-64). Westport, CT: Greenwood Publishing.

WIDA ACCESS Annual Tech Rpt 12B x Series 400 Paper (2015–2016)

This book chapter presents a conceptualization of test validity where evidence and

logical argument are brought together to evaluate claims and propositions about the

proposed uses and interpretations of test results.

Kenyon, D. M., MacGregor, D., Li, D., & Cook, H. G. (2011). Issues in vertical scaling of a K-

12 English language proficiency test. Language Testing, 28 (3): 383–400.

In this article, the authors describe the procedure used to place ACCESS for ELLs

results on a vertical scale, and they discuss studies conducted to test the effectiveness

of that scale.

Mislevy, R. J., Almond, R. G., & Lukas, J. F. (2004). A Brief Introduction to Evidence-Centered

Design (CSE Report 632). CA: Center for Research on Evaluation, Standards, and

Student Testing.

This paper provides an introduction to the basic ideas of Evidence-Centered Design, an

approach to constructing educational assessments in terms of evidentiary arguments. It

includes some of the terminology and models that have been developed to implement

the approach.

National Research Council. (2011). Allocating federal funds for state programs for English

language learners. Washington, DC: The National Academies Press.

This report includes detailed descriptions of six English language proficiency tests,

including ACCESS for ELLs, along with information about the reliability and validity

of the tests.

Parker, C. E., Louie, J., & O’Dwyer, L. (2009). New measures of English language proficiency

and their relationship to performance on large-scale content assessments (Issues &

Answers Report, REL 2009–No. 066). Washington, DC: U.S. Department of

Education, Institute of Education Sciences, National Center for Education Evaluation

and Regional Assistance, Regional Educational Laboratory Northeast and Islands.

Retrieved from http://ies.ed.gov/ncee/edlabs, January 29, 2009.

This report describes a study investigating how well the domain tests on ACCESS for

ELLs predict performance on a content test. Results indicate that the Reading and

Writing tests are the strongest predictors.

Römhild, A., Kenyon, D. M., & MacGregor, D. (2011). Exploring domain-general and domain-

specific linguistic knowledge in the assessment of academic English language

proficiency. Language Assessment Quarterly, 8, 213–228.

This article reports on a confirmatory factor analysis study conducted to model

domain-specific and domain-general variance on ACCESS for ELLs. The authors

found that, while domain-general linguistic knowledge represents the primary

dimension across almost all test forms, domain-specific knowledge becomes

increasingly salient as proficiency level increases.

WIDA ACCESS Annual Tech Rpt 12B xi Series 400 Paper (2015–2016)

WIDA Consortium. (2007). English Language Proficiency Standards and Resource Guide, 2007

Edition, PreKindergarten through Grade 12. Madison, Wisconsin: Board of Regents

of the University of Wisconsin System.

This document presents the second edition of the WIDA English Language

Development Standards, which were released in 2007. The second edition included the

addition of formative and summative frameworks for assessment and instruction, the

separation of Kindergarten into its own grade-level cluster, and the addition of the

sixth proficiency level, “Reaching.”

WIDA Consortium. (2012). 2012 Amplification of the English Language Development Standards

Kindergarten–Grade 12. Madison, Wisconsin: Board of Regents of the University of

Wisconsin System.

This document describes the amplified Strands of Model Performance Indicators that

represent the WIDA English Language Development Standards. The amplification

reflects states’ content standards and the fluid and ongoing process of language

development.

WIDA Consortium. (2013). Interpretive Guide for Score Reports Spring 2013 (WIDA

Consortium). Madison, WI: The Board of Regents of the University of Wisconsin

System.

This report provides an overview on how ACCESS for ELLs is scored and how those

scores are reported. Part 1 gives a description of scores for 2014. Part 2 gives

suggestions on how states can use scores, as well as examples of score reports to

various stakeholders. Part 3 provides guidance on interpreting the reports.

Wolf, M., Kao, J., Griffin, N., Herman, J., Bachman, P., Chang, S., & Farnsworth, T. (2008).

Issues in assessing English language learners: English language proficiency measures

and accommodation uses—Practice review (Part 2 of 3) (CRESST Report 732). Los

Angeles, CA: National Center for Research on Evaluation, Standards, and Student

Testing Web site: http://www.cse.ucla.edu/products/rsearch.asp.

This paper describes the English language proficiency tests in use in school year 2005–

2006, including ACCESS for ELLs, and provides a summary of validity evidence for

the tests.

Zieky, M. (1993). Practical questions in the use of DIF statistics in test development. In P.

Holland & H. Wainer (Eds.), Differential item functioning (pp. 337-347). Hillsdale,

NJ: Lawrence Erlbaum Associates.

This book chapter describes procedures for conducting DIF analysis.

WIDA ACCESS Annual Tech Rpt 12B xii Series 400 Paper (2015–2016)

Volume 1

1. Description of ACCESS for ELLs English Language Proficiency Test ......... 1

1.1 Purpose of ACCESS for ELLs ......................................................................................... 1

1.2 Format of ACCESS 2.0 Paper .......................................................................................... 2

1.2.1 Integration with the Standards .................................................................................. 2

1.2.2 Grade-Level Clusters ................................................................................................ 2

1.2.3 Language Domains ................................................................................................... 3

1.2.4 Language Proficiency Levels .................................................................................... 3

1.2.5 Tiers .......................................................................................................................... 5

1.3 Test Development ............................................................................................................ 7

1.3.1 Item Writing and Editing .......................................................................................... 7

1.3.2 Item Content and Bias and Sensitivity Reviews ....................................................... 7

1.3.3 Development of Listening and Reading .................................................................... 8

1.3.4 Development of Writing and Speaking ..................................................................... 8

1.3.5 Development of Kindergarten Test ......................................................................... 11

1.3.6 Reporting Scale ....................................................................................................... 11

1.3.7 Standard Setting ...................................................................................................... 12

1.4 Reporting of Results ....................................................................................................... 13

1.4.1 Scale Scores ............................................................................................................ 13

1.4.2 Language Proficiency Level Scores ........................................................................ 14

1.5 Test Administration ........................................................................................................ 19

1.5.1 Test Administrator Training .................................................................................... 19

1.5.2 Test Security ........................................................................................................... 19

1.5.3 Test Accommodations ............................................................................................. 19

1.6 Scoring ........................................................................................................................... 20

1.6.1 Listening and Reading ............................................................................................ 20

1.6.2 Writing .................................................................................................................... 20

1.6.3 Speaking .................................................................................................................. 23

2. An Assessment Use Argument for ACCESS 2.0: Focus on Assessment

Records ................................................................................................................26

2.1 The Generic Validation Framework for ACCESS 2.0 ................................................... 27

2.2 Focus on Assessment Records ....................................................................................... 28

WIDA ACCESS Annual Tech Rpt 12B xiii Series 400 Paper (2015–2016)

2.2.1 Breakdown of Claims for the Assessment Records Produced in the ACCESS 2.0

Assessment Program ............................................................................................... 29

2.3 Evidence for Assessment Records Claims of ACCESS 2.0 ................................................ 31

2.4 Summary of Assessment Records Claims, Actions, and Evidence ..................................... 39

2.5 Visual Guide to Tables and Figures .................................................................................... 41

2.5.1 Guide to Chapter 4, Student Results ........................................................................ 41

2.5.2. Guide to Chapter 6, Analyses of Test Forms Results .............................................. 43

2.5.3 Guide to Chapter 8, Analysis Across Tiers Results ................................................. 44

3. Descriptions of Student Results ........................................................................45

3.1 Participation ................................................................................................................... 45

3.1.1 Grade-Level Cluster ................................................................................................ 45

3.1.2 Grade ....................................................................................................................... 45

3.1.3 Tier .......................................................................................................................... 45

3.2 Scale Score Results ........................................................................................................ 46

3.2.1 Mean Scale Scores Across Domain and Composite Scores Section ...................... 46

3.2.2 Correlations ............................................................................................................. 47

3.3 Proficiency Level Results............................................................................................... 47

4 Student Results ...................................................................................................49

4.1 Participation ................................................................................................................... 49

4.1.1 Participation by Grade-Level Cluster ..................................................................... 49

4.1.2 Participation by Grade ............................................................................................ 51

4.1.3 Participation by Tier ................................................................................................ 54

4.2 Scale Score Results ........................................................................................................ 58

4.2.1 Mean Scale Scores by Grade Level Cluster Across Domain and Composite Scores

58

4.2.2 Mean Scale Scores by Grade Across Domain and Composite Scores .................... 64

4.2.3 Correlations Among Scale Scores by Grade Level Cluster .................................... 72

4.3 Proficiency Level Results............................................................................................... 75

4.3.1 Listening .................................................................................................................. 75

4.3.2 Reading ................................................................................................................... 80

4.3.3 Writing .................................................................................................................... 85

4.3.4 Speaking .................................................................................................................. 90

4.3.5 Oral Composite ....................................................................................................... 95

4.3.6 Literacy Composite ............................................................................................... 100

4.3.7 Comprehension Composite ................................................................................... 105

4.3.8 Overall Composite ................................................................................................ 110

WIDA ACCESS Annual Tech Rpt 12B 1 Series 400 Paper (2015–2016)

1. Description of ACCESS for ELLs English Language Proficiency Test

1.1 Purpose of ACCESS for ELLs

The overarching purpose of ACCESS for ELLs 2.0 is to assess the developing English language

proficiency of English language learners (ELLs) in Grades K–12 in the United States as defined

by the multi-state WIDA Consortium, first in the English Language Proficiency Standards

(Gottlieb, 2004; WIDA Consortium, 2007), then in the amplified 2012 English Language

Development (ELD) Standards (WIDA Consortium, 2012). The WIDA ELD Standards, which

correspond to the academic language identified in state academic content standards, describe six

levels of developing English language proficiency and form the core of the WIDA Consortium’s

approach to instructing and testing ELLs. ACCESS 2.0 may thus be described as a standards-

based English language proficiency test designed to measure the social and academic language

proficiency of ELLs in English. It assesses social and instructional English as well as the

academic language associated with language arts, mathematics, science, and social studies within

the school context across the four language domains (Listening, Reading, Writing, and

Speaking).

Other major purposes of ACCESS 2.0 include:

Identifying the English language proficiency level of students with respect to the WIDA

ELD Standards used in all member states of the WIDA Consortium,

Identifying students who have attained English language proficiency,

Assessing annual English language proficiency gains using a standards-based assessment

instrument,

Providing districts with information that will help them to evaluate the effectiveness of

their language instructional educational programs and determine staffing requirements,

Providing data for meeting federal and state statutory requirements with respect to

student assessment, and

Providing information that enhances instruction and learning in programs for English

language learners.

ACCESS 2.0 is offered in two formats: ACCESS 2.0 Paper, described in this report, and

ACCESS 2.0 Online, described in a companion report.


1.2 Format of ACCESS 2.0 Paper

1.2.1 Integration with the Standards

The original ACCESS test design, from the structure of the assessment system to the content of

each test booklet and item, is built upon the five foundational WIDA ELD Standards:

Standard 1: ELLs communicate in English for Social and Instructional purposes within the

school setting.

Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success

in the content area of Language Arts.


in the content area of Mathematics.


in the content area of Science.


in the content area of Social Studies.

For practical purposes, the five Standards are abbreviated as follows in this report:

Social and Instructional language: SIL

Language of English Language Arts: LoLA

Language of Math: LoMA

Language of Science: LoSC

Language of Social Studies: LoSS

Every selected response item and every performance-based task on ACCESS for ELLs targets at

least one of these five Standards. In the case of some test items and tasks, the standards are

combined as follows:

Integrated Language of Science (LoSC), Language of Language Arts (LoLA), and

Language of Social Studies (LoSS): IT

Language of Math (LoMA) and Language of Science (LoSC): MS

Language of English Language Arts (LoLA) and Language of Social Studies (LoSS): LS

1.2.2 Grade-Level Clusters

The grade-level cluster structure for ACCESS 2.0 Paper is as follows: K, 1, 2, 3, 4–5, 6–8, 9–12.

In the lower grades (grades 1–5), test forms may be shared across grade-level clusters. As

described in Sections 1.3.3 and 1.3.4 below, the development of the Listening and Reading tests

was conducted as part of ACCESS 1.0, which has a cluster structure that differs from that of


ACCESS 2.0 in the lower grades. The Speaking and Writing tests were developed using the

ACCESS 2.0 Online cluster structure. ACCESS 2.0 Paper clusters, therefore, bridge the cluster

structure of ACCESS 1.0 and ACCESS 2.0 Online. For example, the Cluster 2 tests in the

domains of Reading and Listening are the same test forms as the Cluster 1 tests. The Cluster 2

tests in the domains of Speaking and Writing are the same test forms as the Cluster 3 tests in

these domains. Table 1.2.2A details the grade-level cluster structure of ACCESS2.0 Paper and

the shared forms across clusters.

Table 1.2.2A ACCESS 2.0 Paper Grade-level Clusters and Shared Forms Across Clusters

ACCESS 2.0 Paper

Grade-level Clusters

Shared Test Forms

(Listening and Reading)

Shared Test Forms

(Speaking and Writing)

Grade

K K K K

1 Cluster 1 and

Cluster 2

Cluster 1 1

2 Cluster 2 and

Cluster 3

2

3 Cluster 3 and

Cluster 4–5

3

4–5 Cluster 4–5 4

5

6–8 Cluster 6–8 Cluster 6–8

6

7

8

9–12 Cluster 9–12 Cluster 9–12

9

10

11

12

1.2.3 Language Domains

The WIDA ELD Standards describe developing English language proficiency for each of the

four language domains: Listening, Reading, Writing, and Speaking. Thus, ACCESS 2.0 Paper

contains four sections, each assessing an individual language domain.

1.2.4 Language Proficiency Levels

The WIDA ELD Standards document fully delineates the continuum of language development

via five language proficiency levels (PLs) that are fully delineated in the WIDA ELD Standards

document (WIDA, 2012), with scores indicating progression through each level. These levels are

Entering, Emerging, Developing, Expanding, and Bridging. There is also a final stage known as

Reaching, which is used to describe students who have progressed across the entire WIDA

English language proficiency continuum; as such, scores do not indicate progression through this

level. The proficiency levels are shown graphically in Figure 1.2.4A.


Figure 1.2.4A. The language proficiency levels of the WIDA ELD Standards.

These language proficiency levels are embedded in the WIDA ELD Standards in a two-pronged

fashion.

First, they appear in the performance definitions. According to the WIDA ELD Standards, the

performance definitions provide a global overview of the stages of the language acquisition

process. As such, they complement the model performance indicators (MPIs; see below) for

each language proficiency level. The performance definitions are based on three criteria: (a)

vocabulary usage at the word/phrase level; (b) language forms and conventions at the sentence

level; and (c) linguistic complexity at the discourse level. Vocabulary usage refers to students’

increasing comprehension and production of the technical language required for success in the

academic content areas. Language forms and conventions refers to the increasing development of

phonological, syntactic, and semantic understanding in receptive skills or control of usage in

productive language skills. Linguistic complexity refers to students’ demonstration of oral

interaction or writing of increasing quantity and variety.

Second, the language proficiency levels of the WIDA ELD Standards are fully embedded in the

accompanying MPIs, which exemplify the Standards. The MPIs describe the expectations for

ELL students in each of the five Standards, at five1 different grade-level clusters, across the four

1 The grade-level clusters are 1, 2–3, 4–5, 6–8, and 9–12. The Listening and Reading tests are based on MPIs

aligned with the ACCESS 1.0 cluster structure. See Section 1.3 for further detail.


language domains. That is, an MPI at each of the five language proficiency levels can be found

within each combination of Standard, grade-level cluster, and language. Reaching (PL 6),

represents the end of the continuum rather than another level of language proficiency. The

sequence of these five MPIs together describes a logical progression and accumulation of skills

on the path from the lowest level of English language proficiency to full English language

proficiency for academic success. The grouping of five MPIs in logical progression is called a

“strand.”

ACCESS 2.0 is based on individual MPIs organized into strands within the WIDA ELD

Standards.2 Each selected-response item or performance-based task on ACCESS for ELLs is

carefully developed, reviewed, piloted, and field tested to ensure that it allows students to

demonstrate accomplishment of the targeted MPI.

1.2.5 Tiers

Tests must be at the appropriate difficulty level for individual test takers in order to be valid and

reliable. As one might expect, test items and tasks that allow Entering (PL 1) or Emerging (PL 2)

students to demonstrate accomplishment of the MPIs at their proficiency level will not allow

Expanding (PL 4) or Bridging (PL 5) students to demonstrate the full extent of their language

proficiency. Likewise, items and tasks that allow Expanding (PL 4) and Bridging (PL 5) students

to demonstrate accomplishment of the MPIs at their level would be far too challenging for

Entering (PL 1) or Emerging (PL 2) students. Items that are far too easy for test takers may be

boring and lead to inattentiveness on the part of students; items that are far too difficult for test

takers may be frustrating and discourage them from performing their best. But more importantly,

items that are too easy or too hard for a student add very little to the accuracy or quality of the

measurement of that student’s language proficiency.

In order to make ACCESS 2.0 appropriate to the proficiency level of individual students across

the wide range of proficiencies described in the WIDA ELD Standards, the solution is to present

the test items in three overlapping tiers (A, B, and C) for each grade-level cluster. Figure 1.2.5A

shows how the different tiers map to the language proficiency levels.

2 The ELD Standards, the MPIs, and sample items are available at the WIDA website, www.wida.us.


Figure 1.2.5.A.2.5A. Tier structure of ACCESS for ELLs

Each grade 1–12 test-taker takes either the Tier A, Tier B, or Tier C form of the assessment. The

Kindergarten assessment is not tiered.

In ACCESS 2.0 Paper, the Listening and Reading tests have three forms (that is, one at each tier)

for each grade-level cluster. Tier A has items and tasks designed to allow students at the lowest

language proficiency levels (PLs 1 and 2) to meet the WIDA ELD Standards at their language

proficiency levels, and it includes some items targeted to Level 3. Likewise, Tier C has items and

tasks designed to allow students at the highest language proficiency levels (PLs 4 and 5) to meet

the WIDA ELD Standards at their language proficiency levels, while also containing some items

targeted to Level 3. (Note that, in order to assure that students are accurately measured to PL 6,

Tier C also includes some items that are slightly more difficult than PL 5 items.) In this test

design, the tiers overlap: while Tier A and Tier C have little in common, Tier B is composed of

tasks from both Tiers A (PL 2) and C (PL 4), as well as tasks from PL 3. This overlap of tiers

ensures that all of the proficiency levels are assessed across the assessment as a whole; however,


each test booklet need not contain an unduly large number of test items. The overlap also ensures

that the entire language proficiency range is covered. Thus, a test booklet at any given tier is

primarily composed of items and tasks that span three targeted language proficiency levels.

In the domains of Writing and Speaking, for each grade-level cluster, there are two forms: a Tier

A form, and a shared Tier B and Tier C form. The Tier A form of the Writing test has items

targeting PLs 1, 2, and 3. The Writing test form that is shared by Tier B and Tier C has items

targeting PLs 4 and 5. The Tier A form of the Speaking test has item targeting PLs 1 and 3, and

the test form that is shared by Tier B and Tier C has items targeting PLs 3 and 5.

1.3 Test Development

Development of ACCESS 2.0 Series 400 Paper marked the transition point from the original

ACCESS testing program, which was entirely paper-based, to the launch of ACCESS 2.0, which

is offered both in Online and Paper formats. Development for ACCESS 2.0 Series 400 Paper

reflects this transition. The Listening and Reading tests for ACCESS 2.0 Series 400 Paper were

developed under the framework of ACCESS, while the Writing and Speaking tests were

developed under the ACCESS 2.0 framework. The general process of item writing and editing,

and of item content bias and sensitivity reviews, is similar from ACCESS to ACCESS 2.0; these

processes are described in the sections below and apply to all four domains of the test. Details

are also provided on the development of the Listening and Reading tests and then on

development of the Writing and Speaking tests. Finally, we provide a brief overview of the

development of the Kindergarten test.

1.3.1 Item Writing and Editing

Initial item writing is done by participants in an online item writing course or item writing

workshop conducted by the Center for Applied Linguistics (CAL). Then, the items generated are

reviewed internally and selected for further development based on how well they fit the

Standards and MPIs, and how different they are in terms of content from the previous year’s

items. The chosen items are refined by CAL staff before undergoing item content and bias and

sensitivity reviews.

1.3.2 Item Content and Bias and Sensitivity Reviews

After items are internally refined, they are reviewed by two panels: a content review panel and a

bias and sensitivity review panel. The panels consist of educators from WIDA Consortium states.

Items are submitted to the content review panel to assure that the content is accessible and

relevant to students in the targeted grade-level cluster, and that each item or task matches the

MPI from the WIDA ELD Standards that it is intended to assess. The bias and sensitivity review

panel inspects the items for potential bias that may unfairly disadvantage some students over

others. Bias and sensitivity panelists represent a variety of language backgrounds and ethnicities.

Based on their recommendations, the items are revised as necessary.


1.3.3 Development of Listening and Reading

The Listening and Reading components of ACCESS 2.0 Series 400 Paper were created during

the original ACCESS development cycle. ACCESS was first field tested in 2004, and from

2004–2014, development continued for ACCESS, culminating in Series 303, operational in

2014–2015. For further detail on this original field test and on the processes for ongoing item

development from 2004–2014, see the ACCESS for ELLs Technical Reports, particularly

ACCESS for ELLs Technical Report No. 1, Development and Field Test of ACCESS for ELLs

(2006) and ACCESS for ELLs Technical Report No. 11 (2016).

The Listening and Reading tests for ACCESS 2.0 Series 400 Paper are composed of the same

sets of items, across all grade-level clusters and tiers, as ACCESS Series 302, with minor

exceptions. First, the grade-level cluster structure was updated for ACCESS 2.0. Second, there

are two Reading test forms in which items are not the same between Series 302 and Series 400

Paper. In the form shared across Clusters 1 and 2 (Tier C), three items from the Series 302 form

were substituted with three items from Series 203 to produce the Series 400 form. This

substitution was made to avoid having very similar text appear in the key for different items on

the same test form. Likewise, in the form shared across Clusters 3 and 4–5 (Tier B), three items

from the Series 302 form were substituted with three items from Series 203 to produce the Series

400 form. This substitution was made to avoid a potential sensitivity issue in the wake of 2015

current events.

1.3.4 Development of Writing and Speaking

The Writing and Speaking tests for ACCESS 2.0 Series 400 Paper were developed to be shared

across the Online and Paper versions of ACCESS 2.0 and followed the usual development cycle.

In other words, the Online and Paper versions of the tests have the same tasks, by grade-level

cluster and tier, with minor exceptions. In Writing, there are some differences in presentation

between the Online and Paper test which results form the mode difference. In addition, the Paper

test does not include the Speaking tier pre-A, which is included on the Online test.3 Second, the

Paper test maintains the tier structure of ACCESS for ELLs 1.0, which was provided in three

tiers (A, B, and C), in order to accomodate the tier structure of Listening and Reading. Writing

and Speaking tasks, however, were developed for ACCESS for ELLs 2.0 Online, which has two

tiers in these domains (A and B/C). To bridge the structure of ACCESS for ELLs 1.0 and

ACCESS for ELLs 2.0 Online, the same test form is shared across Tier B and Tier C Writing and

Speaking tests. Table 1.3.2.A provides a graphic representation of this tier structure.

3 Students with very low ability levels in the Listening and Reading domains are routed to the pre-A tier for

Speaking on the Online test. The purpose of the pre-A tier is to reduce the affective impact of the test on these

students. As the Paper test is not adaptive, there is no way to route these students to pre-A for Paper.


Table 1.3.2A

ACCESS 2.0 Paper Tier Structure and Shared Forms Across Tiers in Writing and Speaking

Domain Tier Shared forms

Writing

A A

B B and C are shared

C

Speaking

A A

B B and C are shared C

1.3.4.1 Development of Tasks

For Writing tasks, after the external bias, sensitivity and content reviews, tasks are subject to two

rounds of small-scale tryouts, the first led by CAL and the second by teachers in the field. In

these tryouts, candidate folders are administered to students; student responses, as well as

observations and interviews, inform further revisions to the folders. A small-scale field test of

Writing folders is conducted, with responses scored at CAL, followed by a qualitative analysis of

the collected responses. The main purpose of this small-scale field testing is to confirm that the

tasks are functioning as intended, identify benchmark samples for rater training, and inform the

rating of the tasks when they become operational.

The development of Speaking tasks is similar to that of Writing, but, as with Listening and

Reading, all Speaking tasks undergo large-scale field testing. Thus, Speaking tasks undergo both

quantitative and qualitative analyses following the field test to determine their appropriateness

for inclusion in the next year’s operational test.

1.3.4.2 Equipercentile Linking

In order to link the new ACCESS 2.0 scoring scales in Writing and Speaking to the ACCESS for

ELLs 1.0 scoring scale, an equipercentile linking study was conducted in the spring of 2016.

This method maintains the distribution of scale scores across two assessments by assigning scale

scores to students based on their percentile ranking in the assessment.

The ACCESS 2.0 Series 400 Writing and Speaking tests were designed to measure the same

constructs and had the same specifications as ACCESS 1.0 Series 303. However, several changes

were made to the Series 400 Writing and Speaking scoring scales and scoring procedures such

that the reporting scales cannot be adequately maintained through traditional scaling procedures

(Mislevy, 1992). An equipercentile linking study (Kolen & Brennan, 2004) was conducted to

link the Series 400 and Series 303 Writing and Speaking scale scores in order to maintain the

ACCESS Writing and Speaking score distribution. The linking study adapted a process for


concordance that was proposed by Pommerich, Hanson, Harris, and Sconing (2004) and seen in

Pommerich (2007). The main analysis involves linking the scale score distribution of Series 400

early return data to those of Series 303 population data. The computer software program LEGS

(Linking with Equivalent Groups or Single Group Design) (Brennan, 2004a) was used in

conducting the linking.

The Series 303 Writing test had three tiers (A, B, C) while the Series 400 Writing test combines

Tiers B and C, therefore the Writing linking analysis was conducted by the Series 400 grade and

tiers (A, B/C) so that the data being linked between two administrations would be comparable.

To obtain Series 400 Writing scale score distribution for the early return data, student measures

were derived using the field test parameters and transformed to the ACCESS scale score metric.

During the ACCESS 2.0 Series 400 Writing field test, students took field test tasks after taking

the operational ACCESS test. For the field test analysis, Writing field test tasks and rating scale

parameters were estimated while anchoring on ACCESS Writing task parameters. These field

test parameters were used to establish a temporary scale for conducting the equipercentile linking

between series. Because the Series 303 test utilized separate Tier B and Tier C forms, population

writing data from these tiers were first combined and then used in the equipercentile analyses.

After the linking analyses were completed, each Series 400 scale score could be linked to a

Series 303 equated scale score. Series 303 Tier B scale scores were used in creating the link.

Then raw score to scale score tables were created by grade and tier. Finally, the conditional

standard errors of measurement for the Series 303 equated scale scores were used to report out

the conditional errors of measurement for Series 400 scale scores.

Since the Series 303 Speaking test was not tiered while the Series 400 Speaking test has three

tiers (Pre-A, A, B/C), Speaking linking analyses were conducted by grade across Series 400 tiers.

To obtain Series 400 Speaking scale score distribution for the early return data, a Rasch

calibration was first conducted by grade, which puts task and person measure on the same logit

scale by grade. Student measures were then derived and transformed to a temporary scale score

metric and used in the equipercentile analyses. After the linking analyses were completed, each

Series 400 scale score could be linked to a Series 303 (equated) scale score. Then raw score to

scale score tables were created by grade and tier. Essentially, the raw score range of each Series

303 grade-level cluster test was separated into three sections, one for each Series 400 tiers.

Because the Series 303 grade-level cluster raw score range is relatively short (0–13), not all of

the proficiency levels are covered at the Series 400 grade and tier level. However, all proficiency

levels are covered at the Series 400 grade-level cluster level. Finally, the conditional standard

errors of measurement for the Series 303 equated scale scores were used to report out the

conditional errors of measurement for Series 400 scale scores.

Since the goal of the equipercentile procedure is to preserve the scale score distribution of the

ACCESS Series 303 Speaking and Writing test, the proportion of students at each observable

scale score and WIDA proficiency level is constrained to be more or less the same between


series at the level where the linking was conducted. Such an approach provides stability for the

ACCESS 2.0 Series 400 Writing and Speaking scores.

1.3.5 Development of Kindergarten Test

A separate field test was conducted for the Kindergarten test in 2008 in Washington, D.C. The

final version of the adaptive Kindergarten assessment was produced by first choosing the

Listening and Reading folders (i.e., sets of thematically-related items) that contained items that

were empirically the easiest for first graders based on the data collected from the field test. These

folders were ordered from easiest to hardest on the Kindergarten assessment. The Writing

portion of the Kindergarten assessment included very simple writing tasks that were adapted

from the SIL Writing folder on the original ACCESS Cluster 1–2 Tier A test form. The Speaking

portion of the Kindergarten assessment was the same as that of the original ACCESS Cluster 1–2

test form, except it included only SIL and LoLA/LoSS folders, in order to reduce testing time.

The adaptive administration of the Kindergarten assessment includes stopping rules. In any

domain, if a student does not get at least two items in any folder correct, the administrator stops

testing in that domain and moves on to the next domain.

A total of 154 students participated in the Kindergarten field test. Of those, 55% were boys (84

students) and 45% were girls (70 students). Spanish speakers comprised 90.2% (139) of the

sample; the only other language with more than one student was Vietnamese (3).

1.3.6 Reporting Scale

ACCESS has a vertically-equated scale (i.e., one that can measure progress across the grade

levels from K to 12), as well as being horizontally equated across tiers within each grade-level

cluster.

The scale runs from 100 to 600 scale score points. The scale has an interpretive center point

across domains and composites. The centering value is 350, which represents, for original

ACCESS, the cut score between PLs 3 and 4 for grade 5. The scale has a lower bound of 100

(i.e., 250 points lower than the center of 350) and an upper bound of 600 (i.e., 250 points higher

than 350). In other words, conceptually, students from Grades K–2 with the lowest language

proficiency in any domain can go no lower than a scale score of 100 while students from Cluster

9–12 with the highest language proficiency in any domain can go no higher than 600. Observed

scores on all tests must fall between these extremes.

It should be noted that a scale score is an interpretation of a latent ability measure and not a

record of “points” earned on the test. In other words, 100 does not necessarily represent a score

of 0 at all grade-level clusters, nor does 600 represent a perfect score. In fact, due to the technical

nature of a vertical scale, as one moves from grade to grade, the scale adjusts for developmental

growth. Thus, even if a student consistently receives a score of 0 while moving from grade-level

cluster to grade-level cluster, the student’s scale score on a vertical scale would show an

increase, even if very slight.


Thus, to interpret appropriately the meaning of the scale score , a standard-setting study was

conducted, which is discussed in Section 1.3.7. We focus on the creation of the ACCESS for

ELLs scale score here.

For details on the initial development of the ACCESS score scale, conducted subsequent to the

first field test administration, see ACCESS for ELLs Technical Report No. 1, Development and

Field Test of ACCESS for ELLs (2006), as well as Kenyon, MacGregor, Li, and Cook (2011).

Throughout the duration of ACCESS for ELLs 1.0, annual equating procedures were conducted

to ensure that test results were reported on a consistent scale, year-to-year. This annual equating

is the process used to maintain the ACCESS score scale.

The reporting scale for ACCESS 2.0 Series 400 maintains the same scale as ACCESS. The logit

scale is transformed into a reporting scale by means of a linear transformation of the logit scores.

There is a separate scale, and hence a separate transformation constant, for each of the four

domains: Listening, Reading, Writing, and Speaking. For Series 400, the linear transformation of

logit scores was used to generate scale scores for Listening and Reading only.

1.3.7 Standard Setting

In order to interpret appropriately what the ACCESS scale scores meant, a standard setting study

was conducted in Madison, Wisconsin between April 20–27, 2005. The purpose of the study was

not to set new standards, per se; rather, it was to use the WIDA ELD4 Standards together with

empirical information from the field test data to conduct a defensible and replicable approach to

determining the relationship between student performances on the four domains of ACCESS and

the language proficiency levels defined by the WIDA ELD Standards. Following is a brief

summary of the Standard Setting Study. For a fuller description, see ACCESS for ELLs

Technical Report No. 1, Development and Field Test of ACCESS for ELLs (2006).

Four panels were convened, one for each grade-level cluster: 1–2, 3–5, 6–8, and 9–12. There

were 20–22 teachers or school administrators on each panel who were deemed qualified by

WIDA to participate in the study. For Listening and Reading, a bookmarking procedure was

used. Panelists were given books with all items within their grade-level cluster arranged by

empirical difficulty, from least difficult to most difficult. After discussing the MPIs and the

performance level descriptions from the WIDA ELD Standards, panelists were asked to work

independently, reading through the items and bookmarking the item that they determined a

student at PL 1 would have a 50% chance of answering correctly. They were then asked to repeat

this procedure for all levels up to PL 5.

4 Note: The 2005 ACCESS for ELLs field test and standard setting were based on the 2004 WIDA ELP standards.

The WIDA English Language Proficiency (ELP) Standards (2004, 2007) were amplified in 2012 to become English

Language Development (ELD) Standards (WIDA, 2012). In this section, the Standards are referred to as ELD

standards for consistency. A new standard setting study was conducted in summer 2016, and new scale score cut

points will be applied to ACCESS 2.0 (Paper and Online) beginning with the 2016–17 operational year of testing.


After the initial round of bookmarking, the results were compiled and discussed with the

panelists as a group. The panelists were then given the opportunity to reconsider and adjust their

bookmarking, if desired. These results were compiled and presented to the WIDA management

team, who used this data to help determine the final cut scores.

For Writing and Speaking, a modified body-of-work method was used. For Writing, the panelists

were presented a book of portfolios from their grade-level cluster. Each portfolio consisted of the

written responses from a single student’s test. For Speaking, student portfolios consisted of

audio-recorded spoken responses. Student portfolios were selected from each tier, and an attempt

was made to select students whose performances did not vary widely from one task to another.

Within each grade-level cluster, portfolios were presented in ascending order; that is, the first

portfolio represented student work that had received the lowest total raw score across responses,

and the last portfolio represented student work with a very high total raw score across responses.

After discussing the MPIs and the performance level descriptions as a group, the panelists were

asked to read through the Writing portfolios or listen to the Speaking portfolios and, working

independently, make a judgment as to the probability that the responses represented a student at a

given language proficiency level. For example, if they felt the portfolio represented the work of a

student at PL 3, they would write 100% under the column “3” on their paper. If they felt that it

was a borderline performance between PLs 2 and 3, they would write 50% under “2” and 50%

under “3.” They were allowed to indicate up to two language proficiency levels with a range in

10-point increments (i.e., 50/50, 60/40, 70/30, 80/20, or 90/10), or to indicate 100 under one

language proficiency level. The results were compiled and discussed with the panelists as a

group. The panelists were then given the opportunity to reconsider and adjust their judgments, if

desired.

The final results were analyzed by CAL using a logistic regression procedure to determine the

points along the underlying proficiency continuum at which at least 50% of the panelists would

be expected to agree that the responses would represent the work of the next higher proficiency

level. The results from this analysis were used to set the cut scores for the language proficiency

levels for Writing and Speaking.

1.4 Reporting of Results

1.4.1 Scale Scores

ACCESS scores are reported as both scale scores and proficiency level scores. Scale scores,

ranging from 100 to 600, are given for all four language domains. In addition, four composite

scores, also ranging from 100 to 600, are given: Oral Language, Literacy, Comprehension, and

Overall Composite.

The four composite scores are calculated using the following scale score weighting scheme:

Oral Language (50% Listening + 50% Speaking)

Literacy (50% Reading + 50% Writing)


Comprehension (30% Listening + 70% Reading)

Overall Composite (15% Listening + 15% Speaking + 35% Reading + 35% Writing)

Figure 1.5.1A depicts the weighting for each of the composite scores. As shown, the Overall

Composite is computed using scores from all four domains. Each of the other three composites is

shown with the weighting of domains, in terms of the weighting used for the Overall Composite.

As the diagram shows, more weighting is given to the literacy skills than to the oral skills for the

Overall Composite. This weighting resulted from a policy decision by the WIDA Board before

the first operational administration of ACCESS, based on the view that literacy skills are

paramount in developing academic language proficiency.

Figure 1.5.1A. Domain Composites

1.4.2 Language Proficiency Level Scores

In addition to the ACCESS scale scores, test score users also receive proficiency level scores.

These scores are interpretive; that is, they interpret a student’s scale score in terms of the results

of the standard setting study. The cut scores between proficiency levels are presented in Tables


1.4.2A–H and reflect the adoption of the grade-level cut scores for Series 102 and beyond, as

well as the Instructional and Accountability cut scores adapted for Kindergarten for Series 200

and beyond.

Table 1.4.2A

Cut Scores (Listening)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) List 175 204 240 279 322

K (Accountability) List 229 251 278 286 308

1 List 238 267 295 305 330

2 List 247 281 311 324 350

3 List 255 295 325 340 367

4 List 264 307 338 355 383

5 List 274 318 350 368 397

6 List 283 328 359 380 409

7 List 293 337 368 390 418

8 List 302 345 375 399 426

9 List 312 352 381 406 432

10 List 322 358 386 412 436

11 List 332 363 389 416 438

12 List 343 366 391 418 439

Table 1.4.2B

Cut Scores (Reading)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Read 121 159 204 228 255

K (Accountability) Read 238 251 261 274 295

1 Read 253 269 283 294 314

2 Read 267 286 303 312 331

3 Read 279 302 320 328 347

4 Read 291 316 336 343 360

5 Read 302 328 350 355 372

6 Read 312 340 360 366 382

7 Read 321 349 369 375 391

8 Read 329 358 376 382 398

9 Read 336 364 381 387 402

10 Read 341 370 383 390 406

11 Read 346 374 384 392 407

12 Read 350 376 385 393 408


Table 1.4.2C

Cut Scores (Writing)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Writ 145 218 244 269 326

K (Accountability) Writ 225 259 295 323 350

1 Writ 238 272 308 336 362

2 Writ 251 285 320 348 373

3 Writ 264 297 330 360 384

4 Writ 275 308 340 371 394

5 Writ 287 319 350 381 403

6 Writ 298 329 361 391 412

7 Writ 308 339 371 399 420

8 Writ 318 348 381 408 428

9 Writ 327 356 389 415 435

10 Writ 336 363 397 422 441

11 Writ 344 370 404 428 447

12 Writ 352 377 410 434 452

Table 1.4.2D

Cut Scores (Speaking)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Spek 256 285 308 342 365

K (Accountability) Spek 269 314 343 366 383

1 Spek 278 318 344 367 385

2 Spek 286 322 345 368 386

3 Spek 293 326 346 369 389

4 Spek 299 329 348 371 391

5 Spek 305 333 350 374 394

6 Spek 310 337 353 377 397

7 Spek 314 340 358 380 400

8 Spek 317 344 361 384 404

9 Spek 319 347 366 388 407

10 Spek 321 351 371 393 412

11 Spek 322 354 377 399 416

12 Spek 323 357 384 405 421


Table 1.4.2E

Cut Scores (Oral Language Composite)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Oral 216 245 274 311 344

K (Accountability) Oral 249 283 311 326 346

1 Oral 258 293 320 336 358

2 Oral 267 302 328 346 368

3 Oral 274 311 336 355 378

4 Oral 282 318 343 363 387

5 Oral 290 326 350 371 396

6 Oral 297 333 356 379 403

7 Oral 304 339 363 385 409

8 Oral 310 345 368 392 415

9 Oral 316 350 374 397 420

10 Oral 322 355 379 403 424

11 Oral 327 359 383 408 427

12 Oral 333 362 388 412 430

Table 1.4.2F

Cut Scores (Literacy Composite)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Litr 133 189 224 249 291

K (Accountability) Litr 232 255 278 299 323

1 Litr 246 271 296 315 338

2 Litr 259 286 312 330 352

3 Litr 272 300 325 344 366

4 Litr 283 312 338 357 377

5 Litr 295 324 350 368 388

6 Litr 305 335 361 379 397

7 Litr 315 344 370 387 406

8 Litr 324 353 379 395 413

9 Litr 332 360 385 401 419

10 Litr 339 367 390 406 424

11 Litr 345 372 394 410 427

12 Litr 351 377 398 414 430


Table 1.4.2G

Cut Scores (Comprehension Composite)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Cphn 138 173 215 244 276

K (Accountability) Cphn 235 251 266 278 299

1 Cphn 249 268 287 297 319

2 Cphn 261 285 305 316 337

3 Cphn 272 300 322 332 353

4 Cphn 283 313 337 347 367

5 Cphn 294 325 350 359 380

6 Cphn 303 336 360 370 390

7 Cphn 313 345 369 380 399

8 Cphn 321 354 376 387 406

9 Cphn 329 360 381 393 411

10 Cphn 335 366 384 397 415

11 Cphn 342 371 386 399 416

12 Cphn 348 373 387 401 417

Table 1.4.2H

Cut Scores (Overall Composite)

Grades Domain Cut

1/2 2/3 3/4 4/5 5/6

K (Instructional) Over 158 206 239 268 307

K (Accountability) Over 237 263 288 307 329

1 Over 249 277 303 321 344

2 Over 261 290 316 335 357

3 Over 272 303 328 347 369

4 Over 283 314 340 359 380

5 Over 293 324 350 369 390

6 Over 302 334 359 379 399

7 Over 311 342 368 386 407

8 Over 319 350 375 394 414

9 Over 327 357 382 400 419

10 Over 333 363 387 405 424

11 Over 340 368 391 409 427

12 Over 346 372 395 413 430

A proficiency level score consists of a two-digit decimal number (e.g., 4.5). The first digit

represents the student’s overall language proficiency level range based on the student’s scale

score. A score of 4.5 indicates that the student is in PL 4. The number to the right of the decimal

is an indication of the proportion of the range between cut scores that the student’s scale score

represents. A score of 4.5 tells us that the student’s scale score is halfway between the cut scores

for Levels 4 and 5.


Unlike the scale scores, which form an interval scale and are continuous across the grades from

Kindergarten to Grade 12, proficiency level scores are dependent upon which grade a student

was in when ACCESS was administered. See, for example, the Listening cut scores in Table

1.5.2A. If a Grade 2 student receives a 350 in Listening, that would be a PL score of 6.0; if a

Grade 5 student receives a 350 in Listening, that would be a 4.0; if a Grade 8 student receives a

350 in Listening, that would be a 3.2; and if a Grade 12 student receives a 350 in Listening, it

would be a 2.3.

Because the bands between cut scores vary in width, proficiency level scores should not be

considered to form an interval scale. That is, the distance between PL scores 1.5 and 2.5 cannot

be assumed to be equal to the distance between PL scores 2.5 and 3.5. Only scale scores should

be used as interval measures. Proficiency level scores are interval within a grade and proficiency

level (e.g., in Grade 3, the distance between 3.1 and 3.2 is the same as the distance between 3.7

and 3.8), but they do not form an interval scale across proficiency levels.

1.5 Test Administration

1.5.1 Test Administrator Training

To prepare individuals to serve as test administrators, test administrator training for ACCESS 2.0

Series 400 Paper was conducted through an online course hosted on WIDA’s website. Three

certifications were offered to participants: a group test administration certification pertaining to

the Listening, Reading, and Writing portions of ACCESS 2.0; a certification for the Speaking

test; and a certification for the Kindergarten test. In order to be certified to administer the

Listening, Reading, and Writing portions, participants had to complete and mark off tasks listed

on a test administrator checklist. In order to be certified to administer the Speaking test and the

Kindergarten test, participants had to pass a quiz after completing the course.

1.5.2 Test Security

Every effort is made to keep the test secure at all levels of development and administration.

WIDA, CAL, and Data Recognition Corporation (DRC, the entity responsible for distribution,

collection, and scoring of the printed tests) follow established policies and procedures regarding

the security of the test, and every individual involved in the administration of ACCESS 2.0, from

the district level to the classroom level, is trained in issues of test security.

1.5.3 Test Accommodations

If a test taker has an Individualized Education Plan (IEP), to the extent possible, the

recommendations in the student’s IEP are to be followed. The extent to which this was

accomplished for ACCESS 2.0 Series 400 Paper was a local decision made during

administration.

Starting with the 2011–2012 testing cycle, WIDA made available the Alternate ACCESS for

ELLs test (hereafter, Alternate ACCESS). Alternate ACCESS is intended only for ELLs who


have cognitive disabilities5 that are so significant as to prevent meaningful participation in

ACCESS testing, even with accommodations. The results of the Alternate ACCESS operational

administration will appear in a separate technical report.

1.6 Scoring

Test booklets are returned to DRC after testing, where they are electronically scanned in

preparation for scoring. Listening, Reading, and Writing are scored by DRC. Speaking is locally

scored by the test administrator. Details of the scoring methods are described below.

1.6.1 Listening and Reading

In the case of the Listening and Reading tests, all items are selected-response and thus are

dichotomously scored as correct or incorrect. Students mark their answers directly in their test

booklets, so each page is scanned into an electronic database.

1.6.2 Writing

Student responses to the Writing tasks are centrally scored at DRC. The ACCESS 2.0 Writing

Scoring Scale is distinct from the WIDA Writing Rubric, which is a tool for evaluating student

writing in classrooms and for interpreting student scores from ACCESS 2.0. The Writing

Scoring Scale, however, was designed specifically as a scoring tool only and is not appropriate

for any other purposes.

The ACCESS 2.0 Writing Scoring Scale has six whole score points that range from 1 through 6.

For responses that fall in between the whole score points, plus score points are available. The

scale descriptors include three different yet interrelated dimensions: discourse, sentence and

word/phrase. The scale descriptors guide raters as they consider all three dimensions in order to

make holistic judgments about which score points best suit a response. The dimensions are

distinguished as follows:

The discourse descriptors focus on the degree of organization and the extent to which the

response is tailored to the context (e.g., purpose, situation and audience).

The sentence descriptors describe a response in terms of the complexity and grammatical

accuracy of sentence structures.

The word/phrase descriptors specify the range and appropriateness of the original

vocabulary used (i.e., text other than that copied and adapted from the stimulus and

prompt).

When assigning a score, a rater needs to make an initial judgment about which score point (1 to

6) best describes a response and then determines whether the three descriptors for that score

point suit for that response. If all three descriptors fit, a whole score point should be awarded. If

5 Recommendations regarding physical disabilities, such as deafness or blindness, are available on the WIDA

website.


there is clear evidence that one or two descriptors from an adjacent score point are a better fit, a

plus score point is awarded. In addition to scale descriptors, scoring rules address special cases

where responses are nonscorable, completely or partially off-task, and completely or partially

off-topic. Both nonscorable and completely off-task responses are scored as 0. Completely off-

topic responses receive a maximum score of 2+. Partially off-task and off-topic responses are

scored in their entirety using the Scoring Scale.

To calculate a raw score for the Writing test, raters’ scores for each Writing task are converted to

whole numbers ranging from 0–11, as shown in Table 1.6.2A. On Tier A tests, for all grade-level

clusters except for Grade 1, the scores from the three tasks are added to calculate a total raw

score, which can range from 0–33. An exception to this rule is the Grade 1 Tier A test. On this

form, there are four Writing tasks. The first two of these tasks use a modified version of the

scoring scale and have score ranges of 0–1 and 0–3 respectively. The third and fourth task use

the full scoring scale from 0–11; additionally the last task is weighted as 3. Therefore, the

possible final raw scores for Grade 1 Tier A range from 0–48.

On a Tier B or Tier C test, results from the different tasks are given different weights. (Note that

for ACCESS 2.0 Series 400 Paper, the Tier B Writing test is always identical to the Tier C test.

The weighting rules are also identical for Tier B and Tier C tests). These weights are specified to

reflect intended amounts of time that a student should spend on each task. The first task is given

a weight of 1, the second task is given a weight of 2, and the third task is given a weight of 3.

Thus, for example, a student with raw scores of 5, 6, and 7 on the three tasks would have a total

raw score of 38 (5*1 + 2*6 + 3*7), while a student with raw scores of 7, 6, and 5 on the three

tasks would have a total raw score of 34 (7*1 + 2*6 + 3*5). Raw scores on the Tier B/C tests can

range from 0–66.

Table 1.6.2A

Rating to raw score conversion (Writing)

Rating Raw Score

0 0

1 1

1+ 2

2 3

2+ 4

3 5

3+ 6

4 7

4+ 8

5 9

5+ 10

6 11

1.6.2.1 Scoring Procedures for Writing

Writing tasks are scored by trained raters using the ACCESS 2.0 Writing Scoring Scale.

According to documentation from DRC, raters are well-educated professionals, with at least a


four-year college degree in a relevant field and a demonstrated writing ability. Prior to scoring

any live student responses, the raters undergo thorough training and qualifying. Training is task-

specific in order to ensure that raters understand the nuances of each unique Writing task. Team

Leaders, who are selected based on prior performance as raters and for their leadership skills, are

assigned to small groups of raters; there are typically ten raters on each team. The Team Leaders

are responsible for monitoring the performance of their team members and providing ongoing

feedback to support accurate scoring. Scoring Directors are promoted from within DRC and earn

their positions by demonstrating quality work as scorers and Team Leaders on previous projects.

Scoring Directors are responsible for a specific set of tasks within a single grade-level cluster.

The Scoring Directors train and oversee the teams of scorers assigned to these tasks. What

follows are general scoring procedures utilized by DRC.

Rater Training and Qualifying

Raters are seated at stations and are assigned unique ID numbers and passwords.

The Scoring Director provides detailed directions for use of DRC’s computerized scoring

system.

The Scoring Director trains the raters using task-specific anchor sets and training sets.

Raters must demonstrate scoring proficiency on qualifying sets before scoring live

responses. Scoring proficiency is defined as 70% agreement on two qualifying sets for

Writing.

Once raters are qualified, they are further trained for their grade-level cluster on the

specific tasks for which they will rate responses. After this more specific training, they

take calibration sets to ensure a consistent interrater understanding of how to apply the

scoring scale to their particular tasks.

DRC uses calibration sets to calibrate the raters to the actual tasks they will be scoring.

Routing Responses to Ensure “Blind” Second Ratings

The DRC scoring system ensures that responses are routed to qualified raters until the

prescribed number of ratings is performed for all responses.

Raters do not know if they are the first or second rater.

Monitoring Scoring (Quality Control)

Ongoing quality control checks and procedures help monitor and maintain the quality of

the scoring sessions. DRC monitors rater reliability with a 20% read-behind protocol.

Read-behind data are monitored daily.

Responses can be retrieved on-demand (e.g., specific grade-level clusters, specific

students) should the need arise during or subsequent to the scoring process.


If needed, responses can be rescored based on task- or response-level information, such

as task number, date, score value assigned, or scorer ID.

For Writing, DRC uses validation sets. These are sets of items seeded into the operational

sets that, on a daily basis, monitor how raters are doing when compared to the known

ratings of the validity sets. The raters do not know which items are operational and which

are from a validation set.

Handling Unusual Responses

Raters can forward responses to Team Leaders for assistance.

Responses requiring special attention, including nonscorable responses, are routed to

Scoring Directors for review and resolution.

1.6.3 Speaking

The Speaking test is administered individually to each test taker. The test is media delivered.

Students listen to an audio recording of the test input while following along in a test booklet. For

each task on the Speaking test, a model student response exemplifies the task-level expectations

for students and also serves as a scoring benchmark. The test administrator monitors and scores

the test. Responses are immediately scored by the administrator while the test is administered.

After listening to the student’s responses, the administrator assigns a score. The Speaking test is

scored using a scoring scale that is designed to evaluate student responses relative to the model

student’s response. As part of test administration, the test administrators hear the model student

response before each student response, which supports them in assigning an appropriate score

relative to the model response. The possible ratings are defined as follows:

Exemplary use of oral language to provide an elaborated response. The student’s

language use is comparable to or going beyond the model in sophistication.

Strong use of oral language to provide a detailed response. The student’s language use is

approaching that of the model in sophistication, though not as rich.

Adequate use of oral language to provide a satisfactory response. The student’s language

use is not as sophisticated as that of the model.

Attempted use of oral language to provide a response in English. The student’s language

use does not support an adequate response.

No response in English.

Operationally, a score of 4 is given for every task with a score of Exemplary, 3 for Strong, 2 for

Adequate, 1 for Attempted, and 0 for No Response. The sum of those scores is the total Speaking

raw score for that student.

Table 1.6.3A presents the WIDA Consortium’s Speaking Scoring Scale, which summarizes the

scoring criteria for each score point. These criteria are applied relative to the target proficiency


level of the task (P1, P3, or P5), and the task-level expectations are embedded within the model

student response. For P1 tasks, only scores of No Response (0), Attempted (1), or Adequate and

above (2) are possible.

Table 1.6.3A

Speaking Scoring Scale

To calculate a raw score for the Speaking test, the five score points are converted to whole

numbers, as shown in Table 1.6.3B. To calculate a total raw score, the raw scores for each task

are added together. Speaking tasks on Tier A target PL 1 and PL 3, and Speaking tasks on tiers B

and C target PL 3 and PL 5. To compute raw scores for Tiers B and C, six points are added to the

total raw score, representing a score of Adequate and Above for three tasks targeting language at

PL 1. Though a Tier B or C student would not have been administered any tasks targeting the PL

1 level, it is assumed that a score of Adequate and Above would be applicable to such tasks.

Thus, on the tier A form, scores range from 0–18; on the B/C test, from 6–30.

Table 1.6.3B

Score point to raw score conversion (Speaking).

Score Points Raw Score

No Response (B, F, or I)* 0

Attempted 1

Adequate/Adequate and Above 2

Strong 3

Exemplary 4


* B= Blank response; F= Foreign language response; I = Indecipherable response

1.6.3.1 Training Procedures for Scoring Speaking

The Speaking Test is the only portion of ACCESS 2.0 that is scored locally. Test administrators

must complete the relevant online ACCESS 2.0 Paper test administrator training module (either

Grades 1–5 or Grades 6–12) for the Speaking test and pass the accompanying quiz. The training

focuses on developing the test administrator’s ability to score the test reliably. Separate training

materials are available that address test administration and monitoring procedures. To reliably

score the test, test administrators are then trained on the Speaking Scoring Scale (see Table

1.6.3A). Training materials are available for each grade-level cluster, and raters listen to anchor

samples and view score justifications that provide detailed explanations for scores based on the

scoring scale. Practice samples are also available so that raters can practice assigning scores. The

course includes both required training material for each grade-level cluster as well as optional

training material. Raters are required to complete training sections for each grade-level cluster

they will administer and score. However, if a rater will score more than three grade-level

clusters, they may complete rater training for only three. The quizzes include 12 items in which

raters listen to and assign a score to a task response. The pass rate for the quiz is 80% correct.


2. An Assessment Use Argument for ACCESS 2.0: Focus on

Assessment Records

One important factor in developing an assessment as a measurement tool is considering how to

determine its validity. Validity is “the degree to which evidence and theory support the

interpretations of test scores for proposed uses of tests” (American Educational Research

Association, American Psychological Association, & National Council on Measurement in

Education [AERA, APA, & NCME], 2014, p. 11). Evaluations of test validity assess the

evidence that supports the interpretations and decisions made about test takers on the basis of

their performance on a test, and the appropriateness and adequacy of such interpretations. A fully

developed validation framework, including an Assessment Use Argument (AUA; Bachman &

Palmer, 2010), consists of several steps (described in Section 2.1 below) that connect test design

and administration to intended and actual score interpretation and consequences. This chapter

contextualizes the information presented in this Annual Technical Report within an argument-

based approach to addressing validity (Bachman & Palmer, 2010; Chapelle, Enright, &

Jamieson, 2008; Kane, 2002, 2013; Mislevy, Almond, & Lukas, 2004) for ACCESS 2.0.

An argument-based approach to the ACCESS 2.0 validation framework organizes the

information in the present report to support claims about Assessment Records (i.e., test scores

and proficiency level descriptions collected via ACCESS 2.0). Specifically, tables and figures

from this report are explicitly linked to questions related to assessment data. Chapelle, Enright,

& Jamieson (2010) support using such a structure to present information to assessment users

because, “based on an analysis of four points of comparison—framing the intended score

interpretation, outlining the essential research, structuring research results into a validity

argument, and challenging the validity argument—we conclude that an argument-based approach

to validity introduces some new and useful concepts and practices” (p. 3).

The complete validity argument that will be employed to support the use of ACCESS 2.0 will

show the path from test design to test taker performance to the uses and interpretations of test

scores and the subsequent consequences of test use. This framework is structured around

assertions, or claims, about the assessment. The claims are presented as a series of statements

that connect some aspect of the assessment process to the intended purposes of the assessment.

Evidence for each claim is then organized by the action that is used to ensure each claim, and it

includes results from analyses of test data, outside documentation, and other resources. In the

complete validation argument, this process of identifying evidence to support claims will

encompass the entire testing process, from the commencement of the test design to the

consequences of test use (Bachman & Palmer, 2010; Llosa, 2008); Figure 2A shows the process

by which evidence supports validation actions, which are used to establish larger claims about

ACCESS 2.0.


Figure 2A: General Argument Structure for Assessment Validation (simplified from Toulmin, 2003).

2.1 The Generic Validation Framework for ACCESS 2.0

The generic validation framework that will be applied to the entire ACCESS 2.0 testing process

was developed at the Center for Applied Linguistics (CAL) and is hereafter referred to as CAL’s

Validation Framework. CAL’s Validation Framework, shown in Figure 2.1A, combines models

for both test development (i.e., Evidence-Centered Design [Mislevy, Almond, & Lukas, 2004])

and assessment validation (i.e., the AUA from Bachman and Palmer [2010]) to cover the

assessment development and implementation process from initial conceptualization to the score

interpretations and consequences of using the assessment. This framework constantly looks both

forward and backward, and each subsequent step depends upon the strength of the step below it;

for this reason, the steps are numbered from seven to one. For example, during the initial Plan

step, test developers state the anticipated decisions and consequences of implementing the

assessment program, which are eventually investigated in Decisions, and Consequences

represents the culmination of all previous steps. This structure highlights the fact that any

weakness in a lower step affects the steps above it.


Figure 2.1A: CAL’s Validation Framework (based on Bachman & Palmer, 2010; Mislevy, Almond, & Lukas, 2004).

In CAL’s Validation Framework, Plan involves an examination of possible decisions that state

educational agencies might make and consequences that might result from the assessment. This

leads to the consideration of several models during Design, where specifications that answer

such critical questions as “What are we measuring?” and “How do we measure it?” are

developed (Mislevy, Almond, & Lukas, 2004). The subsequent steps of the validation framework

highlight the trialing, implementation, and use of the assessment results, beginning with test

takers’ performance on the assessment (Assessment Performance) and continuing through the

collection of test scores (Assessment Records), interpretations of those test scores

(Interpretations), decisions made based on the test scores (Decisions), and the consequences of

test use (Consequences).

2.2 Focus on Assessment Records

Although the complete validation framework for ACCESS 2.0 contains seven steps (see Figure

2.1A), the data presented in this document cover only Assessment Records. By focusing on

Assessment Records (i.e., test scores and proficiency level descriptions), the information in the

Annual Technical Report will be used to support claims related to the quality and consistency of


the assessment data gathered and analyzed using ACCESS 2.0. The claims in this step of the

AUA all pertain to the general question, “How do we know that the reported language domain

scores and composite scores on ACCESS 2.0 are consistent and dependable?” Other questions

about the development, administration, and outcomes of ACCESS 2.0 will be evaluated in a

forthcoming document, currently in development by WIDA.

The diagram in Figure 2.2A shows a visual representation of an argument-based approach for

supporting claims related to Assessment Records. The figure shows how Assessment Records

(Step 4), will fit into the complete, generic validation framework. Evidence in the form of data

from this report or other sources will be presented to support these claims as they relate to

ACCESS 2.0.

Figure 2.2A: Structure of the Argument-Based Approach Supporting Assessment Records (Step 4) contained in this

chapter.

2.2.1 Breakdown of Claims for the Assessment Records Produced in the

ACCESS 2.0 Assessment Program

Assessment Records (Step 4) of the complete ACCESS 2.0 validation framework, is broken down

into the following six claims:

C4.6. All test takers are provided comparable opportunities to demonstrate their English

Language Proficiency.

C4.5. All tasks and items are scored consistently for all test takers.

C4.4. Test items/tasks work appropriately together to measure each test taker’s English


Language Proficiency.

C4.3. The same scale scores obtained by test takers in different years retain the same meaning.

C4.2. ACCESS 2.0 measures English Language Proficiency for all test takers in a fair and

unbiased manner.

C4.1. Test takers are classified appropriately according to the proficiency levels defined in the

WIDA English Language Development Standards.

As shown in Figure 2.2.1A, these claims depend upon each other, again moving from (C4.6)

down to (C4.1). Within this organizational structure, each successive claim builds upon the

previous one(s) (e.g., ratings are only useful to test developers and stakeholders if all test takers

are provided comparable opportunities to demonstrate their proficiency). In the next section,

these claims are broken down even further into actions that are taken to ensure the consistency

and reliability of the assessment records.

Figure 2.2.1A: Progression of Claims for Step 4: Assessment Records.


2.3 Evidence for Assessment Records Claims of ACCESS 2.0

In this section, evidence in the form of data or other sources (e.g., test administration manuals,

other information within this report, etc.) is connected to each of the Assessment Records claims

via the actions taken to ensure those claims. This section denotes the sections of the report, and

the tables, figures, and external sources that provide evidence related to each action. A summary

table of the information presented in this section is contained in Section 2.4. Information on how

to navigate the tables and figures throughout this report is presented in Section 2.5.

Because these claims relate to Assessment Records, which is Step 4 of the overall validation

framework, their numbering begins with 4. The number after the decimal denotes the level of the

claim within Step 4. This numbering system is used in anticipation of the development of more

complete documentation of a validity argument for ACCESS 2.0, which will be completed by

WIDA. Individual actions to ensure each claim are denoted by the corresponding letter (a, b, c,

and so on).

Claim 4.6 – All test takers are provided comparable opportunities to demonstrate their

English Language Proficiency.

Action 4.6a: Well-specified procedures were developed for test administrators so that they are

able to administer the test consistently.

Evidence: Procedures for administering the test and producing reported scores are documented in

the ACCESS 2.0 Test Administrator Manual. 1

Action 4.6b: Test administrators document and report any irregularities that may occur so that

appropriate action may be taken.

Evidence: General processes and procedures for test irregularities due to student condition,

testing environment, or other unusual occurrences can be found in the District and School Test

Coordinator Test Administrator Manual.2 Specific testing situations, including where to start and

stop the test, when breaks can be taken, material management protocol in the case of damaged

testing material, and other detailed guidance, can be found in the Test Administrator Manual.

States each have a specific policy for Test Administrators to follow in the case of a testing

irregularity, which can include steps such as documentation to use or notification procedures to

follow. These state specific steps can be found on the ACCESS 2.0 State Checklists, found on

the state pages3 and within the training course. Additionally, the ACCESS 2.0 Training Course

highlights common testing irregularities and the resources to use in these circumstances.

1 The Test Administrator Manual can be found at:

https://www.wida.us/assessment/access%202.0/documents/2016TestAdministratorManual.pdf 2 The District and School Test Coordinator Test Administration Manual can be found at:

https://www.wida.us/assessment/access%202.0/documents/2016DistrictandSchoolTestCoordinatorManual.pdf 3 WIDA state pages can be found at: https://www.wida.us/membership/states/index.aspx


In the case that the test administrator has additional questions about how to proceed in the event

of a testing irregularity, the WIDA Client Services Center can be contacted via email at

[email protected] or toll free at 1-866-276-7735.

Action 4.6c: Procedures are in place to ensure that items and tasks do not have issues with bias or

sensitivity.

Evidence: As detailed in Section 1.3.2, all test items and tasks are subject to bias and sensitivity

reviews. These reviews examine items to ensure that they do not favor students from a particular

SES, geographic area, educational background, or introduce other systematic biases.

Claim 4.5 – All items and tasks are scored consistently for all test takers.

Action 4.5a: Raters of performance-based tasks undergo training so that they know how to score

appropriately.

Evidence: Section 1.6 of this report specifies the scoring procedure for ACCESS 2.0. Section

1.6.2 provides information rater training and qualifying protocols for the Writing domain, which

is centrally scored by DRC. The Speaking test is locally scored. Section 1.6.3.1 details the

training processes that should be followed by local schools and districts. Local schools and

districts are responsible for ensuring that each rater is properly trained using these materials, for

providing sufficient time and training to prepare raters for rating the speaking test, ensuring that

that the appropriate resources needed to rate the Speaking test are provided, and for routinely

monitoring the rating of speaking tests and evaluating inter-rater reliability indices.

Action 4.5b: Listening and Reading items are scored electronically using a carefully checked

key.

Evidence: Section 1.6 of this report specifies the scoring procedure for ACCESS 2.0. Listening

and Reading items are dichotomous and are scored electronically by DRC (see Section 1.6.1).

Action 4.5c: Raters of performance-based tasks are certified, demonstrating that they can score

appropriately.

Evidence: Section 1.6 of this report specifies the scoring procedure for ACCESS 2.0. Writing

tasks are centrally scored at DRC, and all raters are pre-screened, trained, and subject to

qualifying scoring tests before becoming operational raters. Once raters are qualified, they then

undergo additional training on the grade-level cluster and specific tasks they will be scoring.

Following this more intense training, the raters are subject to calibration sets to ensure that they

are properly calibrated to the grade cluster and task(s) (see Section 1.6.2).

Speaking is scored by the local test administrator after the completion of training on test

administration and on the Speaking Rubric (see Section 1.6.3).


Action 4.5d: Raters of Writing tasks are monitored daily to ensure that they are scoring

appropriately.

Evidence: DRC provides raters of performance-based tasks with specially prepared calibration

sets each day to ensure that the scoring rubric is being applied consistently across scoring

sessions (see Section 1.6.2). For the Writing test, pre-rated and vetted validation sets are seeded

into the operational items for scoring. The validation sets are utilized to ensure that raters are

scoring accurately and consistently and any drift is identified and promptly corrected.

Action 4.5e: Scoring data for Writing tasks are analyzed for rater agreement to understand how

closely raters agree.

Evidence: For a sample of 20% of responses to each task, interrater reliability is calculated for

each of the Writing tasks (see Section 5.2.8; see Table 6F). During operational scoring, these

data are monitored daily for quality control purposes.

Claim 4.4 – Test items/tasks work appropriately together to measure each test taker’s

English Language Proficiency.

Action 4.4a: For each test form (e.g., Reading 6–8B), item and task analyses are performed and

psychometric properties of the items and tasks are evaluated to confirm that scores are internally

consistent.

Evidence: Section 5.2.8 describes the ways in which test reliability is computed for the forms.

Results are presented in Table 6F.

Action 4.4b: For each domain and composite score across tiers, item and task analyses are

performed and psychometric properties of the items and tasks are evaluated to confirm that

scores are internally consistent.

Evidence: A single reliability estimate, a stratified Cronbach’s alpha (Cronbach, Schonemann, &

McKie, 1965), is calculated across the three tiers for each domain. Cronbach’s alpha indicates

the extent to which items work together to measure the same construct. The stratified Cronbach’s

alpha is an average reliability, and it is used when test takers are administered several related

subtests but are then evaluated based on a composite of those subtest scores. Table 8D presents

the data used to calculate an estimate of the reliability of the composite scores using a stratified

Cronbach’s alpha (see also Section 7.1.1.).

Action 4.4c: Analyses of Rasch model fit statistics are conducted to show that individual tasks

perform appropriately.

Evidence: The Complete Item or Task Analysis Summary table includes information on the

Rasch fit statistics for each test item (see Section 5.2.9, Table 6G). These statistics, called outfit

mean square and infit mean square statistics, are calculated by comparing the observed empirical

data with the values that the Rasch model expects test takers to produce. Infit and outfit statistics

indicate any consistently unusual performance in relation to the item’s difficulty measure by


measuring the degree to which examinees’ responses to items deviate from expected responses.

Both statistics have an expected value of 1.0. Items with infit and outfit mean square statistics

between 0.5 and 1.5 are considered “productive for measurement” (Linacre, 2002). Values

between 1.5 and 2.0 are “unproductive for construction of measurement, but not degrading.”

Values greater than 2.0 might “distort or degrade the measurement system.” Values below 0.5

are “less productive for measurement, but not degrading.” Infit helps ensure that test takers

within a range of the targeted proficiency level perform as expected. It is not as sensitive to

outliers as outfit. Outfit can be skewed if test takers with extreme (i.e., high-level or low-level)

proficiency do not perform as expected. High infit is a bigger threat to validity, but is more

difficult to explain than high outfit (Linacre, 2002). The infit and outfit mean square statistics are

part of the evaluation criteria used to select the items and tasks that appear on the final

operational forms.

Action 4.4d: Items and tasks of appropriate difficulty are chosen for each domain.

Evidence: The Complete Item or Task Analysis and Summary tables (see Section 5.2.9, Tables

6G) provide information on the difficulty of each item or task. Section 5.2.9 describes the

construction of these tables. When the test is assembled, task difficulty is one of several criteria

used to select appropriate items for operational assessment from the pool of field tested items.

Claim 4.3 – The same scale scores obtained by test takers in different years retain the same

meaning.

Action 4.3a: A sufficient number of items and tasks are used as anchor items across adjacent

years to maintain a consistent scale from year to year.

Evidence: For ACCESS 2.0 Series 400 Paper, the Listening and Reading test forms were reused

forms from ACCESS Series 302. See Section 1.3.3 for further detail.

For ACCESS 2.0 Series 400 Paper Speaking and Writing, all tasks were new. Equipercentile

linking was conducted to link the distribution of scores on ACCESS 2.0 Series 400 to the

distribution of scores on ACCESS Series 303. See Section 1.3.4.2 for further information on

equipercentile linking.

Action 4.3b: New items and tasks are calibrated with anchor items to ensure that their difficulty

measures are on the same consistent scale that is used from year to year.

Evidence: In typical years for the original ACCESS test, both new and previously used items and

tasks (i.e., anchor items) are included on each test form (see Table 6G for a list of new and

anchored test items/tasks).

For ACCESS 2.0 Series 400, which marks the transition between the original ACCESS test and

ACCESS 2.0, there were no test forms which had a mix of both old and new items and tasks.

Consistency with the original ACCESS scale was maintained in two ways. In the domains of

Listening and Reading, the Series 400 Paper tests are reused forms of the ACCESS Series 302


test. In the domains of Writing and Speaking, equipercentile linking was conducted to maintain

the distribution of scale scores across years (see Section 1.3.4.2).

Action 4.3c: The same scaling equation is applied from year to year to ensure that scale scores

are obtained consistently over time.

Evidence: The following scaling equations are used to convert ability measures in logits to scale

scores:

L: (Ability Measure in Logits*37.571) + 316.637

R: (Ability Measure in Logits*26.000) + 323.272

These equations have been in use from the first operational administration of ACCESS (Series

100).

For Writing and Speaking, because an equipercentile approach was used for scaling results,

scaling equations were not used for ACESS 2.0 Series 400. Scaling was conducted during the

ACESS 2.0 Series 400 operational year, and new scaling equations for these domains will be

applied to ACCESS 2.0 Series 401. See Section 1.3.4.2 for further information on equipercentile

linking.

Claim 4.2 – ACCESS 2.0 measures English Language Proficiency for all test takers in a fair

and unbiased manner.

Action 4.2a: Differential item functioning (DIF) analyses are conducted to determine whether

any items or tasks may be biased against certain subgroups.

Evidence: Results of DIF analyses are provided in Table 6H (see Section 5.2.10 for an overview

of these tables). Analyses search for bias in contrasting groups based on gender (male versus

female) and ethnicity (Hispanic versus non-Hispanic). Table H in Chapter 6 shows the number of

items that favored one group or the other at all levels of DIF.

Action 4.2b: Items that show evidence of DIF are carefully reviewed so that any that indicate

bias are not used for scoring and are removed from future test forms.

Evidence: If an item shows C-level DIF, a content review panel is convened to examine the

content of the item. The panel is composed of diverse members and is chosen carefully so that

panelists include male and female members as well as bilingual individuals who speak either

English and Spanish or English and another language. The panel then comes to a consensus on

whether or not the item content is likely to favor or disfavor specific subgroups of students.

Claim 4.1 – Test takers are classified appropriately according to the proficiency levels

defined in the WIDA English Language Development Standards.


Action 4.1a: Distributions of scale scores and proficiency levels for each domain are analyzed to

confirm that ACCESS 2.0 effectively measures the performance of test takers across the range of

English Language Proficiency levels as defined by the WIDA ELD Standards.

Evidence: The distribution of test takers’ raw scores on ACCESS 2.0, organized by individual

test form (e.g., Reading 3–5B), shows the extent to which ACCESS 2.0 effectively measures the

performance of test takers across the range of ELD abilities that each form was designed to

assess (see Section 5.2.1; see Table 6A; see Table 6B).

The distribution of test takers’ scale scores on ACCESS 2.0, organized by test form (e.g.,

Reading 3–5B), shows that ACCESS 2.0 effectively measures the performance of test takers

across the range of ELD abilities that each form was designed to assess (see Section 5.2.2; see

Table 6B; see Figure 6B).

The proficiency level distribution of test takers’ scores on ACCESS 2.0, organized by individual

test form (e.g., Reading 3–5B), shows that ACCESS 2.0 effectively measures the performance of

test takers across the range of proficiency levels that each form was designed to assess (see

Section 5.2.3; see Table 6C; see Figure 6C).

The Raw Score to Proficiency Level Score table shows the interpretive proficiency level score

associated with each raw score (see Section 5.2.12; see Table 6J). This distribution of scores

shows that ACCESS 2.0 effectively measures the performance of test takers across the range of

proficiency levels that each form was designed to assess.

The Test Characteristic Curve for each test form graphically shows the relationship between test

takers’ ability measure (which is calculated based on test performance using Rasch modeling) on

the horizontal axis and the expected raw scores on the vertical axis (see Section 5.2.6; see Figure

6D). Five vertical lines indicate the five cut scores for the highest grade in the cluster, dividing

the figure into six sections for each of the six WIDA language proficiency levels. The curve

shows that higher expected raw scores are required to be placed into higher language proficiency

levels. Note that for Series 400, the test forms for Writing and Speaking were linked to ACCESS

Series 303 using an equipercentile linking methodology. The Test Characteristic Curve is not

appropriate for this year’s assessment. See Section 1.3.4.2 for further information on

equipercentile linking.

Action 4.1b: Distributions of scale scores and proficiency levels, organized by grade-level

cluster, are analyzed to confirm that ACCESS 2.0 effectively measures the performance of test

takers across the range of English Language Proficiency levels as defined by the WIDA ELD

Standards.

Evidence: The distribution of test takers’ scale scores on ACCESS 2.0, organized by grade-level

cluster, shows that ACCESS 2.0 effectively measures the performance of test takers across the

range of ELD abilities as described by the WIDA ELD Standards (see Section 7.2.1; Table 8A;

see Figure 8A).


The proficiency level distribution of test takers’ scores on ACCESS 2.0, organized by grade-

level cluster, shows that ACCESS 2.0 effectively measures the performance of test takers across

the range of proficiency levels as defined by the WIDA ELD Standards (see Section 7.2.2; see

Table 8B; see Figure 8B).

The Test Characteristic Curve reflects test takers’ mean raw scores by domain on ACCESS 2.0

across the entire test for Kindergarten and across the three tiers for the other grade-level clusters

(see Section 7.2.4; Figure 8C). It also graphically illustrates how the tiers differ in difficulty,

showing that ACCESS 2.0 effectively captures a range of ELD ability levels. Tier A is

represented by a dotted curve, Tier B by a light solid curve, and Tier C by a dark solid curve. As

shown, Tier B is more difficult than Tier A, and Tier C is more difficult than Tier B.

Note that for ACCESS 2.0 Series 400, the test forms for Writing and Speaking were linked to

ACCESS Series 303 using an equipercentile linking methodology (described in Section 1.3.4.2).

The Test Characteristic Curve is not appropriate for this year’s assessment.

Action 4.1c: For each test form, analyses are run to confirm that English Language Proficiency is

measured with high precision at the cut points pertinent to each tier.

Evidence: The Test Information Function graphically shows how well the test is measuring

across the ability measure spectrum, which is calculated based on test performance using Rasch

modeling (see Section 5.1.1; see Figure 6E). High values indicate more accuracy in

measurement. Test forms for different tiers are designed to measure most accurately at certain

proficiency levels (i.e., PL1 through PL3 for Tier A, PL2 through PL4 for Tier B, and PL3 and

up for Tier C), and the expected peak of the distribution should occur within the desired range of

the cut scores.

Note that for ACCESS 2.0 Series 400, Test Information Function figures are provided for

Listening and Reading. Test Information Function figures are not provided for Writing and

Speaking, as the equipercentile linking methodology means that the Speaking and Writing task

parameters are not on the ACCESS logit scale.

Action 4.1d: Across domains, analyses are run to confirm that English Language Proficiency is

measured with high precision at the cut points pertinent to each tier.

Evidence: The conditional standard error of measurement (CSEM) at the cut point provides

information on how precisely test takers’ performances on ACCESS 2.0 are measured at the cut

points between language proficiency levels. These cut points are critical because they are the

points at which decisions are made about test taker placements. The CSEM at the cut score point

tables provide information on the conditional standard error of measurement at the cut scores by

grade-level cluster and domain. Because the cut points depend on the grade, information for each

domain is provided for each grade within a grade-level cluster (see Section 7.2.3; see Table 8C).


From Table 8C, it is possible to examine how well the different tiers measure the English

Language Proficiency of test takers at the appropriate proficiency level cut scores (i.e., PL1

through PL3 for Tier A, PL2 through PL4 for Tier B, and PL3 and up for Tier C).

Note that for ACCESS 2.0 Series 400, the CSEM values are estimated from the equipercentile

linking (see Section 1.3.4.2 and Section 7.2.3).

The Test Information Function reflects the precision of measurement by graphically presenting

the standard error of measurement across tiers for grade-level clusters (see Section 7.2.5, see

Figure 8D). Tier A is represented by a dotted curve, Tier B by a light solid curve, and Tier C by a

dark solid curve. As shown, Tier B is more difficult than Tier A, and Tier C is more difficult than

Tier B. As in Figure C (see Section 7.2.4), the cut scores at the highest grade in each cluster are

indicated by vertical lines. These lines make it easy to see that the test forms for different tiers

measure most accurately at the proficiency levels they are intended to capture.

Note that for ACCESS 2.0 Series 400, Test Information Function figures are provided for

Listening and Reading. Test Information Function figures are not provided for Writing and

Speaking, as the equipercentile linking methodology means that the Speaking and Writing task

parameters are not on the ACCESS logit scale.

Action 4.1e: Classification and accuracy analyses are conducted by grade level to confirm that

proficiency level classifications are reliable for all domain and composite scores.

Evidence: Information related to the accuracy of test takers’ proficiency-level classifications is

presented in multiple ways (see Section 7.2.7; see Table 8E). A separate table is provided for

each grade in a grade-level cluster. The table provides overall indices related to the accuracy and

consistency of classification. These indices indicate the percentage of all test takers who would

be classified into the same language proficiency level by both the administered test and either the

true score distribution (accuracy) or a parallel test (consistency). Table 8E also shows accuracy

and consistency information conditional on level and provides indices of classification accuracy

and consistency at the cut points.


2.4 Summary of Assessment Records Claims, Actions, and Evidence

Table 2.4A

Summary of Assessment Records Claims, Actions, and Evidence

Claim Actions Evidence

6. All test takers are

provided comparable

opportunities to

demonstrate their

English Language

Proficiency.

a. Well-specified procedures were developed

for test administrators so that they are able to

administer the test consistently.

a. Test Administration Manual

b. Test administrators document and report any

irregularities that may occur so that

appropriate action may be taken.

b. Evidence summarized with claim at

4.6b.

c. Procedures are in place to ensure that items

and tasks do not have issues with bias or

sensitivity.

c. Section 1.3.2

5. All items and tasks

are scored

consistently for all

test takers.

a. Raters of performance-based tasks undergo

training so that they know how to score

appropriately.

a. Section 1.6

b. Listening and Reading items are scored

electronically using a carefully checked key..

b. Section 1.6

c. Raters are of performance-based tasks are

certified, demonstrating that they can score

appropriately.

c. Section 1.6

d. Raters of Writing tasks are monitored daily

to ensure that they are scoring appropriately.

d. Section 1.6.2

e. Scoring data for Writing tasks are analyzed

for rater agreement to understand how

closely raters agree.

e. Section 5.2.8, Table 6F

4. Test items/tasks

work appropriately

together to measure

each test taker’s

English Language

Proficiency.

a. For each test form (e.g., Reading 6–8B), item

and task analyses are performed and

psychometric properties of the items and

tasks are evaluated to confirm that scores are

internally consistent.

a. Section 5.2.8, Table 6F

b. For each domain and composite score across

tiers, item and task analyses are performed

and psychometric properties of the items and

tasks are evaluated to confirm that scores are

internally consistent.

b. Section 7.7.1., Table 8D

c. Analyses of Rasch model fit statistics are

conducted to show that individual tasks

perform appropriately

c. Section 5.1.1., Table 6G

d. Items and tasks of appropriate difficulty are

chosen for each domain.

d. Section 5.2.9, Table 6G


3. The same scale

scores obtained by

test takers in

different years retain

the same meaning.

a. A sufficient number of items and tasks are

used as anchor items across adjacent years to

maintain a consistent scale from year to year.

a. Section 1.3.3, section 1.3.4.2

b. New items and tasks are calibrated with

anchor items to ensure that their difficulty

measures are on the same consistent scale

that is used from year to year.

b. n/a for Series 400 Paper, see

discussion with claim 4.3b

c. The same scaling equation is applied from

year to year to ensure that scale scores are

obtained consistently over time

c. Evidence summarized with claim at

4.3c, see also Section 1.3.4.2.

2. ACCESS 2.0

measures English

Language

Proficiency for all

test takers in a fair

and unbiased

manner.

a. Differential item functioning (DIF) analyses

are conducted to determine whether any

items or tasks are biased against certain

subgroups.

a. Section 5.2.10, Table 6H

b. Items that show evidence of DIF are

carefully reviewed so that any that indicate

bias are not used for scoring and are removed

from future test forms

b. Evidence summarized with claim at

4.3b

1. Test takers are

classified

appropriately

according to the

proficiency levels

defined in the WIDA

English Language

Development

Standards.

a. Distributions of raw scores, scale scores and

proficiency levels for each domain are

analyzed to confirm that ACCESS 2.0

effectively measures the performance of test

takers across the range of English Language

Proficiency levels as defined by the WIDA

English Language Development Standards.

a. Sections 5.2.1.; 5.2.2.; 5.2.3; 5.2.6;

5.2.12; Tables 6A; 6B; 6C; 6J;

Figures 6A; 6B; 6C; 6D.

b. Distributions of scale scores and proficiency

levels, organized by grade-level cluster, are

analyzed to confirm that ACCESS 2.0

effectively measures the performance of test

takers across the range of English Language

Proficiency levels as defined by the WIDA

English Language Development Standards.

b. Sections 7.2.1; 7.2.2; 7.2.4; Tables

8A; 8B; Figures 8A; 8B; 8C.

c. For each test form, analyses are run to

confirm that English Language Proficiency is

measured with high precision at the cut

points pertinent to each tier.

c. Section 5.1.1, Figure 6E

d. Across domains, analyses are run to confirm

that English Language Proficiency is

measured with high precision at the cut

points pertinent to each tier

d. Sections 7.2.3; 7.2.5; Table 8C;

Figure 8D

e. Classification and accuracy analyses are

conducted by grade-level to confirm that

proficiency level classifications are reliable

for all domain and composite scores.

e. Section 7.2.7; Table 8E


2.5 Visual Guide to Tables and Figures

This section provides a visual overview to the tables and figures contained in this report. For

readers who are reviewing this report in an electronic format, section headers are built into the

document structure to assist the reader to navigate through the document.

2.5.1 Guide to Chapter 4, Student Results

Chapter 4 has three subsections:

4.1 Participation

4.2 Scale Score Results

4.3 Proficiency Level Results

Section 4.1, Participation, presents distributions of students’ participation by grade and grade-

level cluster. Table 2.5.1A provides an overview of the tables included in this section.

Table 2.5.1A

Table Numbering System for Section 4.1, Participation

4.1.1. Participation by Grade-level Cluster

Table Title

4.1.1.1 Participation by Grade-Level Cluster by State

4.1.1.2 Participation by Grade-Level Cluster by Gender

4.1.1.3 Participation by Grade-Level Cluster by Ethnicity

4.1.2. Participation by Grade

Table Title

4.1.2.1 Participation by Grade by State

4.1.2.2 Participation by Grade by Gender

4.1.2.3 Participation by Grade by Ethnicity

4.1.3. Participation by Tier

Table Title

4.1.3.1 Participation by Grade-Level Cluster by Tier and by Domain

4.1.3.2 Participation by Grade by Tier and by Domain

4.1.3.3 Participation by Grade-Level Cluster by Tier and by Gender

4.1.3.4 Participation by Grade-Level Cluster by Tier and by Ethnicity


Section 4.2, Scale Score Results, presents distributions of scale score results by grade and by

grade-level cluster. These are further broken down by gender and ethnicity, and finally,

correlations among scale score results are presented. Table 2.5.1.B presents the section

numbering system for this section.

Table 2.5.1B

Section Numbering System for Section 4.2, Scale Score Results

Mean Scale Scores Across Domain and Composite

4.2.1. By Grade-level Cluster 4.2.2. By Grade

Alone 4.2.1.1 4.2.2.1

And by Gender 4.2.1.2 4.2.2.2

And by Ethnicity 4.2.1.3 4.2.2.3

4.2.3. Correlations Among Scale Scores by Grade-level Cluster

Section 4.3, Proficiency Level Results, presents distributions of students’ proficiency level results

for the four domains and four composites, by grade and by grade-level cluster. Table 2.5.1C lists

the numbering system for subsections. Each subsection contains a table expressing descriptive

statistics as counts (Table A) and percentages (Table B).

Table 2.5.1C

Section Numbering System for Section 4.3, Proficiency Level Results

By Grade-Level

Cluster by Tier

By Grade by Tier By Grade

For each, distributions by count and by percent

4.3.1 Listening 4.3.1.1 4.3.1.2 4.3.1.3

4.3.2 Reading 4.3.2.1 4.3.2.2 4.3.2.3

4.3.3 Writing 4.3.3.1 4.3.3.2 4.3.3.3

4.3.4 Speaking 4.3.4.1 4.3.4.2 4.3.4.3

4.3.5 Oral Composite 4.3.5.1 4.3.5.2 4.3.5.3

4.3.6 Literacy Composite 4.3.6.1 4.3.6.2 4.3.6.3

4.3.7 Comprehension Composite 4.3.7.1 4.3.7.2 4.3.7.3

4.3.8 Overall Composite 4.3.8.1 4.3.8.2 4.3.8.3


2.5.2. Guide to Chapter 6, Analyses of Test Forms Results

Chapter 6 is organized by grade-level cluster. Each grade-level cluster is divided into 4

subsections, one for each domain, as follows.

Table 2.5.2A

Section Numbering System for Chapter 6, Analysis of Test Forms Results

Domain or Composite

Grade-level Cluster

K 1 2 3 4–5 6–8 9–12

Listening 6.1.1 6.2.1 6.3.1 6.4.1 6.5.1 6.6.1 6.7.1

Reading 6.1.2 6.2.2 6.3.2 6.4.2 6.5.2 6.6.2 6.7.2

Writing 6.1.3 6.2.3 6.3.3 6.4.3 6.5.3 6.6.3 6.7.3

Speaking 6.1.4 6.2.4 6.3.4 6.4.4 6.5.4 6.6.4 6.7.4

The 28 subsections in Table 2.5.2A are further divided by tier. For each of the tier subsections,

the following tables and figures are presented:

Table 2.5.2B

Table and Figure Numbering System for Chapter 8, Analysis Across Tiers Results

Figure Table

Raw Score Distributions A A

Scale Score Distributions B B

Proficiency Level Distributions C C

Scaling Equation D

Equating Summary E

Test Characteristic Curve D

Test Information Function E

Reliability F

Complete Item/Task Analysis and Summary G

DIF Analysis and Summary H

Raw Score to Scale Score Conversion Chart I

Raw Score to Proficiency Level Conversion Chart J


2.5.3 Guide to Chapter 8, Analysis Across Tiers Results

Chapter 8 is organized by grade-level cluster. Each grade-level cluster is divided into 8

subsections, one for each domain and one for each composite, as follows.

Table 2.5.3A

Section Numbering System for Chapter 8, Analysis Across Tiers Results

Domain or Composite

Grade-level Cluster

K 1 2 3 4–5 6–8 9–12

Listening 8.1.1 8.2.1 8.3.1 8.4.1 8.5.1 8.6.1 8.7.1

Reading 8.1.2 8.2.2 8.3.2 8.4.2 8.5.2 8.6.2 8.7.2

Writing 8.1.3 8.2.3 8.3.3 8.4.3 8.5.3 8.6.3 8.7.3

Speaking 8.1.4 8.2.4 8.3.4 8.4.4 8.5.4 8.6.4 8.7.4

Oral Composite 8.1.5 8.2.5 8.3.5 8.4.5 8.5.5 8.6.5 8.7.5

Literacy Composite 8.1.6 8.2.6 8.3.6 8.4.6 8.5.6 8.6.6 8.7.6

Comprehension Composite 8.1.7 8.2.7 8.3.7 8.4.7 8.5.7 8.6.7 8.7.7

Overall Composite 8.1.8 8.2.8 8.3.8 8.4.8 8.5.8 8.6.8 8.7.8

For each domain and composite subsection, the following tables and figures are presented:

Table 2.5.3B

Table and Figure Numbering System for Chapter 8, Analysis Across Tiers Results

Figure Table Applies to

Scale Score Distributions A A Domains and Composites

Proficiency Level Distributions B B Domains and Composites

CSEM at Cut Scores C Domains only

Test Characteristic Curve C Domains only

Test Information Function D Domains only

Weighted Reliability D Domains and Composites

Accuracy and Consistency of Classification E Domains and Composites


3. Descriptions of Student Results Chapter 3 provides a description of the tables that appear in Chapter 4.

3.1 Participation

Participation in ACCESS 2.0 Paper is shown in three ways: by grade-level cluster; by grade, and

by tier.

3.1.1 Grade-Level Cluster

Chapter 4.1.1 gives information on participation by grade-level cluster.

Table 4.1.1.1 shows participation across the 38 WIDA states that participated in the operational

testing program of ACCESS 2.0 Paper in 2015–2016. The first row shows the grade-level

cluster, the next 38 rows show the number of students in that grade-level cluster who took the

test by state, and the final row shows the total number of participants across all 38 states.

Table 4.1.1.2 shows participation by grade-level cluster and by gender across all 38 states

combined, while Table 4.1.1.3 shows participation by grade-level cluster and by ethnicity across

all 38 states.

3.1.2 Grade

Section 4.1.2 provides similar data as the previous section, but it is broken out by grade rather

than by grade-level cluster.

3.1.3 Tier

Section 4.1.3 gives information on participation by tier.

Table 4.1.3.1 shows this information by grade-level cluster, tier, and domain.

Table 4.1.3.2 shows the same information, but by grade rather than by grade-level cluster.

Table 4.1.3.3 shows the breakdown by grade-level cluster and tier for gender.

Table 4.1.3.4 shows the same information for ethnicity (Hispanic vs. Non-Hispanic). Consortium

member states use the Census Bureau categories for student ethnicity.

Note that in some circumstances there was a mismatch between a student’s reported grade and

the reported grade-level cluster of the test the student took (e.g., a student who was reported to be

in Grade 5 was administered a test in the 6–8 grade-level cluster). In all, 586 students were

administered a test form for a grade-level cluster other than their reported grade. Table 3.1 below

shows the number of students in each grade who were administered out-of-grade tests, and the

test forms that they were administered. The data for these students was eliminated from all

analyses in this report.


Table 3.1

Students Excluded from Analysis due to Grade/Grade-Level Cluster Mismatch

Grade

Grade-Level Cluster and Tier

Total

1 2 3 4–5 6–8 9–12

K A B C A B C A B C A B C A B C A B C

K 27 9 4 5 7 1 7 3 1 4 2 3 5 1 1 7 3 1 91

1 131 11 8 7 6 1 1 3 3 2 4 1 2 4 1 0 185

2 10 19 23 10 10 13 6 4 1 0 0 1 1 2 0 4 104

3 10 1 1 0 7 8 8 12 17 6 1 0 1 0 1 1 74

4 5 1 0 0 0 0 1 7 4 1 0 0 3 0 1 0 23

5 5 0 0 0 0 0 2 3 3 2 4 5 7 0 0 0 31

6 1 2 0 0 0 0 0 0 2 0 4 2 1 0 1 0 13

7 2 0 0 0 0 1 1 2 3 0 1 1 1 1 0 0 13

8 1 1 1 0 0 0 0 0 0 0 0 0 1 4 5 3 16

9 1 0 0 0 0 0 0 0 0 0 0 0 0 1 7 3 12

10 2 1 1 0 0 0 1 1 0 0 0 0 0 2 0 2 10

11 2 5 2 0 0 0 0 0 0 0 1 0 0 1 0 0 11

12 1 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 3

Total 171 57 37 14 23 26 21 36 29 11 29 26 14 18 15 20 18 12 9 586


3.2.1 Mean Scale Scores Across Domain and Composite Scores Section

Chapter 4.2.1 shows mean (average) scale scores by grade-level cluster across the eight scores

awarded on ACCESS, first for the four domains (Listening, Speaking, Reading, and Writing) and

then for the four composites (Oral Language, Literacy, Comprehension, and Overall). In this

section, under each average, the number of students in each group is also given.

Table 4.2.1.1 shows mean scale scores by grade-level cluster, while Table 4.2.1.2 shows the

same information broken down by gender, and Table 4.2.1.3 shows the same information broken

down by race and ethnicity. In 2010, the Census Bureau introduced a new approach to reporting

race and ethnicity. Previously, race and ethnicity had been a single category with six values

(Hispanic, Asian/Pacific Islander/Hawaiian, Black/African American, American Indian/Alaskan

Native, White-Non Hispanic, and Multi-racial/Other). Under the new approach, ethnicity has

become a binary category (Hispanic or Non-Hispanic), with five categories for race (American

Indian/Alaskan Native, Asian, Black/African American, Pacific Islander/Hawaiian, and White)

that are not mutually exclusive. Thus, for example, Student A may be labeled as Hispanic for

ethnicity and Asian for race, while Student B may be labeled as Non-Hispanic for ethnicity and

both American Indian/Alaskan Native and Black/African American for race. Starting with Series

202, students who are labeled as Hispanic are included in the Hispanic (Of Any Race) category,


regardless of how many racial categories they are included in. Students who are identified as one

of the racial categories (e.g., Asian) and have not been identified as Hispanic are identified in

only one racial category; if they are identified in more than one racial category, and have not

been identified as Hispanic, then they are labeled Non-Hispanic Multi-racial.

Section 4.2.2 shows the mean scale scores broken down by grade rather than by grade-level

cluster. Table 4.2.2.1 shows mean scale scores by grade, while Table 4.2.2.2 shows the same

information broken down by gender, and Table 4.2.2.3 shows the same information broken down

by ethnicity and race.

3.2.2 Correlations

Tables 4.2.3A through 4.2.3G show correlations among the four domain scale scores by grade-

level clusters across all tiers, as well as the number of students included in each correlation.

Table 4.2.3A shows the results for Kindergarten, Table 4.2.3B shows the results for grade-level

cluster 1, Table 4.2.3C shows the results for grade-level cluster 2, Table 4.2.3D shows the results

for grade-level cluster 3, Table 4.2.3E shows the results for grade-level cluster 4–5, Table 4.2.3F

shows the results for grade-level cluster 6–8, and Table 4.2.3G shows the results for grade-level

cluster 9–12. Beginning with Series 101, caps were placed on students taking Tier A and Tier B

test forms in Listening and Reading. This capping of scores may raise the correlation between

those two scores, while decreasing the correlation of those two scores with Speaking and

Writing. Note that all correlations in Tables 4.2.3A through 4.2.3G are significant at the 0.01

level (2-tailed).


Proficiency level results show the distribution of students falling into the six language

proficiency levels outlined by the WIDA ELD Standards. The results are presented in eight

subsections by count and percentage:

Table 4.3.1 Listening

Table 4.3.2 Reading

Table 4.3.3 Writing

Table 4.3.4 Speaking

Table 4.3.5 Oral Language Composite

Table 4.3.6 Literacy Composite

Table 4.3.7 Comprehension Composite

Table 4.3.8 Overall Composite

Within each section, results are first presented by grade-level cluster and tier in Section 4.3.*.1

(note that * indicates a subsection variable). Tables 4.3.*.1A shows the number of students who

were classified into each language proficiency level, while Table 4.3.*.1B shows the percentage


of students (within each row) classified into each language proficiency category. These tables

clearly show the effect of the capping of scores on Tier A and Tier B for Listening and Reading.

Following the presentation by tier and cluster, results are presented by grade and tier in Section

4.3.*.2. Again, the first table in this section shows the number of students classified into each

language proficiency level, while the second table shows the results in terms of percentages

within each row.

Finally, in Section 4.3.*.3, results are presented by grade alone, that is, without the tiers. Again,

the first table shows the number of students classified into each language proficiency level, while

the second table shows the results in terms of percentages within each row.


4 Student Results

4.1 Participation

4.1.1 Participation by Grade-Level Cluster

4.1.1.1 By State

Table 4.1.1.1

Participation by Cluster by State S400 Paper

State

Cluster

Total K 1 2 3 4-5 6-8 9-12

AK 1,450 313 316 350 742 862 683 4,716

AL 3,641 1,130 1,016 864 396 461 463 7,971

CO 11,155 3,723 3,936 3,883 5,742 6,279 5,297 40,015

DC 1,023 29 22 15 11 4 1 1,105

DE 1,922 4 7 2 1 2 2 1,940

FL 34,806 38,241 35,830 25,762 44,921 39,165 40,571 259,296

GA 17,236 5,184 5,050 3,768 1,489 425 339 33,491

HI 1,992 1,490 1,910 1,757 1,831 2,269 2,489 13,738

ID 2,274 6 2 7 8 7 9 2,313

IL 27,203 13,017 13,363 5,897 3,695 2,795 2,463 68,433

IN 7,346 170 244 141 196 196 49 8,342

KY 3,227 97 100 84 83 86 91 3,768

MA 10,187 6,273 6,272 5,484 6,808 6,329 7,653 49,006

MD 10,305 12 15 15 90 86 17 10,540

ME 463 56 55 43 78 246 407 1,348

MI 10,326 625 678 634 1,052 1,287 1,511 16,113

MN 8,349 152 92 80 166 208 206 9,253

MO 4,736 20 17 27 25 19 14 4,858

MP 44 0 0 0 0 0 0 44

MT 150 2 5 4 0 0 0 161

NC 12,664 314 314 316 238 139 142 14,127

ND 419 12 8 11 11 15 23 499

NH 459 108 93 98 103 103 118 1,082

NJ 11,990 576 230 187 206 295 338 13,822

NM 5,453 475 518 613 914 1,140 287 9,400

NV 8,000 0 0 1 0 4 18 8,023

OK 7,534 3,987 3,694 3,583 3,611 2,935 2,304 27,648

PA 4,898 1,453 1,480 1,367 2,310 2,978 2,299 16,785

RI 1,199 336 286 301 295 315 331 3,063

SC 3,999 808 1,055 1,034 1,501 1,569 915 10,881

SD 748 60 65 53 28 35 5 994

TN 5,507 10 3 1 1 1 1 5,524

UT 5,028 51 38 12 19 26 28 5,202

VA 13,857 5,376 5,024 2,515 1,488 1,245 1,742 31,247

VI 124 0 0 0 0 0 0 124

VT 180 3 3 3 2 2 2 195

WI 5,601 30 36 28 43 36 42 5,816

WY 425 35 18 20 25 35 30 588

Total 245,920 84,178 81,795 58,960 78,129 71,599 70,890 691,471


4.1.1.2 By Gender

Table 4.1.1.2

Participation by Cluster by Gender S400 Paper

Cluster

Gender

Total F M Missing

K Count 114,213 128,977 2,730 245,920

% within Cluster 46.4% 52.4% 1.1% 100.0%

1 Count 39,655 44,102 421 84,178

% within Cluster 47.1% 52.4% 0.5% 100.0%

2 Count 38,360 43,071 364 81,795

% within Cluster 46.9% 52.7% 0.4% 100.0%

3 Count 26,770 31,842 348 58,960

% within Cluster 45.4% 54.0% 0.6% 100.0%

4-5 Count 35,173 42,542 414 78,129

% within Cluster 45.0% 54.5% 0.5% 100.0%

6-8 Count 32,119 39,036 444 71,599

% within Cluster 44.9% 54.5% 0.6% 100.0%

9-12 Count 32,238 38,215 437 70,890

% within Cluster 45.5% 53.9% 0.6% 100.0%

Total Count 318,528 367,785 5,158 691,471

% within Cluster 46.1% 53.2% 0.7% 100.0%

4.1.1.3 By Ethnicity

Table 4.1.1.3

Participation by Cluster by Ethnicity S400 Paper

Cluster

Hispanic/Non-Hispanic

Total Hispanic Other Unknown

K Count 165,084 73,437 7,399 245,920

% within Cluster 67.1% 29.9% 3.0% 100.0%

1 Count 62,414 20,707 1,057 84,178

% within Cluster 74.1% 24.6% 1.3% 100.0%

2 Count 60,765 20,015 1,015 81,795

% within Cluster 74.3% 24.5% 1.2% 100.0%

3 Count 42,770 15,230 960 58,960

% within Cluster 72.5% 25.8% 1.6% 100.0%

4-5 Count 57,317 19,686 1,126 78,129

% within Cluster 73.4% 25.2% 1.4% 100.0%

6-8 Count 50,912 19,248 1,439 71,599

% within Cluster 71.1% 26.9% 2.0% 100.0%

9-12 Count 48,512 20,959 1,419 70,890

% within Cluster 68.4% 29.6% 2.0% 100.0%

Total Count 487,774 189,282 14,415 691,471

% within Cluster 70.5% 27.4% 2.1% 100.0%


4.1.2 Participation by Grade

4.1.2.1 By State

Table 4.1.2.1

Participation by Grade by State S400 Paper

State

Grade

Total K 1 2 3 4 5 6 7 8 9 10 11 12

AK 1,450 313 316 350 402 340 328 289 245 288 177 123 95 4,716

AL 3,641 1,130 1,016 864 235 161 150 159 152 213 147 67 36 7,971

CO 11,155 3,723 3,936 3,883 3,308 2,434 2,094 2,084 2,101 2,469 1,245 795 788 40,015

DC 1,023 29 22 15 5 6 2 1 1 0 1 0 0 1,105

DE 1,922 4 7 2 1 0 0 2 0 1 0 0 1 1,940

FL 34,806 38,241 35,830 25,762 25,379 19,542 13,908 12,722 12,535 12,981 11,717 9,535 6,338 259,296

GA 17,236 5,184 5,050 3,768 852 637 161 127 137 188 83 38 30 33,491

HI 1,992 1,490 1,910 1,757 956 875 737 770 762 1,041 640 445 363 13,738

ID 2,274 6 2 7 2 6 0 3 4 5 1 1 2 2,313

IL 27,203 13,017 13,363 5,897 2,239 1,456 1,032 893 870 1,100 638 452 273 68,433

IN 7,346 170 244 141 103 93 72 59 65 20 13 12 4 8,342

KY 3,227 97 100 84 44 39 34 23 29 45 25 12 9 3,768

MA 10,187 6,273 6,272 5,484 3,801 3,007 2,264 2,067 1,998 2,807 2,014 1,650 1,182 49,006

MD 10,305 12 15 15 48 42 37 30 19 9 3 2 3 10,540

ME 463 56 55 43 36 42 18 109 119 112 102 110 83 1,348

MI 10,326 625 678 634 584 468 453 416 418 551 415 303 242 16,113

MN 8,349 152 92 80 86 80 81 67 60 43 43 46 74 9,253

MO 4,736 20 17 27 13 12 10 3 6 6 5 2 1 4,858

MP 44 0 0 0 0 0 0 0 0 0 0 0 0 44

MT 150 2 5 4 0 0 0 0 0 0 0 0 0 161

NC 12,664 314 314 316 170 68 40 46 53 64 26 30 22 14,127

ND 419 12 8 11 4 7 5 7 3 14 2 5 2 499

NH 459 108 93 98 56 47 29 39 35 43 33 25 17 1,082

NJ 11,990 576 230 187 120 86 101 95 99 177 90 42 29 13,822

NM 5,453 475 518 613 451 463 460 307 373 136 67 44 40 9,400

NV 8,000 0 0 1 0 0 0 0 4 3 5 6 4 8,023

OK 7,534 3,987 3,694 3,583 2,327 1,284 1,183 872 880 1,034 621 388 261 27,648

PA 4,898 1,453 1,480 1,367 1,242 1,068 1,003 1,039 936 763 702 467 367 16,785

RI 1,199 336 286 301 152 143 100 111 104 131 99 60 41 3,063

SC 3,999 808 1,055 1,034 778 723 549 539 481 423 194 191 107 10,881

SD 748 60 65 53 12 16 13 8 14 3 0 1 1 994

TN 5,507 10 3 1 1 0 0 0 1 0 0 1 0 5,524

UT 5,028 51 38 12 8 11 10 7 9 7 8 10 3 5,202

VA 13,857 5,376 5,024 2,515 874 614 385 419 441 858 413 339 132 31,247

VI 124 0 0 0 0 0 0 0 0 0 0 0 0 124

VT 180 3 3 3 1 1 0 1 1 1 0 1 0 195

WI 5,601 30 36 28 28 15 9 16 11 22 7 8 5 5,816

WY 425 35 18 20 10 15 18 8 9 11 6 5 8 588

Total 245,920 84,178 81,795 58,960 44,328 33,801 25,286 23,338 22,975 25,569 19,542 15,216 10,563 691,471


4.1.2.2 By Gender

Table 4.1.2.2

Participation by Grade by Gender S400 Paper

Grade

Gender

Total F M Missing

K Count 114,213 128,977 2,730 245,920

% within Grade 46.4% 52.4% 1.1% 100.0%

1 Count 39,655 44,102 421 84,178

% within Grade 47.1% 52.4% 0.5% 100.0%

2 Count 38,360 43,071 364 81,795

% within Grade 46.9% 52.7% 0.4% 100.0%

3 Count 26,770 31,842 348 58,960

% within Grade 45.4% 54.0% 0.6% 100.0%

4 Count 20,076 23,988 264 44,328

% within Grade 45.3% 54.1% 0.6% 100.0%

5 Count 15,097 18,554 150 33,801

% within Grade 44.7% 54.9% 0.4% 100.0%

6 Count 11,310 13,794 182 25,286

% within Grade 44.7% 54.6% 0.7% 100.0%

7 Count 10,470 12,727 141 23,338

% within Grade 44.9% 54.5% 0.6% 100.0%

8 Count 10,339 12,515 121 22,975

% within Grade 45.0% 54.5% 0.5% 100.0%

9 Count 11,185 14,188 196 25,569

% within Grade 43.7% 55.5% 0.8% 100.0%

10 Count 8,836 10,587 119 19,542

% within Grade 45.2% 54.2% 0.6% 100.0%

11 Count 7,051 8,083 82 15,216

% within Grade 46.3% 53.1% 0.5% 100.0%

12 Count 5,166 5,357 40 10,563

% within Grade 48.9% 50.7% 0.4% 100.0%

Total Count 318,528 367,785 5,158 691,471

% within Grade 46.1% 53.2% 0.7% 100.0%


4.1.2.3 By Ethnicity

Table 4.1.2.3

Participation by Grade by Ethnicity S400 Paper

Grade



K Count 165,084 73,437 7,399 245,920

% within Grade 67.1% 29.9% 3.0% 100.0%

1 Count 62,414 20,707 1,057 84,178

% within Grade 74.1% 24.6% 1.3% 100.0%

2 Count 60,765 20,015 1,015 81,795

% within Grade 74.3% 24.5% 1.2% 100.0%

3 Count 42,770 15,230 960 58,960

% within Grade 72.5% 25.8% 1.6% 100.0%

4 Count 32,747 10,926 655 44,328

% within Grade 73.9% 24.6% 1.5% 100.0%

5 Count 24,570 8,760 471 33,801

% within Grade 72.7% 25.9% 1.4% 100.0%

6 Count 17,967 6,779 540 25,286

% within Grade 71.1% 26.8% 2.1% 100.0%

7 Count 16,612 6,277 449 23,338

% within Grade 71.2% 26.9% 1.9% 100.0%

8 Count 16,333 6,192 450 22,975

% within Grade 71.1% 27.0% 2.0% 100.0%

9 Count 18,289 6,723 557 25,569

% within Grade 71.5% 26.3% 2.2% 100.0%

10 Count 13,566 5,584 392 19,542

% within Grade 69.4% 28.6% 2.0% 100.0%

11 Count 10,159 4,823 234 15,216

% within Grade 66.8% 31.7% 1.5% 100.0%

12 Count 6,498 3,829 236 10,563

% within Grade 61.5% 36.2% 2.2% 100.0%

Total Count 487,774 189,282 14,415 691,471

% within Grade 70.5% 27.4% 2.1% 100.0%


4.1.3 Participation by Tier

4.1.3.1 By Cluster by Domain

Table 4.1.3.1

Participation by Cluster by Tier by Domain S400 Paper

Cluster

Domain

Listening Reading Writing Speaking

K Tier - 245,920 245,920 245,920 245,920

1 Tier

A 30,871 30,871 30,871 30,871

B 33,166 33,166 33,166 33,166

C 20,141 20,141 20,141 20,141

Total 84,178 84,178 84,178 84,178

2 Tier

A 10,443 10,443 10,443 10,443

B 33,659 33,659 33,659 33,659

C 37,693 37,693 37,693 37,693

Total 81,795 81,795 81,795 81,795

3 Tier

A 10,579 10,579 10,579 10,579

B 21,826 21,826 21,826 21,826

C 26,555 26,555 26,555 26,555

Total 58,960 58,960 58,960 58,960

4-5 Tier

A 13,495 13,495 13,495 13,495

B 23,831 23,831 23,831 23,831

C 40,803 40,803 40,803 40,803

Total 78,129 78,129 78,129 78,129

6-8 Tier

A 17,007 17,007 17,007 17,007

B 21,611 21,611 21,611 21,611

C 32,981 32,981 32,981 32,981

Total 71,599 71,599 71,599 71,599

9-12 Tier

A 19,245 19,245 19,245 19,245

B 21,330 21,330 21,330 21,330

C 30,315 30,315 30,315 30,315

Total 70,890 70,890 70,890 70,890


4.1.3.2 By Grade by Domain

Table 4.1.3.2

Participation by Grade by Tier by Domain S400 Paper

Grade

Domain


K Tier - 245,920 245,920 245,920 245,920

1 Tier

A 30,871 30,871 30,871 30,871

B 33,166 33,166 33,166 33,166

C 20,141 20,141 20,141 20,141

Total 84,178 84,178 84,178 84,178

2 Tier

A 10,443 10,443 10,443 10,443

B 33,659 33,659 33,659 33,659

C 37,693 37,693 37,693 37,693

Total 81,795 81,795 81,795 81,795

3 Tier

A 10,579 10,579 10,579 10,579

B 21,826 21,826 21,826 21,826

C 26,555 26,555 26,555 26,555

Total 58,960 58,960 58,960 58,960

4 Tier

A 7,272 7,272 7,272 7,272

B 14,862 14,862 14,862 14,862

C 22,194 22,194 22,194 22,194

Total 44,328 44,328 44,328 44,328

5 Tier

A 6,223 6,223 6,223 6,223

B 8,969 8,969 8,969 8,969

C 18,609 18,609 18,609 18,609

Total 33,801 33,801 33,801 33,801

6 Tier

A 5,779 5,779 5,779 5,779

B 7,803 7,803 7,803 7,803

C 11,704 11,704 11,704 11,704

Total 25,286 25,286 25,286 25,286

7 Tier

A 5,756 5,756 5,756 5,756

B 6,982 6,982 6,982 6,982

C 10,600 10,600 10,600 10,600

Total 23,338 23,338 23,338 23,338

8 Tier

A 5,472 5,472 5,472 5,472

B 6,826 6,826 6,826 6,826

C 10,677 10,677 10,677 10,677

Total 22,975 22,975 22,975 22,975

9 Tier

A 8,118 8,118 8,118 8,118

B 7,111 7,111 7,111 7,111

C 10,340 10,340 10,340 10,340

Total 25,569 25,569 25,569 25,569

10 Tier

A 5,577 5,577 5,577 5,577

B 5,983 5,983 5,983 5,983

C 7,982 7,982 7,982 7,982

Total 19,542 19,542 19,542 19,542

11 Tier

A 3,799 3,799 3,799 3,799

B 4,785 4,785 4,785 4,785

C 6,632 6,632 6,632 6,632

Total 15,216 15,216 15,216 15,216

12 Tier

A 1,751 1,751 1,751 1,751

B 3,451 3,451 3,451 3,451

C 5,361 5,361 5,361 5,361

Total 10,563 10,563 10,563 10,563


4.1.3.3 By Cluster by Gender

Table 4.1.3.3

Participation by Cluster by Tier by Gender S400 Paper

Cluster Tier

Gender

Total F M Missing

K - Count 114,213 128,977 2,730 245,920

% within Tier 46.4% 52.4% 1.1% 100.0%

1

A Count 14,004 16,711 156 30,871

% within Tier 45.4% 54.1% 0.5% 100.0%

B Count 15,573 17,414 179 33,166

% within Tier 47.0% 52.5% 0.5% 100.0%

C Count 10,078 9,977 86 20,141

% within Tier 50.0% 49.5% 0.4% 100.0%

2

A Count 4,570 5,798 75 10,443

% within Tier 43.8% 55.5% 0.7% 100.0%

B Count 15,297 18,183 179 33,659

% within Tier 45.4% 54.0% 0.5% 100.0%

C Count 18,493 19,090 110 37,693

% within Tier 49.1% 50.6% 0.3% 100.0%

3

A Count 4,552 5,967 60 10,579

% within Tier 43.0% 56.4% 0.6% 100.0%

B Count 9,730 11,968 128 21,826

% within Tier 44.6% 54.8% 0.6% 100.0%

C Count 12,488 13,907 160 26,555

% within Tier 47.0% 52.4% 0.6% 100.0%

4-5

A Count 5,995 7,391 109 13,495

% within Tier 44.4% 54.8% 0.8% 100.0%

B Count 10,370 13,311 150 23,831

% within Tier 43.5% 55.9% 0.6% 100.0%

C Count 18,808 21,840 155 40,803

% within Tier 46.1% 53.5% 0.4% 100.0%

6-8

A Count 7,814 9,071 122 17,007

% within Tier 45.9% 53.3% 0.7% 100.0%

B Count 9,312 12,129 170 21,611

% within Tier 43.1% 56.1% 0.8% 100.0%

C Count 14,993 17,836 152 32,981

% within Tier 45.5% 54.1% 0.5% 100.0%

9-12

A Count 8,749 10,349 147 19,245

% within Tier 45.5% 53.8% 0.8% 100.0%

B Count 9,610 11,597 123 21,330

% within Tier 45.1% 54.4% 0.6% 100.0%

C Count 13,879 16,269 167 30,315

% within Tier 45.8% 53.7% 0.6% 100.0%


4.1.3.4 By Cluster by Ethnicity

Table 4.1.3.4

Participation by Cluster by Tier by Ethnicity S400 Paper

Cluster Tier



K - Count 165,084 73,437 7,399 245,920

% within Tier 67.1% 29.9% 3.0% 100.0%

1

A Count 23,383 7,037 451 30,871

% within Tier 75.7% 22.8% 1.5% 100.0%

B Count 24,161 8,625 380 33,166

% within Tier 72.8% 26.0% 1.1% 100.0%

C Count 14,870 5,045 226 20,141

% within Tier 73.8% 25.0% 1.1% 100.0%

2

A Count 7,336 2,875 232 10,443

% within Tier 70.2% 27.5% 2.2% 100.0%

B Count 25,105 8,091 463 33,659

% within Tier 74.6% 24.0% 1.4% 100.0%

C Count 28,324 9,049 320 37,693

% within Tier 75.1% 24.0% 0.8% 100.0%

3

A Count 7,726 2,607 246 10,579

% within Tier 73.0% 24.6% 2.3% 100.0%

B Count 15,930 5,569 327 21,826

% within Tier 73.0% 25.5% 1.5% 100.0%

C Count 19,114 7,054 387 26,555

% within Tier 72.0% 26.6% 1.5% 100.0%

4-5

A Count 9,768 3,408 319 13,495

% within Tier 72.4% 25.3% 2.4% 100.0%

B Count 16,694 6,741 396 23,831

% within Tier 70.1% 28.3% 1.7% 100.0%

C Count 30,855 9,537 411 40,803

% within Tier 75.6% 23.4% 1.0% 100.0%

6-8

A Count 12,819 3,834 354 17,007

% within Tier 75.4% 22.5% 2.1% 100.0%

B Count 14,159 6,978 474 21,611

% within Tier 65.5% 32.3% 2.2% 100.0%

C Count 23,934 8,436 611 32,981

% within Tier 72.6% 25.6% 1.9% 100.0%

9-12

A Count 14,292 4,564 389 19,245

% within Tier 74.3% 23.7% 2.0% 100.0%

B Count 13,836 7,155 339 21,330

% within Tier 64.9% 33.5% 1.6% 100.0%

C Count 20,384 9,240 691 30,315

% within Tier 67.2% 30.5% 2.3% 100.0%



4.2.1 Mean Scale Scores by Grade Level Cluster Across Domain and Composite Scores

4.2.1.1 By Cluster

Table 4.2.1.1

Mean Scale Scores by Cluster S400 Paper

Cluster List Read Writ Spek Oral Litr Cphn Over

K Mean 272.32 194.15 211.38 306.09 289.43 203.02 217.59 228.73

N 245,920 245,920 245,920 245,920 245,920 245,920 245,920 245,920

1 Mean 300.66 286.45 271.19 345.68 323.72 279.37 290.94 292.73

N 81,435 77,556 84,178 83,486 80,880 77,556 75,575 75,085

2 Mean 328.17 313.22 287.59 368.72 348.88 300.87 317.95 315.21

N 80,833 78,002 81,795 81,205 80,320 78,002 77,283 76,803

3 Mean 347.71 330.22 327.39 370.79 359.70 329.16 335.67 338.25

N 58,389 56,094 58,960 58,487 57,989 56,094 55,691 55,326

4-5 Mean 369.13 347.51 352.02 364.10 367.01 350.21 354.17 355.14

N 77,593 74,739 78,129 77,611 77,128 74,739 74,345 73,905

6-8 Mean 379.84 355.61 353.95 379.66 380.20 355.28 363.10 362.68

N 70,986 67,276 71,599 70,858 70,350 67,276 66,882 66,290

9-12 Mean 382.08 378.46 390.96 390.42 386.69 385.35 379.72 385.67

N 69,802 66,928 70,890 69,360 68,568 66,928 66,264 65,134


4.2.1.2 By Cluster by Gender

Table 4.2.1.2

Mean Scale Scores by Cluster by Gender S400 Paper

Cluster Gender List Read Writ Spek Oral Litr Cphn Over

K

F Mean 277.43 197.48 217.14 310.94 294.41 207.56 221.45 233.40

N 114,213 114,213 114,213 114,213 114,213 114,213 114,213 114,213

M Mean 267.74 191.39 206.48 301.80 284.99 199.17 214.28 224.72

N 128,977 128,977 128,977 128,977 128,977 128,977 128,977 128,977

Missing Mean 275.09 185.92 202.11 306.04 290.78 194.25 212.66 223.01

N 2,730 2,730 2,730 2,730 2,730 2,730 2,730 2,730

1

F Mean 302.00 287.66 274.33 347.89 325.44 281.48 292.17 294.70

N 38,526 36,580 39,655 39,342 38,270 36,580 35,743 35,514

M Mean 299.43 285.36 268.39 343.71 322.17 277.47 289.82 290.94

N 42,518 40,603 44,102 43,745 42,226 40,603 39,470 39,214

Missing Mean 301.04 286.69 267.95 342.61 323.39 279.29 291.34 293.14

N 391 373 421 399 384 373 362 357

2

F Mean 329.26 314.77 291.58 369.69 349.89 303.60 319.35 317.40

N 37,955 36,638 38,360 38,097 37,726 36,638 36,329 36,114

M Mean 327.23 311.84 284.07 367.92 348.02 298.45 316.72 313.29

N 42,522 41,019 43,071 42,755 42,243 41,019 40,611 40,351

Missing Mean 323.48 312.59 283.11 362.54 343.25 298.63 315.86 311.71

N 356 345 364 353 351 345 343 338

3

F Mean 348.27 331.10 332.26 371.91 360.50 331.95 336.41 340.37

N 26,541 25,507 26,770 26,563 26,364 25,507 25,340 25,180

M Mean 347.19 329.43 323.33 369.90 359.01 326.81 335.00 336.44

N 31,508 30,269 31,842 31,580 31,286 30,269 30,035 29,831

Missing Mean 352.87 334.30 324.39 367.25 360.52 330.16 340.30 339.33

N 340 318 348 344 339 318 316 315

4-5

F Mean 369.31 348.41 355.15 364.01 367.03 352.19 354.83 356.50

N 34,959 33,721 35,173 34,941 34,746 33,721 33,570 33,368

M Mean 369.08 346.81 349.51 364.34 367.12 348.62 353.68 354.09

N 42,229 40,625 42,542 42,265 41,982 40,625 40,386 40,153

Missing Mean 358.04 343.73 343.76 347.57 353.00 344.85 348.34 347.23

N 405 393 414 405 400 393 389 384

6-8

F Mean 380.54 356.83 357.04 378.67 380.07 357.41 364.14 364.12

N 31,863 30,227 32,119 31,772 31,561 30,227 30,072 29,791

M Mean 379.36 354.61 351.46 380.65 380.44 353.54 362.26 361.53

N 38,691 36,651 39,036 38,654 38,361 36,651 36,415 36,108

Missing Mean 372.24 355.64 348.94 363.81 368.87 353.83 360.74 358.26

N 432 398 444 432 428 398 395 391

9-12

F Mean 381.46 380.37 394.20 390.23 386.24 387.89 380.86 387.27

N 31,842 30,498 32,238 31,571 31,291 30,498 30,257 29,747

M Mean 382.64 376.85 388.30 390.69 387.13 383.23 378.76 384.34

N 37,544 36,017 38,215 37,371 36,868 36,017 35,603 34,988

Missing Mean 379.33 377.68 384.11 381.10 381.32 383.56 378.50 383.16

N 416 413 437 418 409 413 404 399


4.2.1.3 By Cluster by Ethnicity

Table 4.2.1.3

Mean Scale Scores by Cluster by Ethnicity S400 Paper

Cluster Ethnicity List Read Writ Spek Oral Litr Cphn Over

K

Non-Hispanic

Asian

Mean 281.92 220.25 235.84 312.56 297.46 228.31 238.73 248.84

N 31,163 31,163 31,163 31,163 31,163 31,163 31,163 31,163

Non-Hispanic

Pacific

Islander

Mean 265.62 184.03 203.90 308.71 287.40 194.20 208.50 221.95

N 1,677 1,677 1,677 1,677 1,677 1,677 1,677 1,677

Non-Hispanic

Black

Mean 275.85 204.66 217.68 317.25 296.77 211.42 226.00 236.82

N 13,033 13,033 13,033 13,033 13,033 13,033 13,033 13,033

Hispanic (Of

Any Race)

Mean 269.13 187.65 205.33 303.13 286.35 196.73 212.08 223.41

N 165,084 165,084 165,084 165,084 165,084 165,084 165,084 165,084

Non-Hispanic

American

Indian

Mean 271.90 181.50 194.69 298.01 285.18 188.33 208.61 217.19

N 2,767 2,767 2,767 2,767 2,767 2,767 2,767 2,767

Non-Hispanic

Multi-racial

Mean 288.21 206.65 220.74 321.76 305.20 213.94 231.09 241.12

N 1,199 1,199 1,199 1,199 1,199 1,199 1,199 1,199

Non-Hispanic

White

Mean 283.50 205.03 224.71 316.12 300.04 215.13 228.55 240.38

N 23,598 23,598 23,598 23,598 23,598 23,598 23,598 23,598

Unknown Mean 260.26 181.22 196.16 293.29 276.98 188.92 204.92 215.15

N 7,399 7,399 7,399 7,399 7,399 7,399 7,399 7,399

1

Non-Hispanic

Asian

Mean 303.50 293.54 278.46 349.06 326.75 286.60 296.79 298.72

N 6,874 6,585 7,065 7,005 6,829 6,585 6,455 6,416

Non-Hispanic

Pacific

Islander

Mean 289.26 277.19 271.87 339.10 314.40 275.12 280.84 286.68

N 702 687 714 708 701 687 679 678

Non-Hispanic

Black

Mean 299.97 286.13 269.83 349.00 325.29 278.60 290.47 292.62

N 5,093 4,836 5,335 5,279 5,043 4,836 4,674 4,628

Hispanic (Of

Any Race)

Mean 300.38 285.53 270.37 344.47 322.95 278.45 290.19 291.82

N 60,444 57,679 62,414 61,955 60,062 57,679 56,220 55,884

Non-Hispanic

American

Indian

Mean 298.07 286.12 264.33 332.70 316.04 277.00 290.15 289.33

N 1,025 881 1,084 1,064 1,008 881 851 838

Non-Hispanic

Multi-racial

Mean 304.37 289.97 275.21 349.73 328.10 283.24 294.63 296.70

N 300 289 311 308 297 289 282 279

Non-Hispanic

White

Mean 302.93 289.07 273.87 354.59 329.48 282.07 293.61 296.51

N 6,006 5,652 6,198 6,142 5,961 5,652 5,501 5,460

Unknown Mean 297.13 285.09 266.90 341.85 320.23 277.41 289.13 290.80

N 991 947 1,057 1,025 979 947 913 902



2

Non-Hispanic

Asian

Mean 331.57 321.55 294.25 371.44 351.84 308.34 324.76 321.22

N 6,558 6,424 6,630 6,578 6,516 6,424 6,368 6,326

Non-Hispanic

Pacific

Islander

Mean 317.18 305.39 287.87 368.13 343.14 297.23 309.19 311.00

N 830 817 838 833 826 817 810 807

Non-Hispanic

Black

Mean 324.53 309.83 284.61 367.84 346.60 297.68 314.54 312.36

N 5,285 5,040 5,354 5,328 5,261 5,040 4,988 4,965

Hispanic (Of

Any Race)

Mean 328.12 312.38 286.96 368.37 348.66 300.11 317.33 314.60

N 60,098 57,995 60,765 60,357 59,731 57,995 57,487 57,142

Non-Hispanic

American

Indian

Mean 322.30 307.88 287.25 360.42 341.94 298.61 312.58 311.72

N 1,131 1,037 1,162 1,131 1,105 1,037 1,019 997

Non-Hispanic

Multi-racial

Mean 331.80 316.42 288.08 375.26 354.21 302.63 321.51 318.19

N 323 317 331 330 322 317 311 310

Non-Hispanic

White

Mean 332.15 318.39 290.43 373.06 353.12 304.97 322.89 319.47

N 5,623 5,414 5,700 5,659 5,591 5,414 5,355 5,327

Unknown Mean 320.26 308.71 280.98 360.34 341.40 295.69 312.46 309.56

N 985 958 1,015 989 968 958 945 929

3

Non-Hispanic

Asian

Mean 357.16 339.36 334.52 374.54 366.23 337.39 344.96 345.95

N 4,642 4,523 4,682 4,644 4,612 4,523 4,495 4,467

Non-Hispanic

Pacific

Islander

Mean 340.06 327.61 330.08 371.89 356.21 329.32 331.47 337.32

N 773 751 780 775 771 751 747 745

Non-Hispanic

Black

Mean 345.52 327.37 323.11 371.74 359.27 325.59 333.06 335.71

N 4,413 4,231 4,483 4,444 4,377 4,231 4,177 4,147

Hispanic (Of

Any Race)

Mean 346.65 329.19 326.83 370.03 358.75 328.32 334.60 337.34

N 42,418 40,745 42,770 42,475 42,161 40,745 40,487 40,250

Non-Hispanic

American

Indian

Mean 338.65 325.46 331.07 363.98 351.81 328.79 329.74 335.83

N 1,166 1,067 1,187 1,140 1,124 1,067 1,054 1,016

Non-Hispanic

Multi-racial

Mean 351.06 332.11 325.36 379.07 365.84 329.00 338.30 340.19

N 240 234 242 241 239 234 232 231

Non-Hispanic

White

Mean 355.59 335.96 330.99 377.58 367.17 333.91 342.09 343.85

N 3,800 3,651 3,856 3,827 3,778 3,651 3,618 3,598

Unknown Mean 343.92 328.29 317.07 359.89 352.47 323.66 333.52 332.47

N 937 892 960 941 927 892 881 872



4-5

Non-Hispanic

Asian

Mean 371.82 353.22 355.70 363.67 368.19 354.99 358.97 358.87

N 5,007 4,889 5,040 4,990 4,961 4,889 4,868 4,826

Non-Hispanic

Pacific

Islander

Mean 352.94 336.56 351.22 359.52 356.49 344.17 341.54 347.64

N 847 831 853 849 844 831 829 826

Non-Hispanic

Black

Mean 367.47 344.95 349.85 365.95 367.18 347.90 351.98 353.66

N 6,840 6,493 6,920 6,861 6,785 6,493 6,428 6,377

Hispanic (Of

Any Race)

Mean 369.64 347.51 352.13 364.08 367.24 350.22 354.31 355.20

N 56,986 54,929 57,317 56,993 56,692 54,929 54,680 54,399

Non-Hispanic

American

Indian

Mean 359.27 341.26 348.66 353.79 356.79 345.91 346.78 349.19

N 1,755 1,668 1,787 1,763 1,738 1,668 1,651 1,636

Non-Hispanic

Multi-racial

Mean 369.91 348.10 353.06 367.70 369.03 351.20 354.85 356.58

N 364 346 369 365 360 346 341 337

Non-Hispanic

White

Mean 372.58 351.58 353.58 370.64 372.03 353.08 358.07 358.65

N 4,685 4,501 4,717 4,682 4,653 4,501 4,477 4,446

Unknown Mean 353.98 338.17 342.31 347.05 350.84 341.02 343.11 343.94

N 1,109 1,082 1,126 1,108 1,095 1,082 1,071 1,058

6-8

Non-Hispanic

Asian

Mean 386.67 362.61 359.64 385.53 386.50 361.66 370.04 369.05

N 5,031 4,801 5,066 5,013 4,986 4,801 4,780 4,740

Non-Hispanic

Pacific

Islander

Mean 365.49 348.67 354.13 376.54 371.25 352.00 353.81 357.62

N 937 896 950 925 916 896 887 867

Non-Hispanic

Black

Mean 379.51 354.04 352.16 383.22 381.80 353.66 362.02 362.18

N 6,364 5,921 6,427 6,383 6,325 5,921 5,877 5,841

Hispanic (Of

Any Race)

Mean 379.02 354.68 353.43 378.21 379.07 354.49 362.17 361.75

N 50,531 47,936 50,912 50,433 50,102 47,936 47,678 47,274

Non-Hispanic

American

Indian

Mean 379.10 356.46 354.98 381.96 380.70 356.82 363.36 363.89

N 1,987 1,831 2,029 1,973 1,947 1,831 1,812 1,778

Non-Hispanic

Multi-racial

Mean 392.96 359.10 359.23 394.93 394.28 359.74 369.24 369.76

N 278 267 278 275 275 267 267 264

Non-Hispanic

White

Mean 386.00 361.82 356.98 386.78 386.88 359.95 369.38 367.99

N 4,456 4,280 4,498 4,452 4,417 4,280 4,255 4,219

Unknown Mean 375.03 353.88 348.38 367.86 372.13 352.35 360.67 358.54

N 1,402 1,344 1,439 1,404 1,382 1,344 1,326 1,307



9-12

Non-Hispanic

Asian

Mean 389.06 385.08 399.15 401.87 395.86 392.83 386.53 393.71

N 5,408 5,236 5,485 5,391 5,331 5,236 5,188 5,114

Non-Hispanic

Pacific

Islander

Mean 380.69 369.92 394.67 403.50 392.34 382.79 373.26 385.54

N 995 968 1,008 997 989 968 961 955

Non-Hispanic

Black

Mean 378.86 377.44 390.26 394.69 386.92 384.54 378.04 384.84

N 8,579 8,038 8,734 8,366 8,242 8,038 7,940 7,631

Hispanic (Of

Any Race)

Mean 380.88 377.44 389.77 387.13 384.51 384.17 378.61 384.22

N 47,809 45,956 48,512 47,693 47,178 45,956 45,518 44,936

Non-Hispanic

American

Indian

Mean 383.54 371.68 387.94 385.02 384.14 381.11 375.46 381.63

N 1,081 1,036 1,114 1,021 1,006 1,036 1,022 960

Non-Hispanic

Multi-racial

Mean 395.16 385.99 397.55 405.99 400.94 392.83 389.49 395.63

N 218 210 221 214 212 210 208 202

Non-Hispanic

White

Mean 391.52 385.71 395.35 402.11 397.17 391.39 387.74 393.15

N 4,334 4,137 4,397 4,293 4,247 4,137 4,102 4,023

Unknown Mean 384.44 381.63 389.42 389.20 387.74 386.94 382.95 387.46

N 1,378 1,347 1,419 1,385 1,363 1,347 1,325 1,313


4.2.2 Mean Scale Scores by Grade Across Domain and Composite Scores

4.2.2.1 By Grade

Table 4.2.2.1

Mean Scale Scores by Grade S400 Paper

Grade List Read Writ Spek Oral Litr Cphn Over

K Mean 272.32 194.15 211.38 306.09 289.43 203.02 217.59 228.73

N 245,920 245,920 245,920 245,920 245,920 245,920 245,920 245,920

1 Mean 300.66 286.45 271.19 345.68 323.72 279.37 290.94 292.73

N 81,435 77,556 84,178 83,486 80,880 77,556 75,575 75,085

2 Mean 328.17 313.22 287.59 368.72 348.88 300.87 317.95 315.21

N 80,833 78,002 81,795 81,205 80,320 78,002 77,283 76,803

3 Mean 347.71 330.22 327.39 370.79 359.70 329.16 335.67 338.25

N 58,389 56,094 58,960 58,487 57,989 56,094 55,691 55,326

4 Mean 364.47 343.57 350.66 363.11 364.19 347.53 350.03 352.42

N 43,996 42,232 44,328 44,032 43,724 42,232 41,983 41,726

5 Mean 375.22 352.64 353.81 365.40 370.69 353.69 359.54 358.67

N 33,597 32,507 33,801 33,579 33,404 32,507 32,362 32,179

6 Mean 374.20 349.99 352.22 378.77 376.93 351.62 357.42 359.13

N 25,093 23,619 25,286 25,053 24,892 23,619 23,496 23,311

7 Mean 379.66 355.49 353.71 379.29 379.90 355.08 362.97 362.46

N 23,141 21,959 23,338 23,094 22,930 21,959 21,832 21,632

8 Mean 386.25 361.87 356.09 381.02 384.12 359.48 369.41 366.78

N 22,752 21,698 22,975 22,711 22,528 21,698 21,554 21,347

9 Mean 376.56 373.41 386.56 381.29 379.46 380.69 374.51 380.24

N 25,126 24,028 25,569 25,047 24,720 24,028 23,765 23,397

10 Mean 381.43 377.66 390.30 389.66 385.94 384.49 378.93 384.80

N 19,303 18,436 19,542 19,133 18,958 18,436 18,282 17,967

11 Mean 385.74 382.91 394.26 396.49 391.49 389.19 383.96 389.82

N 14,994 14,448 15,216 14,879 14,708 14,448 14,303 14,036

12 Mean 391.36 385.64 398.06 405.27 398.68 392.60 387.55 394.36

N 10,379 10,016 10,563 10,301 10,182 10,016 9,914 9,734


4.2.2.2 By Grade by Gender

Table 4.2.2.2

Mean Scale Scores by Grade by Gender S400 Paper

Grade Gender List Read Writ Spek Oral Litr Cphn Over

K

F Mean 277.43 197.48 217.14 310.94 294.41 207.56 221.45 233.40

N 114,213 114,213 114,213 114,213 114,213 114,213 114,213 114,213

M Mean 267.74 191.39 206.48 301.80 284.99 199.17 214.28 224.72

N 128,977 128,977 128,977 128,977 128,977 128,977 128,977 128,977

Missing Mean 275.09 185.92 202.11 306.04 290.78 194.25 212.66 223.01

N 2,730 2,730 2,730 2,730 2,730 2,730 2,730 2,730

1

F Mean 302.00 287.66 274.33 347.89 325.44 281.48 292.17 294.70

N 38,526 36,580 39,655 39,342 38,270 36,580 35,743 35,514

M Mean 299.43 285.36 268.39 343.71 322.17 277.47 289.82 290.94

N 42,518 40,603 44,102 43,745 42,226 40,603 39,470 39,214

Missing Mean 301.04 286.69 267.95 342.61 323.39 279.29 291.34 293.14

N 391 373 421 399 384 373 362 357

2

F Mean 329.26 314.77 291.58 369.69 349.89 303.60 319.35 317.40

N 37,955 36,638 38,360 38,097 37,726 36,638 36,329 36,114

M Mean 327.23 311.84 284.07 367.92 348.02 298.45 316.72 313.29

N 42,522 41,019 43,071 42,755 42,243 41,019 40,611 40,351

Missing Mean 323.48 312.59 283.11 362.54 343.25 298.63 315.86 311.71

N 356 345 364 353 351 345 343 338

3

F Mean 348.27 331.10 332.26 371.91 360.50 331.95 336.41 340.37

N 26,541 25,507 26,770 26,563 26,364 25,507 25,340 25,180

M Mean 347.19 329.43 323.33 369.90 359.01 326.81 335.00 336.44

N 31,508 30,269 31,842 31,580 31,286 30,269 30,035 29,831

Missing Mean 352.87 334.30 324.39 367.25 360.52 330.16 340.30 339.33

N 340 318 348 344 339 318 316 315

4

F Mean 364.85 344.55 353.83 363.15 364.40 349.57 350.82 353.86

N 19,949 19,164 20,076 19,933 19,813 19,164 19,074 18,947

M Mean 364.27 342.79 348.12 363.28 364.18 345.90 349.44 351.31

N 23,792 22,821 23,988 23,843 23,660 22,821 22,666 22,540

Missing Mean 352.95 338.49 339.68 345.01 348.98 340.38 343.06 342.64

N 255 247 264 256 251 247 243 239

5

F Mean 375.22 353.49 356.90 365.16 370.53 355.65 360.11 359.96

N 15,010 14,557 15,097 15,008 14,933 14,557 14,496 14,421

M Mean 375.29 351.95 351.31 365.70 370.92 352.10 359.09 357.64

N 18,437 17,804 18,554 18,422 18,322 17,804 17,720 17,613

Missing Mean 366.71 352.60 350.93 351.97 359.77 352.40 357.12 354.81

N 150 146 150 149 149 146 146 145


Grade Gender List Read Writ Spek Oral Litr Cphn Over

6

F Mean 375.31 351.10 355.64 378.32 377.29 353.84 358.54 360.81

N 11,231 10,551 11,310 11,200 11,132 10,551 10,503 10,414

M Mean 373.42 349.10 349.54 379.45 376.84 349.84 356.56 357.85

N 13,690 12,902 13,794 13,680 13,590 12,902 12,830 12,736

Missing Mean 363.61 348.87 343.26 353.68 359.95 348.30 353.37 351.65

N 172 166 182 173 170 166 163 161

7

F Mean 379.78 356.48 356.33 377.65 379.09 356.89 363.64 363.42

N 10,386 9,885 10,470 10,344 10,278 9,885 9,838 9,734

M Mean 379.63 354.64 351.58 380.78 380.67 353.58 362.41 361.68

N 12,615 11,951 12,727 12,609 12,512 11,951 11,871 11,775

Missing Mean 373.72 357.66 352.24 366.06 370.80 356.23 362.42 360.57

N 140 123 141 141 140 123 123 123

8

F Mean 387.03 363.36 359.31 380.08 384.10 361.79 370.70 368.40

N 10,246 9,791 10,339 10,228 10,151 9,791 9,731 9,643

M Mean 385.64 360.61 353.46 381.84 384.19 357.56 368.33 365.43

N 12,386 11,798 12,515 12,365 12,259 11,798 11,714 11,597

Missing Mean 382.87 363.68 353.63 375.96 379.43 359.56 369.86 365.55

N 120 109 121 118 118 109 109 107

9

F Mean 376.55 375.67 390.22 381.54 379.60 383.67 376.12 382.35

N 11,023 10,521 11,185 10,977 10,858 10,521 10,425 10,278

M Mean 376.56 371.62 383.74 381.18 379.39 378.34 373.21 378.55

N 13,919 13,324 14,188 13,886 13,684 13,324 13,162 12,945

Missing Mean 377.07 374.04 381.91 373.76 376.68 381.10 375.66 380.42

N 184 183 196 184 178 183 178 174

10

F Mean 380.97 379.53 393.78 389.33 385.45 387.13 380.08 386.45

N 8,755 8,339 8,836 8,649 8,594 8,339 8,290 8,139

M Mean 381.90 376.11 387.46 390.02 386.43 382.30 378.01 383.47

N 10,433 9,983 10,587 10,367 10,249 9,983 9,880 9,716

Missing Mean 374.42 376.47 384.97 382.54 379.29 382.38 375.82 381.19

N 115 114 119 117 115 114 112 112

11

F Mean 384.08 384.10 396.57 395.16 389.95 390.83 384.28 390.49

N 6,972 6,709 7,051 6,909 6,850 6,709 6,653 6,536

M Mean 387.24 381.88 392.35 397.80 392.93 387.79 383.69 389.27

N 7,944 7,661 8,083 7,892 7,781 7,661 7,573 7,424

Missing Mean 381.90 382.64 383.71 381.97 383.17 386.54 382.94 385.82

N 78 78 82 78 77 78 77 76

12

F Mean 389.34 386.77 400.29 403.92 396.95 394.21 387.66 394.83

N 5,092 4,929 5,166 5,036 4,989 4,929 4,889 4,794

M Mean 393.26 384.51 395.94 406.54 400.31 391.04 387.42 393.88

N 5,248 5,049 5,357 5,226 5,154 5,049 4,988 4,903

Missing Mean 399.38 388.68 393.15 409.64 404.79 392.79 391.03 396.59

N 39 38 40 39 39 38 37 37


4.2.2.3 By Grade by Ethnicity

Table 4.2.2.3

Mean Scale Scores by Grade by Ethnicity S400 Paper

Grade Ethnicity List Read Writ Spek Oral Litr Cphn Over

K

Non-Hispanic

Asian

Mean 281.92 220.25 235.84 312.56 297.46 228.31 238.73 248.84

N 31,163 31,163 31,163 31,163 31,163 31,163 31,163 31,163

Non-Hispanic

Pacific Islander

Mean 265.62 184.03 203.90 308.71 287.40 194.20 208.50 221.95

N 1,677 1,677 1,677 1,677 1,677 1,677 1,677 1,677

Non-Hispanic

Black

Mean 275.85 204.66 217.68 317.25 296.77 211.42 226.00 236.82

N 13,033 13,033 13,033 13,033 13,033 13,033 13,033 13,033

Hispanic (Of

Any Race)

Mean 269.13 187.65 205.33 303.13 286.35 196.73 212.08 223.41

N 165,084 165,084 165,084 165,084 165,084 165,084 165,084 165,084

Non-Hispanic

American Indian

Mean 271.90 181.50 194.69 298.01 285.18 188.33 208.61 217.19

N 2,767 2,767 2,767 2,767 2,767 2,767 2,767 2,767

Non-Hispanic

Multi-racial

Mean 288.21 206.65 220.74 321.76 305.20 213.94 231.09 241.12

N 1,199 1,199 1,199 1,199 1,199 1,199 1,199 1,199

Non-Hispanic

White

Mean 283.50 205.03 224.71 316.12 300.04 215.13 228.55 240.38

N 23,598 23,598 23,598 23,598 23,598 23,598 23,598 23,598

Unknown Mean 260.26 181.22 196.16 293.29 276.98 188.92 204.92 215.15

N 7,399 7,399 7,399 7,399 7,399 7,399 7,399 7,399

1

Non-Hispanic

Asian

Mean 303.50 293.54 278.46 349.06 326.75 286.60 296.79 298.72

N 6,874 6,585 7,065 7,005 6,829 6,585 6,455 6,416

Non-Hispanic

Pacific Islander

Mean 289.26 277.19 271.87 339.10 314.40 275.12 280.84 286.68

N 702 687 714 708 701 687 679 678

Non-Hispanic

Black

Mean 299.97 286.13 269.83 349.00 325.29 278.60 290.47 292.62

N 5,093 4,836 5,335 5,279 5,043 4,836 4,674 4,628

Hispanic (Of

Any Race)

Mean 300.38 285.53 270.37 344.47 322.95 278.45 290.19 291.82

N 60,444 57,679 62,414 61,955 60,062 57,679 56,220 55,884

Non-Hispanic

American Indian

Mean 298.07 286.12 264.33 332.70 316.04 277.00 290.15 289.33

N 1,025 881 1,084 1,064 1,008 881 851 838

Non-Hispanic

Multi-racial

Mean 304.37 289.97 275.21 349.73 328.10 283.24 294.63 296.70

N 300 289 311 308 297 289 282 279

Non-Hispanic

White

Mean 302.93 289.07 273.87 354.59 329.48 282.07 293.61 296.51

N 6,006 5,652 6,198 6,142 5,961 5,652 5,501 5,460

Unknown Mean 297.13 285.09 266.90 341.85 320.23 277.41 289.13 290.80

N 991 947 1,057 1,025 979 947 913 902



2

Non-Hispanic

Asian

Mean 331.57 321.55 294.25 371.44 351.84 308.34 324.76 321.22

N 6,558 6,424 6,630 6,578 6,516 6,424 6,368 6,326

Non-Hispanic

Pacific Islander

Mean 317.18 305.39 287.87 368.13 343.14 297.23 309.19 311.00

N 830 817 838 833 826 817 810 807

Non-Hispanic

Black

Mean 324.53 309.83 284.61 367.84 346.60 297.68 314.54 312.36

N 5,285 5,040 5,354 5,328 5,261 5,040 4,988 4,965

Hispanic (Of Any

Race)

Mean 328.12 312.38 286.96 368.37 348.66 300.11 317.33 314.60

N 60,098 57,995 60,765 60,357 59,731 57,995 57,487 57,142

Non-Hispanic

American Indian

Mean 322.30 307.88 287.25 360.42 341.94 298.61 312.58 311.72

N 1,131 1,037 1,162 1,131 1,105 1,037 1,019 997

Non-Hispanic

Multi-racial

Mean 331.80 316.42 288.08 375.26 354.21 302.63 321.51 318.19

N 323 317 331 330 322 317 311 310

Non-Hispanic

White

Mean 332.15 318.39 290.43 373.06 353.12 304.97 322.89 319.47

N 5,623 5,414 5,700 5,659 5,591 5,414 5,355 5,327

Unknown Mean 320.26 308.71 280.98 360.34 341.40 295.69 312.46 309.56

N 985 958 1,015 989 968 958 945 929

3

Non-Hispanic

Asian

Mean 357.16 339.36 334.52 374.54 366.23 337.39 344.96 345.95

N 4,642 4,523 4,682 4,644 4,612 4,523 4,495 4,467

Non-Hispanic

Pacific Islander

Mean 340.06 327.61 330.08 371.89 356.21 329.32 331.47 337.32

N 773 751 780 775 771 751 747 745

Non-Hispanic

Black

Mean 345.52 327.37 323.11 371.74 359.27 325.59 333.06 335.71

N 4,413 4,231 4,483 4,444 4,377 4,231 4,177 4,147

Hispanic (Of Any

Race)

Mean 346.65 329.19 326.83 370.03 358.75 328.32 334.60 337.34

N 42418 40745 42770 42475 42161 40745 40487 40250

Non-Hispanic

American Indian

Mean 338.65 325.46 331.07 363.98 351.81 328.79 329.74 335.83

N 1,166 1,067 1,187 1,140 1,124 1,067 1,054 1,016

Non-Hispanic

Multi-racial

Mean 351.06 332.11 325.36 379.07 365.84 329.00 338.30 340.19

N 240 234 242 241 239 234 232 231

Non-Hispanic

White

Mean 355.59 335.96 330.99 377.58 367.17 333.91 342.09 343.85

N 3,800 3,651 3,856 3,827 3,778 3,651 3,618 3,598

Unknown Mean 343.92 328.29 317.07 359.89 352.47 323.66 333.52 332.47

N 937 892 960 941 927 892 881 872

4

Non-Hispanic

Asian

Mean 368.49 349.27 354.79 363.65 366.57 352.46 355.24 356.62

N 2,823 2,754 2,838 2,811 2,796 2,754 2,743 2,717

Non-Hispanic

Pacific Islander

Mean 348.08 333.65 348.88 354.03 351.17 341.40 338.01 344.01

N 461 451 465 464 460 451 449 448

Non-Hispanic

Black

Mean 360.73 339.47 347.96 362.81 362.31 344.17 346.12 349.59

N 3,765 3,561 3,820 3,785 3,732 3,561 3,516 3,485

Hispanic (Of Any

Race)

Mean 365.09 343.72 350.86 363.37 364.61 347.67 350.31 352.62

N 32,543 31,263 32,747 32,569 32,378 31,263 31,105 30,949

Non-Hispanic

American Indian

Mean 355.00 337.52 346.20 351.93 353.79 342.77 343.05 346.19

N 916 858 932 917 904 858 850 840

Non-Hispanic

Multi-racial

Mean 364.63 346.12 351.13 366.49 365.77 349.35 351.66 354.33

N 215 202 219 217 213 202 198 196

Non-Hispanic

White

Mean 367.24 346.98 352.01 369.68 368.84 350.01 353.24 355.51

N 2,630 2,517 2,652 2,629 2,609 2,517 2,502 2,481

Unknown Mean 350.97 334.99 340.27 344.13 347.89 338.50 340.02 341.21

N 643 626 655 640 632 626 620 610



5

Non-Hispanic

Asian

Mean 376.12 358.31 356.88 363.68 370.29 358.25 363.79 361.76

N 2,184 2,135 2,202 2,179 2,165 2,135 2,125 2,109

Non-Hispanic

Pacific Islander

Mean 358.75 340.01 354.03 366.13 362.86 347.45 345.70 351.94

N 386 380 388 385 384 380 380 378

Non-Hispanic

Black

Mean 375.73 351.60 352.17 369.81 373.14 352.43 359.06 358.56

N 3,075 2,932 3,100 3,076 3,053 2,932 2,912 2,892

Hispanic (Of

Any Race)

Mean 375.69 352.52 353.83 365.02 370.74 353.59 359.59 358.60

N 24,443 23,666 24,570 24,424 24,314 23,666 23,575 23,450

Non-Hispanic

American Indian

Mean 363.92 345.23 351.34 355.80 360.06 349.25 350.74 352.37

N 839 810 855 846 834 810 801 796

Non-Hispanic

Multi-racial

Mean 377.52 350.89 355.87 369.47 373.74 353.80 359.27 359.71

N 149 144 150 148 147 144 143 141

Non-Hispanic

White

Mean 379.42 357.40 355.58 371.86 376.10 356.96 364.19 362.61

N 2,055 1,984 2,065 2,053 2,044 1,984 1,975 1,965

Unknown Mean 358.14 342.54 345.15 351.04 354.86 344.47 347.36 347.66

N 466 456 471 468 463 456 451 448

6

Non-Hispanic

Asian

Mean 380.96 357.22 357.22 382.16 381.91 357.73 364.65 364.97

N 1,784 1,703 1,792 1,782 1,775 1,703 1,698 1,690

Non-Hispanic

Pacific Islander

Mean 358.83 343.79 352.46 370.68 365.07 348.48 348.30 353.38

N 316 305 318 317 315 305 303 302

Non-Hispanic

Black

Mean 373.28 348.26 349.77 381.11 377.71 349.66 356.06 358.15

N 2,137 1,974 2,163 2,147 2,123 1,974 1,958 1,944

Hispanic (Of

Any Race)

Mean 373.87 349.14 352.04 378.68 376.70 351.03 356.68 358.59

N 17,853 16,803 17,967 17,803 17,705 16,803 16,724 16,589

Non-Hispanic

American Indian

Mean 370.32 349.94 353.21 377.38 373.96 352.37 356.08 358.67

N 764 711 776 767 758 711 705 700

Non-Hispanic

Multi-racial

Mean 394.36 355.97 361.04 391.48 393.26 359.06 367.72 369.25

N 113 109 113 111 111 109 109 107

Non-Hispanic

White

Mean 378.42 355.59 354.56 382.71 381.11 355.63 362.69 363.26

N 1,603 1,522 1,617 1,600 1,588 1,522 1,513 1,499

Unknown Mean 363.70 346.16 341.06 353.14 359.48 345.38 351.93 350.28

N 523 492 540 526 517 492 486 480

7

Non-Hispanic

Asian

Mean 386.34 362.33 359.22 385.15 386.25 361.45 369.69 368.76

N 1,639 1,565 1,655 1,630 1,619 1,565 1,556 1,537

Non-Hispanic

Pacific Islander

Mean 364.46 347.85 354.98 375.44 369.97 351.97 353.04 357.18

N 310 294 314 304 300 294 292 283

Non-Hispanic

Black

Mean 377.89 353.77 351.42 380.71 379.58 353.02 361.31 361.06

N 2,121 1,974 2,132 2,119 2,109 1,974 1,964 1,953

Hispanic (Of

Any Race)

Mean 378.89 354.52 353.16 377.75 378.77 354.25 362.04 361.51

N 16,496 15,657 16,612 16,459 16,357 15,657 15,579 15,444

Non-Hispanic

American Indian

Mean 379.76 357.79 353.61 384.98 382.56 357.36 364.50 365.20

N 605 553 626 606 594 553 544 535

Non-Hispanic

Multi-racial

Mean 388.99 356.17 357.52 396.52 393.05 357.33 366.05 367.80

N 96 93 96 96 96 93 93 93

Non-Hispanic

White

Mean 387.28 362.33 357.55 387.45 387.82 360.48 370.15 368.56

N 1,439 1,399 1,454 1,436 1,424 1,399 1,391 1,378

Unknown Mean 375.80 353.56 350.68 372.55 374.72 352.98 360.59 359.46

N 435 424 449 444 431 424 413 409



8

Non-Hispanic

Asian

Mean 393.34 368.86 362.73 389.66 391.86 366.23 376.40 373.91

N 1,608 1,533 1,619 1,601 1,592 1,533 1,526 1,513

Non-Hispanic

Pacific Islander

Mean 373.29 354.51 354.95 383.76 378.99 355.63 360.30 362.60

N 311 297 318 304 301 297 292 282

Non-Hispanic

Black

Mean 387.46 360.09 355.32 387.87 388.19 358.30 368.68 367.34

N 2,106 1,973 2,132 2,117 2,093 1,973 1,955 1,944

Hispanic (Of

Any Race)

Mean 384.83 360.87 355.22 378.16 382.00 358.49 368.26 365.43

N 16,182 15,476 16,333 16,171 16,040 15,476 15,375 15,241

Non-Hispanic

American Indian

Mean 389.31 363.35 358.53 384.78 387.43 361.89 371.38 369.34

N 618 567 627 600 595 567 563 543

Non-Hispanic

Multi-racial

Mean 396.19 368.55 358.65 398.34 397.66 364.32 376.35 373.45

N 69 65 69 68 68 65 65 64

Non-Hispanic

White

Mean 393.28 368.27 359.14 390.70 392.44 364.25 376.06 372.67

N 1,414 1,359 1,427 1,416 1,405 1,359 1,351 1,342

Unknown Mean 387.61 363.09 354.87 380.91 384.61 359.74 370.70 367.12

N 444 428 450 434 434 428 427 418

9

Non-Hispanic

Asian

Mean 385.58 382.56 396.11 398.18 392.40 390.14 383.80 390.91

N 1,864 1,795 1,888 1,862 1,845 1,795 1,779 1,761

Non-Hispanic

Pacific Islander

Mean 377.61 367.10 392.56 398.99 388.57 380.35 370.29 382.66

N 438 426 443 436 434 426 425 421

Non-Hispanic

Black

Mean 371.61 372.10 383.76 383.59 377.77 378.90 372.18 377.92

N 2,346 2,176 2,395 2,287 2,248 2,176 2,152 2,064

Hispanic (Of

Any Race)

Mean 375.32 372.22 385.45 377.82 377.18 379.42 373.25 378.69

N 17,977 17,242 18,289 17,988 17,750 17,242 17,041 16,834

Non-Hispanic

American Indian

Mean 379.14 364.84 384.39 373.34 376.10 375.73 369.21 375.28

N 424 404 432 399 396 404 401 376

Non-Hispanic

Multi-racial

Mean 394.33 383.43 396.52 403.63 398.92 390.75 387.94 393.69

N 84 80 85 84 83 80 79 78

Non-Hispanic

White

Mean 384.41 380.75 390.79 394.52 389.74 386.66 382.04 387.60

N 1455 1376 1480 1452 1435 1376 1367 1348

Unknown Mean 381.46 377.87 386.95 381.22 382.15 384.35 379.30 383.77

N 538 529 557 539 529 529 521 515

10

Non-Hispanic

Asian

Mean 389.51 384.90 399.10 400.76 395.36 392.47 386.44 393.16

N 1,400 1,352 1,415 1,393 1,382 1,352 1,341 1,324

Non-Hispanic

Pacific Islander

Mean 381.81 370.45 394.38 404.47 393.48 382.92 374.18 386.27

N 246 240 250 248 245 240 237 236

Non-Hispanic

Black

Mean 382.29 377.71 391.63 397.94 390.45 385.20 379.14 386.39

N 2,245 2,088 2,282 2,193 2,164 2,088 2,063 1,988

Hispanic (Of

Any Race)

Mean 379.67 376.48 388.74 385.98 383.25 383.06 377.55 383.02

N 13,417 12,838 13,566 13,334 13,221 12,838 12,744 12,562

Non-Hispanic

American Indian

Mean 374.90 368.74 383.87 380.26 377.66 377.41 370.76 376.91

N 326 312 341 312 305 312 306 290

Non-Hispanic

Multi-racial

Mean 391.64 388.37 398.26 402.63 397.27 394.61 390.18 395.60

N 64 62 65 64 63 62 61 60

Non-Hispanic

White

Mean 391.37 385.25 395.90 400.71 396.40 391.39 387.40 392.94

N 1,219 1,167 1,231 1,201 1,194 1,167 1,158 1,137

Unknown Mean 380.52 378.38 388.97 391.40 386.64 384.37 379.60 385.46

N 386 377 392 388 384 377 372 370



11

Non-Hispanic

Asian

Mean 391.92 388.30 401.46 403.84 398.34 395.57 389.68 396.38

N 1,209 1,175 1,226 1,205 1,189 1,175 1,164 1,144

Non-Hispanic

Pacific Islander

Mean 382.29 372.72 397.77 408.77 395.53 385.44 375.69 388.19

N 187 185 190 189 186 185 182 181

Non-Hispanic

Black

Mean 380.35 379.94 392.85 396.42 388.31 386.90 380.25 386.93

N 2,140 2,028 2,172 2,081 2,054 2,028 2,004 1,923

Hispanic (Of

Any Race)

Mean 385.21 382.39 393.50 394.50 390.31 388.49 383.38 389.00

N 10,015 9,681 10,159 9,989 9,881 9,681 9,588 9,464

Non-Hispanic

American Indian

Mean 395.34 381.77 395.57 403.56 398.99 390.22 386.15 392.69

N 197 188 202 185 182 188 186 174

Non-Hispanic

Multi-racial

Mean 393.78 383.77 399.15 406.74 401.18 391.79 387.00 394.74

N 40 39 40 39 39 39 39 38

Non-Hispanic

White

Mean 395.53 390.55 397.19 407.24 401.81 394.72 392.40 396.95

N 982 935 993 965 956 935 928 903

Unknown Mean 377.74 381.35 385.26 382.38 381.18 385.49 381.26 384.82

N 224 217 234 226 221 217 212 209

12

Non-Hispanic

Asian

Mean 391.64 386.14 402.27 408.35 400.37 395.15 387.97 396.69

N 935 914 956 931 915 914 904 885

Non-Hispanic

Pacific Islander

Mean 386.94 374.64 398.05 409.39 398.46 387.23 378.43 390.34

N 124 117 125 124 124 117 117 117

Non-Hispanic

Black

Mean 382.15 380.88 393.88 402.82 392.58 388.05 381.50 389.18

N 1,848 1,746 1,885 1,805 1,776 1,746 1,721 1,656

Hispanic (Of

Any Race)

Mean 392.27 386.24 398.22 404.26 398.63 392.94 388.20 394.57

N 6,400 6,195 6,498 6,382 6,326 6,195 6,145 6,076

Non-Hispanic

American Indian

Mean 401.18 385.20 397.83 406.72 404.11 393.33 390.64 396.88

N 134 132 139 125 123 132 129 120

Non-Hispanic

Multi-racial

Mean 406.80 390.97 396.81 420.22 415.37 396.14 395.62 402.85

N 30 29 31 27 27 29 29 26

Non-Hispanic

White

Mean 401.24 390.03 401.50 413.61 407.95 396.56 393.69 399.91

N 678 659 693 675 662 659 649 635

Unknown Mean 404.53 396.24 400.09 410.71 408.86 398.79 398.86 402.04

N 230 224 236 232 229 224 220 219


4.2.3 Correlations Among Scale Scores by Grade Level Cluster

Table 4.2.3A

Correlations Among Scale Scores: K S400 Paper


Listening Pearson Correlation 1 .536 .556 .791

N 245,920 245,920 245,920 245,920

Reading Pearson Correlation 1 .723 .494

N 245,920 245,920 245,920

Writing Pearson Correlation 1 .550

N 245,920 245,920

Speaking Pearson Correlation 1

N 245,920

Table 4.2.3B

Correlations Among Scale Scores: 1 S400 Paper



N 81,435 75,575 81,435 80,880


N 77,556 77,556 77,033


N 84,178 83,486


N 83,486

Table 4.2.3C




N 80,833 77,283 80,833 80,320


N 78,002 78,002 77,512


N 81,795 81,205


N 81,205


Table 4.2.3D




N 58,389 55,691 58,389 57,989


N 56,094 56,094 55,719


N 58,960 58,487


N 58,487

Table 4.2.3E

Correlations Among Scale Scores: 4-5 S400 Paper



N 77,593 74,345 77,593 77,128


N 74,739 74,739 74,283


N 78,129 77,611


N 77,611

Table 4.2.3F




N 70,986 66,882 70,986 70,350


N 67,276 67,276 66,655


N 71,599 70,858


N 70,858


Table 4.2.3G




N 69,802 66,264 69,802 68,568


N 66,928 66,928 65,725


N 70,890 69,360


N 69,360



4.3.1 Listening

4.3.1.1 By Cluster by Tier

Table 4.3.1.1A

Proficiency Level by Cluster By Tier (Count): Listening S400 Paper

Cluster Tier

Listening Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 29,491 13,289 23,327 37,380 75,357 67,076 245,920

K (accountability) - 59,186 23,544 20,757 14,070 38,431 89,932 245,920

1

A 1,785 3,300 7,484 16,879 n/a n/a 29,448

B 136 537 1,173 1,225 29,154 n/a 32,225

C 55 482 3,637 1,983 5,145 8,460 19,762

2

A 1,433 2,174 1,899 4,670 n/a n/a 10,176

B 119 362 1,843 1,505 29,449 n/a 33,278

C 42 633 3,702 2,942 10,089 19,971 37,379

3

A 263 1,879 2,419 5,821 n/a n/a 10,382

B 50 818 2,933 1,807 15,978 n/a 21,586

C 7 192 1,631 1,230 6,761 16,600 26,421

4-5

A 836 3,073 3,282 6,090 n/a n/a 13,281

B 152 935 2,602 4,228 15,756 n/a 23,673

C 7 264 2,165 3,753 9,870 24,580 40,639

6-8

A 2,940 6,334 3,944 3,578 n/a n/a 16,796

B 244 3,240 4,933 5,490 7,496 n/a 21,403

C 8 186 1,865 4,403 10,722 15,603 32,787

9-12

A 8,023 6,973 2,177 1,719 n/a n/a 18,892

B 728 2,711 5,830 5,635 6,086 n/a 20,990

C 118 1,055 3,883 8,961 8,215 7,688 29,920


Table 4.3.1.1B

Proficiency Level by Cluster By Tier (Percent): Listening S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 12.0% 5.4% 9.5% 15.2% 30.6% 27.3% 100.0%

K (accountability) - 24.1% 9.6% 8.4% 5.7% 15.6% 36.6% 100.0%

1

A 6.1% 11.2% 25.4% 57.3% n/a n/a 100.0%

B 0.4% 1.7% 3.6% 3.8% 90.5% n/a 100.0%

C 0.3% 2.4% 18.4% 10.0% 26.0% 42.8% 100.0%

2

A 14.1% 21.4% 18.7% 45.9% n/a n/a 100.0%

B 0.4% 1.1% 5.5% 4.5% 88.5% n/a 100.0%

C 0.1% 1.7% 9.9% 7.9% 27.0% 53.4% 100.0%

3

A 2.5% 18.1% 23.3% 56.1% n/a n/a 100.0%

B 0.2% 3.8% 13.6% 8.4% 74.0% n/a 100.0%

C 0.0% 0.7% 6.2% 4.7% 25.6% 62.8% 100.0%

4-5

A 6.3% 23.1% 24.7% 45.9% n/a n/a 100.0%

B 0.6% 3.9% 11.0% 17.9% 66.6% n/a 100.0%

C 0.0% 0.6% 5.3% 9.2% 24.3% 60.5% 100.0%

6-8

A 17.5% 37.7% 23.5% 21.3% n/a n/a 100.0%

B 1.1% 15.1% 23.0% 25.7% 35.0% n/a 100.0%

C 0.0% 0.6% 5.7% 13.4% 32.7% 47.6% 100.0%

9-12

A 42.5% 36.9% 11.5% 9.1% n/a n/a 100.0%

B 3.5% 12.9% 27.8% 26.8% 29.0% n/a 100.0%

C 0.4% 3.5% 13.0% 29.9% 27.5% 25.7% 100.0%


4.3.1.2 By Grade by Tier

Table 4.3.1.2A

Proficiency Level by Grade By Tier (Count): Listening S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 29,491 13,289 23,327 37,380 75,357 67,076 245,920


1

A 1,785 3,300 7,484 16,879 n/a n/a 29,448

B 136 537 1,173 1,225 29,154 n/a 32,225

C 55 482 3,637 1,983 5,145 8,460 19,762

2

A 1,433 2,174 1,899 4,670 n/a n/a 10,176

B 119 362 1,843 1,505 29,449 n/a 33,278

C 42 633 3,702 2,942 10,089 19,971 37,379

3

A 263 1,879 2,419 5,821 n/a n/a 10,382

B 50 818 2,933 1,807 15,978 n/a 21,586

C 7 192 1,631 1,230 6,761 16,600 26,421

4

A 344 1,542 1,742 3,515 n/a n/a 7,143

B 73 523 1,552 2,535 10,077 n/a 14,760

C 4 144 918 1,702 5,874 13,451 22,093

5

A 492 1,531 1,540 2,575 n/a n/a 6,138

B 79 412 1,050 1,693 5,679 n/a 8,913

C 3 120 1,247 2,051 3,996 11,129 18,546

6

A 656 1,964 1,580 1,499 n/a n/a 5,699

B 42 865 1,865 1,912 3,065 n/a 7,749

C 0 63 765 1,412 4,059 5,346 11,645

7

A 964 2,223 1,451 1,055 n/a n/a 5,693

B 76 1,045 1,833 1,875 2,081 n/a 6,910

C 7 48 693 1,298 3,941 4,551 10,538

8

A 1,320 2,147 913 1,024 n/a n/a 5,404

B 126 1,330 1,235 1,703 2,350 n/a 6,744

C 1 75 407 1,693 2,722 5,706 10,604

9

A 2,915 3,565 591 867 n/a n/a 7,938

B 104 861 1,912 1,714 2,396 n/a 6,987

C 2 192 933 2,623 3,940 2,511 10,201

10

A 2,186 2,110 806 398 n/a n/a 5,500

B 174 651 1,710 1,402 1,970 n/a 5,907

C 15 289 1,022 2,493 1,993 2,084 7,896

11

A 1,859 910 651 315 n/a n/a 3,735

B 205 746 1,030 1,710 1,011 n/a 4,702

C 42 218 896 1,943 1,660 1,798 6,557

12

A 1,063 388 129 139 n/a n/a 1,719

B 245 453 1,178 809 709 n/a 3,394

C 59 356 1,032 1,902 622 1,295 5,266


Table 4.3.1.2B

Proficiency Level by Grade By Tier (Percent): Listening S400 Paper

Grade Tier

Listening Proficiency Range Total

1 2 3 4 5 6

K (instructional) - 12.0% 5.4% 9.5% 15.2% 30.6% 27.3% 100.0%


1

A 6.1% 11.2% 25.4% 57.3% n/a n/a 100.0%

B 0.4% 1.7% 3.6% 3.8% 90.5% n/a 100.0%

C 0.3% 2.4% 18.4% 10.0% 26.0% 42.8% 100.0%

2

A 14.1% 21.4% 18.7% 45.9% n/a n/a 100.0%

B 0.4% 1.1% 5.5% 4.5% 88.5% n/a 100.0%

C 0.1% 1.7% 9.9% 7.9% 27.0% 53.4% 100.0%

3

A 2.5% 18.1% 23.3% 56.1% n/a n/a 100.0%

B 0.2% 3.8% 13.6% 8.4% 74.0% n/a 100.0%

C 0.0% 0.7% 6.2% 4.7% 25.6% 62.8% 100.0%

4

A 4.8% 21.6% 24.4% 49.2% n/a n/a 100.0%

B 0.5% 3.5% 10.5% 17.2% 68.3% n/a 100.0%

C 0.0% 0.7% 4.2% 7.7% 26.6% 60.9% 100.0%

5

A 8.0% 24.9% 25.1% 42.0% n/a n/a 100.0%

B 0.9% 4.6% 11.8% 19.0% 63.7% n/a 100.0%

C 0.0% 0.6% 6.7% 11.1% 21.5% 60.0% 100.0%

6

A 11.5% 34.5% 27.7% 26.3% n/a n/a 100.0%

B 0.5% 11.2% 24.1% 24.7% 39.6% n/a 100.0%

C 0.0% 0.5% 6.6% 12.1% 34.9% 45.9% 100.0%

7

A 16.9% 39.0% 25.5% 18.5% n/a n/a 100.0%

B 1.1% 15.1% 26.5% 27.1% 30.1% n/a 100.0%

C 0.1% 0.5% 6.6% 12.3% 37.4% 43.2% 100.0%

8

A 24.4% 39.7% 16.9% 18.9% n/a n/a 100.0%

B 1.9% 19.7% 18.3% 25.3% 34.8% n/a 100.0%

C 0.0% 0.7% 3.8% 16.0% 25.7% 53.8% 100.0%

9

A 36.7% 44.9% 7.4% 10.9% n/a n/a 100.0%

B 1.5% 12.3% 27.4% 24.5% 34.3% n/a 100.0%

C 0.0% 1.9% 9.1% 25.7% 38.6% 24.6% 100.0%

10

A 39.7% 38.4% 14.7% 7.2% n/a n/a 100.0%

B 2.9% 11.0% 28.9% 23.7% 33.4% n/a 100.0%

C 0.2% 3.7% 12.9% 31.6% 25.2% 26.4% 100.0%

11

A 49.8% 24.4% 17.4% 8.4% n/a n/a 100.0%

B 4.4% 15.9% 21.9% 36.4% 21.5% n/a 100.0%

C 0.6% 3.3% 13.7% 29.6% 25.3% 27.4% 100.0%

12

A 61.8% 22.6% 7.5% 8.1% n/a n/a 100.0%

B 7.2% 13.3% 34.7% 23.8% 20.9% n/a 100.0%

C 1.1% 6.8% 19.6% 36.1% 11.8% 24.6% 100.0%


4.3.1.3 By Grade

Table 4.3.1.3A

Proficiency Level by Grade (Count): Listening S400 Paper


Total 1 2 3 4 5 6

K (instructional) 29,491 13,289 23,327 37,380 75,357 67,076 245,920

K (accountability) 59,186 23,544 20,757 14,070 38,431 89,932 245,920

1 1,976 4,319 12,294 20,087 34,299 8,460 81,435

2 1,594 3,169 7,444 9,117 39,538 19,971 80,833

3 320 2,889 6,983 8,858 22,739 16,600 58,389

4 421 2,209 4,212 7,752 15,951 13,451 43,996

5 574 2,063 3,837 6,319 9,675 11,129 33,597

6 698 2,892 4,210 4,823 7,124 5,346 25,093

7 1,047 3,316 3,977 4,228 6,022 4,551 23,141

8 1,447 3,552 2,555 4,420 5,072 5,706 22,752

9 3,021 4,618 3,436 5,204 6,336 2,511 25,126

10 2,375 3,050 3,538 4,293 3,963 2,084 19,303

11 2,106 1,874 2,577 3,968 2,671 1,798 14,994

12 1,367 1,197 2,339 2,850 1,331 1,295 10,379

Table 4.3.1.3B

Proficiency Level by Grade (Percent): Listening S400 Paper


Total 1 2 3 4 5 6

K (instructional) 12.0% 5.4% 9.5% 15.2% 30.6% 27.3% 100.0%

K (accountability) 24.1% 9.6% 8.4% 5.7% 15.6% 36.6% 100.0%

1 2.4% 5.3% 15.1% 24.7% 42.1% 10.4% 100.0%

2 2.0% 3.9% 9.2% 11.3% 48.9% 24.7% 100.0%

3 0.5% 4.9% 12.0% 15.2% 38.9% 28.4% 100.0%

4 1.0% 5.0% 9.6% 17.6% 36.3% 30.6% 100.0%

5 1.7% 6.1% 11.4% 18.8% 28.8% 33.1% 100.0%

6 2.8% 11.5% 16.8% 19.2% 28.4% 21.3% 100.0%

7 4.5% 14.3% 17.2% 18.3% 26.0% 19.7% 100.0%

8 6.4% 15.6% 11.2% 19.4% 22.3% 25.1% 100.0%

9 12.0% 18.4% 13.7% 20.7% 25.2% 10.0% 100.0%

10 12.3% 15.8% 18.3% 22.2% 20.5% 10.8% 100.0%

11 14.0% 12.5% 17.2% 26.5% 17.8% 12.0% 100.0%

12 13.2% 11.5% 22.5% 27.5% 12.8% 12.5% 100.0%


4.3.2 Reading


Table 4.3.2.1A

Proficiency Level by Cluster By Tier (Count): Reading S400 Paper

Cluster Tier

Reading Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 54,136 32,382 46,058 19,956 25,147 68,241 245,920

K (accountability) - 160,103 17,576 11,951 13,821 42,469 0 245,920

1

A 5,705 6,983 6,135 10,063 n/a n/a 28,886

B 42 482 4,201 5,485 19,727 n/a 29,937

C 57 475 1,516 4,199 5,017 7,469 18,733

2

A 3,488 2,504 1,099 2,915 n/a n/a 10,006

B 205 1,973 6,266 3,487 19,935 n/a 31,866

C 169 1,234 4,923 4,024 7,612 18,168 36,130

3

A 1,542 3,350 1,810 3,464 n/a n/a 10,166

B 93 1,838 3,773 3,024 12,054 n/a 20,782

C 15 275 1,533 1,546 9,698 12,079 25,146

4-5

A 3,707 3,742 2,109 3,479 n/a n/a 13,037

B 577 2,882 5,500 2,551 11,266 n/a 22,776

C 51 834 4,890 3,740 9,929 19,482 38,926

6-8

A 5,066 6,583 2,442 2,119 n/a n/a 16,210

B 835 4,814 6,497 1,397 6,195 n/a 19,738

C 373 5,749 10,141 4,472 5,886 4,707 31,328

9-12

A 5,842 7,015 2,590 3,187 n/a n/a 18,634

B 2,011 7,104 3,478 1,834 5,542 n/a 19,969

C 204 2,739 3,213 3,297 5,950 12,922 28,325


Table 4.3.2.1B

Proficiency Level by Cluster By Tier (Percent): Reading S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 22.0% 13.2% 18.7% 8.1% 10.2% 27.7% 100.0%


1

A 19.8% 24.2% 21.2% 34.8% n/a n/a 100.0%

B 0.1% 1.6% 14.0% 18.3% 65.9% n/a 100.0%

C 0.3% 2.5% 8.1% 22.4% 26.8% 39.9% 100.0%

2

A 34.9% 25.0% 11.0% 29.1% n/a n/a 100.0%

B 0.6% 6.2% 19.7% 10.9% 62.6% n/a 100.0%

C 0.5% 3.4% 13.6% 11.1% 21.1% 50.3% 100.0%

3

A 15.2% 33.0% 17.8% 34.1% n/a n/a 100.0%

B 0.4% 8.8% 18.2% 14.6% 58.0% n/a 100.0%

C 0.1% 1.1% 6.1% 6.1% 38.6% 48.0% 100.0%

4-5

A 28.4% 28.7% 16.2% 26.7% n/a n/a 100.0%

B 2.5% 12.7% 24.1% 11.2% 49.5% n/a 100.0%

C 0.1% 2.1% 12.6% 9.6% 25.5% 50.0% 100.0%

6-8

A 31.3% 40.6% 15.1% 13.1% n/a n/a 100.0%

B 4.2% 24.4% 32.9% 7.1% 31.4% n/a 100.0%

C 1.2% 18.4% 32.4% 14.3% 18.8% 15.0% 100.0%

9-12

A 31.4% 37.6% 13.9% 17.1% n/a n/a 100.0%

B 10.1% 35.6% 17.4% 9.2% 27.8% n/a 100.0%

C 0.7% 9.7% 11.3% 11.6% 21.0% 45.6% 100.0%



Table 4.3.2.2A

Proficiency Level by Grade By Tier (Count): Reading S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 54,136 32,382 46,058 19,956 25,147 68,241 245,920


1

A 5,705 6,983 6,135 10,063 n/a n/a 28,886

B 42 482 4,201 5,485 19,727 n/a 29,937

C 57 475 1,516 4,199 5,017 7,469 18,733

2

A 3,488 2,504 1,099 2,915 n/a n/a 10,006

B 205 1,973 6,266 3,487 19,935 n/a 31,866

C 169 1,234 4,923 4,024 7,612 18,168 36,130

3

A 1,542 3,350 1,810 3,464 n/a n/a 10,166

B 93 1,838 3,773 3,024 12,054 n/a 20,782

C 15 275 1,533 1,546 9,698 12,079 25,146

4

A 1,718 2,128 1,132 2,016 n/a n/a 6,994

B 226 1,425 2,930 1,964 7,594 n/a 14,139

C 19 243 2,006 2,576 4,955 11,300 21,099

5

A 1,989 1,614 977 1,463 n/a n/a 6,043

B 351 1,457 2,570 587 3,672 n/a 8,637

C 32 591 2,884 1,164 4,974 8,182 17,827

6

A 1,126 2,599 994 743 n/a n/a 5,462

B 203 1,351 2,698 501 2,372 n/a 7,125

C 86 1,518 3,796 1,926 2,053 1,653 11,032

7

A 1,743 2,111 890 743 n/a n/a 5,487

B 277 1,628 2,154 471 1,847 n/a 6,377

C 127 1,961 3,222 1,650 1,748 1,387 10,095

8

A 2,197 1,873 558 633 n/a n/a 5,261

B 355 1,835 1,645 425 1,976 n/a 6,236

C 160 2,270 3,123 896 2,085 1,667 10,201

9

A 2,548 2,940 1,218 1,105 n/a n/a 7,811

B 453 2,069 1,726 426 1,979 n/a 6,653

C 21 736 1,226 1,168 1,990 4,423 9,564

10

A 1,635 2,087 666 1,024 n/a n/a 5,412

B 584 2,232 727 659 1,388 n/a 5,590

C 51 676 1,006 883 1,471 3,347 7,434

11

A 1,076 1,416 486 729 n/a n/a 3,707

B 482 1,604 581 547 1,252 n/a 4,466

C 65 692 530 703 1,159 3,126 6,275

12

A 583 572 220 329 n/a n/a 1,704

B 492 1,199 444 202 923 n/a 3,260

C 67 635 451 543 1,330 2,026 5,052


Table 4.3.2.2B

Proficiency Level by Grade By Tier (Percent):Reading S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 22.0% 13.2% 18.7% 8.1% 10.2% 27.7% 100.0%


1

A 19.8% 24.2% 21.2% 34.8% n/a n/a 100.0%

B 0.1% 1.6% 14.0% 18.3% 65.9% n/a 100.0%

C 0.3% 2.5% 8.1% 22.4% 26.8% 39.9% 100.0%

2

A 34.9% 25.0% 11.0% 29.1% n/a n/a 100.0%

B 0.6% 6.2% 19.7% 10.9% 62.6% n/a 100.0%

C 0.5% 3.4% 13.6% 11.1% 21.1% 50.3% 100.0%

3

A 15.2% 33.0% 17.8% 34.1% n/a n/a 100.0%

B 0.4% 8.8% 18.2% 14.6% 58.0% n/a 100.0%

C 0.1% 1.1% 6.1% 6.1% 38.6% 48.0% 100.0%

4

A 24.6% 30.4% 16.2% 28.8% n/a n/a 100.0%

B 1.6% 10.1% 20.7% 13.9% 53.7% n/a 100.0%

C 0.1% 1.2% 9.5% 12.2% 23.5% 53.6% 100.0%

5

A 32.9% 26.7% 16.2% 24.2% n/a n/a 100.0%

B 4.1% 16.9% 29.8% 6.8% 42.5% n/a 100.0%

C 0.2% 3.3% 16.2% 6.5% 27.9% 45.9% 100.0%

6

A 20.6% 47.6% 18.2% 13.6% n/a n/a 100.0%

B 2.8% 19.0% 37.9% 7.0% 33.3% n/a 100.0%

C 0.8% 13.8% 34.4% 17.5% 18.6% 15.0% 100.0%

7

A 31.8% 38.5% 16.2% 13.5% n/a n/a 100.0%

B 4.3% 25.5% 33.8% 7.4% 29.0% n/a 100.0%

C 1.3% 19.4% 31.9% 16.3% 17.3% 13.7% 100.0%

8

A 41.8% 35.6% 10.6% 12.0% n/a n/a 100.0%

B 5.7% 29.4% 26.4% 6.8% 31.7% n/a 100.0%

C 1.6% 22.3% 30.6% 8.8% 20.4% 16.3% 100.0%

9

A 32.6% 37.6% 15.6% 14.1% n/a n/a 100.0%

B 6.8% 31.1% 25.9% 6.4% 29.7% n/a 100.0%

C 0.2% 7.7% 12.8% 12.2% 20.8% 46.2% 100.0%

10

A 30.2% 38.6% 12.3% 18.9% n/a n/a 100.0%

B 10.4% 39.9% 13.0% 11.8% 24.8% n/a 100.0%

C 0.7% 9.1% 13.5% 11.9% 19.8% 45.0% 100.0%

11

A 29.0% 38.2% 13.1% 19.7% n/a n/a 100.0%

B 10.8% 35.9% 13.0% 12.2% 28.0% n/a 100.0%

C 1.0% 11.0% 8.4% 11.2% 18.5% 49.8% 100.0%

12

A 34.2% 33.6% 12.9% 19.3% n/a n/a 100.0%

B 15.1% 36.8% 13.6% 6.2% 28.3% n/a 100.0%

C 1.3% 12.6% 8.9% 10.7% 26.3% 40.1% 100.0%


4.3.2.3 By Grade

Table 4.3.2.3A

Proficiency Level by Grade (Count): Reading S400 Paper


Total 1 2 3 4 5 6

K (instructional) 54,136 32,382 46,058 19,956 25,147 68,241 245,920

K (accountability) 160,103 17,576 11,951 13,821 42,469 0 245,920

1 5,804 7,940 11,852 19,747 24,744 7,469 77,556

2 3,862 5,711 12,288 10,426 27,547 18,168 78,002

3 1,650 5,463 7,116 8,034 21,752 12,079 56,094

4 1,963 3,796 6,068 6,556 12,549 11,300 42,232

5 2,372 3,662 6,431 3,214 8,646 8,182 32,507

6 1,415 5,468 7,488 3,170 4,425 1,653 23,619

7 2,147 5,700 6,266 2,864 3,595 1,387 21,959

8 2,712 5,978 5,326 1,954 4,061 1,667 21,698

9 3,022 5,745 4,170 2,699 3,969 4,423 24,028

10 2,270 4,995 2,399 2,566 2,859 3,347 18,436

11 1,623 3,712 1,597 1,979 2,411 3,126 14,448

12 1,142 2,406 1,115 1,074 2,253 2,026 10,016

Table 4.3.2.3B

Proficiency Level by Grade (Percent): Reading S400 Paper


Total 1 2 3 4 5 6

K (instructional) 22.0% 13.2% 18.7% 8.1% 10.2% 27.7% 100.0%


1 7.5% 10.2% 15.3% 25.5% 31.9% 9.6% 100.0%

2 5.0% 7.3% 15.8% 13.4% 35.3% 23.3% 100.0%

3 2.9% 9.7% 12.7% 14.3% 38.8% 21.5% 100.0%

4 4.6% 9.0% 14.4% 15.5% 29.7% 26.8% 100.0%

5 7.3% 11.3% 19.8% 9.9% 26.6% 25.2% 100.0%

6 6.0% 23.2% 31.7% 13.4% 18.7% 7.0% 100.0%

7 9.8% 26.0% 28.5% 13.0% 16.4% 6.3% 100.0%

8 12.5% 27.6% 24.5% 9.0% 18.7% 7.7% 100.0%

9 12.6% 23.9% 17.4% 11.2% 16.5% 18.4% 100.0%

10 12.3% 27.1% 13.0% 13.9% 15.5% 18.2% 100.0%

11 11.2% 25.7% 11.1% 13.7% 16.7% 21.6% 100.0%

12 11.4% 24.0% 11.1% 10.7% 22.5% 20.2% 100.0%


4.3.3 Writing


Table 4.3.3.1A

Proficiency Level by Cluster By Tier (Count): Writing S400 Paper

Cluster Tier

Writing Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 43,495 72,812 40,205 34,140 47,962 7,306 245,920


1

A 4,689 16,100 10,082 0 0 0 30,871

B 2,787 11,993 17,084 1,302 0 0 33,166

C 560 4,750 12,648 2,183 0 0 20,141

2

A 3,242 5,365 1,720 116 0 0 10,443

B 1,919 12,332 18,975 433 0 0 33,659

C 271 6,451 29,466 1,504 1 0 37,693

3

A 2,954 5,182 2,114 329 0 0 10,579

B 410 1,379 4,874 13,330 1,821 12 21,826

C 87 453 3,712 17,965 4,307 31 26,555

4-5

A 1,453 1,994 5,803 4,245 0 0 13,495

B 354 837 3,841 17,155 1,642 2 23,831

C 128 336 3,160 31,535 5,626 18 40,803

6-8

A 3,085 6,136 7,164 622 0 0 17,007

B 1,157 2,042 12,758 5,631 23 0 21,611

C 441 1,075 18,416 12,946 103 0 32,981

9-12

A 3,124 5,501 9,148 1,465 7 0 19,245

B 1,472 1,105 6,281 10,081 2,336 55 21,330

C 576 443 4,838 17,373 6,883 202 30,315


Table 4.3.3.1B

Proficiency Level by Cluster By Tier (Percent): Writing S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 17.7% 29.6% 16.3% 13.9% 19.5% 3.0% 100.0%


1

A 15.2% 52.2% 32.7% 0.0% 0.0% 0.0% 100.0%

B 8.4% 36.2% 51.5% 3.9% 0.0% 0.0% 100.0%

C 2.8% 23.6% 62.8% 10.8% 0.0% 0.0% 100.0%

2

A 31.0% 51.4% 16.5% 1.1% 0.0% 0.0% 100.0%

B 5.7% 36.6% 56.4% 1.3% 0.0% 0.0% 100.0%

C 0.7% 17.1% 78.2% 4.0% 0.0% 0.0% 100.0%

3

A 27.9% 49.0% 20.0% 3.1% 0.0% 0.0% 100.0%

B 1.9% 6.3% 22.3% 61.1% 8.3% 0.1% 100.0%

C 0.3% 1.7% 14.0% 67.7% 16.2% 0.1% 100.0%

4-5

A 10.8% 14.8% 43.0% 31.5% 0.0% 0.0% 100.0%

B 1.5% 3.5% 16.1% 72.0% 6.9% 0.0% 100.0%

C 0.3% 0.8% 7.7% 77.3% 13.8% 0.0% 100.0%

6-8

A 18.1% 36.1% 42.1% 3.7% 0.0% 0.0% 100.0%

B 5.4% 9.4% 59.0% 26.1% 0.1% 0.0% 100.0%

C 1.3% 3.3% 55.8% 39.3% 0.3% 0.0% 100.0%

9-12

A 16.2% 28.6% 47.5% 7.6% 0.0% 0.0% 100.0%

B 6.9% 5.2% 29.4% 47.3% 11.0% 0.3% 100.0%

C 1.9% 1.5% 16.0% 57.3% 22.7% 0.7% 100.0%



Table 4.3.3.2A

Proficiency Level by Grade By Tier (Count): Writing S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 43,495 72,812 40,205 34,140 47,962 7,306 245,920


1

A 4,689 16,100 10,082 0 0 0 30,871

B 2,787 11,993 17,084 1,302 0 0 33,166

C 560 4,750 12,648 2,183 0 0 20,141

2

A 3,242 5,365 1,720 116 0 0 10,443

B 1,919 12,332 18,975 433 0 0 33,659

C 271 6,451 29,466 1,504 1 0 37,693

3

A 2,954 5,182 2,114 329 0 0 10,579

B 410 1,379 4,874 13,330 1,821 12 21,826

C 87 453 3,712 17,965 4,307 31 26,555

4

A 633 1,092 2,387 3,160 0 0 7,272

B 194 519 1,771 11,074 1,302 2 14,862

C 71 187 1,241 16,578 4,099 18 22,194

5

A 820 902 3,416 1,085 0 0 6,223

B 160 318 2,070 6,081 340 0 8,969

C 57 149 1,919 14,957 1,527 0 18,609

6

A 647 1,906 2,758 468 0 0 5,779

B 230 522 3,259 3,773 19 0 7,803

C 102 250 3,382 7,872 98 0 11,704

7

A 1,076 1,857 2,692 131 0 0 5,756

B 349 612 4,521 1,496 4 0 6,982

C 133 292 6,291 3,879 5 0 10,600

8

A 1,362 2,373 1,714 23 0 0 5,472

B 578 908 4,978 362 0 0 6,826

C 206 533 8,743 1,195 0 0 10,677

9

A 996 2,916 3,558 641 7 0 8,118

B 407 423 1,372 3,311 1,553 45 7,111

C 151 168 776 4,705 4,385 155 10,340

10

A 1,026 1,014 2,999 538 0 0 5,577

B 445 318 1,597 3,088 527 8 5,983

C 119 114 1,006 5,140 1,564 39 7,982

11

A 683 1,078 1,798 240 0 0 3,799

B 357 225 1,750 2,249 202 2 4,785

C 126 74 1,354 4,353 717 8 6,632

12

A 419 493 793 46 0 0 1,751

B 263 139 1,562 1,433 54 0 3,451

C 180 87 1,702 3,175 217 0 5,361


Table 4.3.3.2B

Proficiency Level by Grade By Tier (Percent): Writing S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 17.7% 29.6% 16.3% 13.9% 19.5% 3.0% 100.0%


1

A 15.2% 52.2% 32.7% 0.0% 0.0% 0.0% 100.0%

B 8.4% 36.2% 51.5% 3.9% 0.0% 0.0% 100.0%

C 2.8% 23.6% 62.8% 10.8% 0.0% 0.0% 100.0%

2

A 31.0% 51.4% 16.5% 1.1% 0.0% 0.0% 100.0%

B 5.7% 36.6% 56.4% 1.3% 0.0% 0.0% 100.0%

C 0.7% 17.1% 78.2% 4.0% 0.0% 0.0% 100.0%

3

A 27.9% 49.0% 20.0% 3.1% 0.0% 0.0% 100.0%

B 1.9% 6.3% 22.3% 61.1% 8.3% 0.1% 100.0%

C 0.3% 1.7% 14.0% 67.7% 16.2% 0.1% 100.0%

4

A 8.7% 15.0% 32.8% 43.5% 0.0% 0.0% 100.0%

B 1.3% 3.5% 11.9% 74.5% 8.8% 0.0% 100.0%

C 0.3% 0.8% 5.6% 74.7% 18.5% 0.1% 100.0%

5

A 13.2% 14.5% 54.9% 17.4% 0.0% 0.0% 100.0%

B 1.8% 3.5% 23.1% 67.8% 3.8% 0.0% 100.0%

C 0.3% 0.8% 10.3% 80.4% 8.2% 0.0% 100.0%

6

A 11.2% 33.0% 47.7% 8.1% 0.0% 0.0% 100.0%

B 2.9% 6.7% 41.8% 48.4% 0.2% 0.0% 100.0%

C 0.9% 2.1% 28.9% 67.3% 0.8% 0.0% 100.0%

7

A 18.7% 32.3% 46.8% 2.3% 0.0% 0.0% 100.0%

B 5.0% 8.8% 64.8% 21.4% 0.1% 0.0% 100.0%

C 1.3% 2.8% 59.3% 36.6% 0.0% 0.0% 100.0%

8

A 24.9% 43.4% 31.3% 0.4% 0.0% 0.0% 100.0%

B 8.5% 13.3% 72.9% 5.3% 0.0% 0.0% 100.0%

C 1.9% 5.0% 81.9% 11.2% 0.0% 0.0% 100.0%

9

A 12.3% 35.9% 43.8% 7.9% 0.1% 0.0% 100.0%

B 5.7% 5.9% 19.3% 46.6% 21.8% 0.6% 100.0%

C 1.5% 1.6% 7.5% 45.5% 42.4% 1.5% 100.0%

10

A 18.4% 18.2% 53.8% 9.6% 0.0% 0.0% 100.0%

B 7.4% 5.3% 26.7% 51.6% 8.8% 0.1% 100.0%

C 1.5% 1.4% 12.6% 64.4% 19.6% 0.5% 100.0%

11

A 18.0% 28.4% 47.3% 6.3% 0.0% 0.0% 100.0%

B 7.5% 4.7% 36.6% 47.0% 4.2% 0.0% 100.0%

C 1.9% 1.1% 20.4% 65.6% 10.8% 0.1% 100.0%

12

A 23.9% 28.2% 45.3% 2.6% 0.0% 0.0% 100.0%

B 7.6% 4.0% 45.3% 41.5% 1.6% 0.0% 100.0%

C 3.4% 1.6% 31.7% 59.2% 4.0% 0.0% 100.0%


4.3.3.3 By Grade

Table 4.3.3.3A

Proficiency Level by Grade (Count): Writing S400 Paper


Total 1 2 3 4 5 6

K (instructional) 43,495 72,812 40,205 34,140 47,962 7,306 245,920


1 8,036 32,843 39,814 3,485 0 0 84,178

2 5,432 24,148 50,161 2,053 1 0 81,795

3 3,451 7,014 10,700 31,624 6,128 43 58,960

4 898 1,798 5,399 30,812 5,401 20 44,328

5 1,037 1,369 7,405 22,123 1,867 0 33,801

6 979 2,678 9,399 12,113 117 0 25,286

7 1,558 2,761 13,504 5,506 9 0 23,338

8 2,146 3,814 15,435 1,580 0 0 22,975

9 1,554 3,507 5,706 8,657 5,945 200 25,569

10 1,590 1,446 5,602 8,766 2,091 47 19,542

11 1,166 1,377 4,902 6,842 919 10 15,216

12 862 719 4,057 4,654 271 0 10,563

Table 4.3.3.3B

Proficiency Level by Grade (Percent): Writing S400 Paper


Total 1 2 3 4 5 6

K (instructional) 17.7% 29.6% 16.3% 13.9% 19.5% 3.0% 100.0%


1 9.5% 39.0% 47.3% 4.1% 0.0% 0.0% 100.0%

2 6.6% 29.5% 61.3% 2.5% 0.0% 0.0% 100.0%

3 5.9% 11.9% 18.1% 53.6% 10.4% 0.1% 100.0%

4 2.0% 4.1% 12.2% 69.5% 12.2% 0.0% 100.0%

5 3.1% 4.1% 21.9% 65.5% 5.5% 0.0% 100.0%

6 3.9% 10.6% 37.2% 47.9% 0.5% 0.0% 100.0%

7 6.7% 11.8% 57.9% 23.6% 0.0% 0.0% 100.0%

8 9.3% 16.6% 67.2% 6.9% 0.0% 0.0% 100.0%

9 6.1% 13.7% 22.3% 33.9% 23.3% 0.8% 100.0%

10 8.1% 7.4% 28.7% 44.9% 10.7% 0.2% 100.0%

11 7.7% 9.0% 32.2% 45.0% 6.0% 0.1% 100.0%

12 8.2% 6.8% 38.4% 44.1% 2.6% 0.0% 100.0%


4.3.4 Speaking


Table 4.3.4.1A

Proficiency Level by Cluster By Tier (Count): Speaking S400 Paper

Cluster Tier

Speaking Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 52,694 17,614 35,845 40,763 28,218 70,786 245,920


1

A 8,620 7,318 4,637 0 0 9,995 30,570

B 903 6,471 2,552 3,320 2,683 16,976 32,905

C 210 2,170 1,002 1,545 1,379 13,705 20,011

2

A 3,404 1,801 1,558 0 0 3,567 10,330

B 1,209 3,413 1,919 2,217 3,387 21,231 33,376

C 312 1,375 1,032 1,432 2,439 30,909 37,499

3

A 3,123 2,281 1,229 0 1,154 2,695 10,482

B 1,209 2,450 1,952 1,556 1,830 12,613 21,610

C 391 1,415 1,484 1,449 1,749 19,907 26,395

4-5

A 6,771 2,988 1,168 0 1,066 1,391 13,384

B 1,957 3,552 1,691 1,916 2,067 12,480 23,663

C 733 3,119 1,929 2,583 3,000 29,200 40,564

6-8

A 7,740 1,629 2,391 1,525 0 3,531 16,816

B 959 1,803 1,796 2,225 1,552 13,008 21,343

C 141 628 1,053 1,852 1,702 27,323 32,699

9-12

A 9,414 2,001 1,506 853 1,665 3,464 18,903

B 933 3,008 1,466 1,637 1 13,793 20,838

C 123 789 718 1,141 0 26,848 29,619


Table 4.3.4.1B

Proficiency Level by Cluster By Tier (Percent): Speaking S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 21.4% 7.2% 14.6% 16.6% 11.5% 28.8% 100.0%


1

A 28.2% 23.9% 15.2% 0.0% 0.0% 32.7% 100.0%

B 2.7% 19.7% 7.8% 10.1% 8.2% 51.6% 100.0%

C 1.0% 10.8% 5.0% 7.7% 6.9% 68.5% 100.0%

2

A 33.0% 17.4% 15.1% 0.0% 0.0% 34.5% 100.0%

B 3.6% 10.2% 5.7% 6.6% 10.1% 63.6% 100.0%

C 0.8% 3.7% 2.8% 3.8% 6.5% 82.4% 100.0%

3

A 29.8% 21.8% 11.7% 0.0% 11.0% 25.7% 100.0%

B 5.6% 11.3% 9.0% 7.2% 8.5% 58.4% 100.0%

C 1.5% 5.4% 5.6% 5.5% 6.6% 75.4% 100.0%

4-5

A 50.6% 22.3% 8.7% 0.0% 8.0% 10.4% 100.0%

B 8.3% 15.0% 7.1% 8.1% 8.7% 52.7% 100.0%

C 1.8% 7.7% 4.8% 6.4% 7.4% 72.0% 100.0%

6-8

A 46.0% 9.7% 14.2% 9.1% 0.0% 21.0% 100.0%

B 4.5% 8.4% 8.4% 10.4% 7.3% 60.9% 100.0%

C 0.4% 1.9% 3.2% 5.7% 5.2% 83.6% 100.0%

9-12

A 49.8% 10.6% 8.0% 4.5% 8.8% 18.3% 100.0%

B 4.5% 14.4% 7.0% 7.9% 0.0% 66.2% 100.0%

C 0.4% 2.7% 2.4% 3.9% 0.0% 90.6% 100.0%



Table 4.3.4.2A

Proficiency Level by Grade By Tier (Count): Speaking S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 52,694 17,614 35,845 40,763 28,218 70,786 245,920


1

A 8,620 7,318 4,637 0 0 9,995 30,570

B 903 6,471 2,552 3,320 2,683 16,976 32,905

C 210 2,170 1,002 1,545 1,379 13,705 20,011

2

A 3,404 1,801 1,558 0 0 3,567 10,330

B 1,209 3,413 1,919 2,217 3,387 21,231 33,376

C 312 1,375 1,032 1,432 2,439 30,909 37,499

3

A 3,123 2,281 1,229 0 1,154 2,695 10,482

B 1,209 2,450 1,952 1,556 1,830 12,613 21,610

C 391 1,415 1,484 1,449 1,749 19,907 26,395

4

A 3,543 1,667 659 0 578 760 7,207

B 1,266 2,310 1,080 1,246 1,348 7,505 14,755

C 478 1,876 1,134 1,500 1,720 15,362 22,070

5

A 3,228 1,321 509 0 488 631 6,177

B 691 1,242 611 670 719 4,975 8,908

C 255 1,243 795 1,083 1,280 13,838 18,494

6

A 2,595 556 838 500 0 1,218 5,707

B 326 396 711 1,106 592 4,599 7,730

C 60 150 420 1,022 685 9,279 11,616

7

A 2,687 531 756 498 0 1,219 5,691

B 313 570 723 574 494 4,223 6,897

C 43 199 412 413 554 8,885 10,506

8

A 2,458 542 797 527 0 1,094 5,418

B 320 837 362 545 466 4,186 6,716

C 38 279 221 417 463 9,159 10,577

9

A 5,232 0 0 853 622 1,258 7,965

B 609 792 340 470 0 4,738 6,949

C 88 250 194 382 0 9,219 10,133

10

A 2,643 606 740 0 498 993 5,480

B 175 1,153 355 491 1 3,663 5,838

C 22 288 149 302 0 7,054 7,815

11

A 1,214 863 505 0 339 813 3,734

B 127 632 446 397 0 3,082 4,684

C 9 129 207 245 0 5,871 6,461

12

A 325 532 261 0 206 400 1,724

B 22 431 325 279 0 2,310 3,367

C 4 122 168 212 0 4,704 5,210


Table 4.3.4.2B

Proficiency Level by Grade By Tier (Percent): Speaking S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 21.4% 7.2% 14.6% 16.6% 11.5% 28.8% 100.0%


1

A 28.2% 23.9% 15.2% 0.0% 0.0% 32.7% 100.0%

B 2.7% 19.7% 7.8% 10.1% 8.2% 51.6% 100.0%

C 1.0% 10.8% 5.0% 7.7% 6.9% 68.5% 100.0%

2

A 33.0% 17.4% 15.1% 0.0% 0.0% 34.5% 100.0%

B 3.6% 10.2% 5.7% 6.6% 10.1% 63.6% 100.0%

C 0.8% 3.7% 2.8% 3.8% 6.5% 82.4% 100.0%

3

A 29.8% 21.8% 11.7% 0.0% 11.0% 25.7% 100.0%

B 5.6% 11.3% 9.0% 7.2% 8.5% 58.4% 100.0%

C 1.5% 5.4% 5.6% 5.5% 6.6% 75.4% 100.0%

4

A 49.2% 23.1% 9.1% 0.0% 8.0% 10.5% 100.0%

B 8.6% 15.7% 7.3% 8.4% 9.1% 50.9% 100.0%

C 2.2% 8.5% 5.1% 6.8% 7.8% 69.6% 100.0%

5

A 52.3% 21.4% 8.2% 0.0% 7.9% 10.2% 100.0%

B 7.8% 13.9% 6.9% 7.5% 8.1% 55.8% 100.0%

C 1.4% 6.7% 4.3% 5.9% 6.9% 74.8% 100.0%

6

A 45.5% 9.7% 14.7% 8.8% 0.0% 21.3% 100.0%

B 4.2% 5.1% 9.2% 14.3% 7.7% 59.5% 100.0%

C 0.5% 1.3% 3.6% 8.8% 5.9% 79.9% 100.0%

7

A 47.2% 9.3% 13.3% 8.8% 0.0% 21.4% 100.0%

B 4.5% 8.3% 10.5% 8.3% 7.2% 61.2% 100.0%

C 0.4% 1.9% 3.9% 3.9% 5.3% 84.6% 100.0%

8

A 45.4% 10.0% 14.7% 9.7% 0.0% 20.2% 100.0%

B 4.8% 12.5% 5.4% 8.1% 6.9% 62.3% 100.0%

C 0.4% 2.6% 2.1% 3.9% 4.4% 86.6% 100.0%

9

A 65.7% 0.0% 0.0% 10.7% 7.8% 15.8% 100.0%

B 8.8% 11.4% 4.9% 6.8% 0.0% 68.2% 100.0%

C 0.9% 2.5% 1.9% 3.8% 0.0% 91.0% 100.0%

10

A 48.2% 11.1% 13.5% 0.0% 9.1% 18.1% 100.0%

B 3.0% 19.7% 6.1% 8.4% 0.0% 62.7% 100.0%

C 0.3% 3.7% 1.9% 3.9% 0.0% 90.3% 100.0%

11

A 32.5% 23.1% 13.5% 0.0% 9.1% 21.8% 100.0%

B 2.7% 13.5% 9.5% 8.5% 0.0% 65.8% 100.0%

C 0.1% 2.0% 3.2% 3.8% 0.0% 90.9% 100.0%

12

A 18.9% 30.9% 15.1% 0.0% 11.9% 23.2% 100.0%

B 0.7% 12.8% 9.7% 8.3% 0.0% 68.6% 100.0%

C 0.1% 2.3% 3.2% 4.1% 0.0% 90.3% 100.0%


4.3.4.3 By Grade

Table 4.3.4.3A

Proficiency Level by Grade (Count): Speaking S400 Paper


Total 1 2 3 4 5 6

K (instructional) 52,694 17,614 35,845 40,763 28,218 70,786 245,920


1 9,733 15,959 8,191 4,865 4,062 40,676 83,486

2 4,925 6,589 4,509 3,649 5,826 55,707 81,205

3 4,723 6,146 4,665 3,005 4,733 35,215 58,487

4 5,287 5,853 2,873 2,746 3,646 23,627 44,032

5 4,174 3,806 1,915 1,753 2,487 19,444 33,579

6 2,981 1,102 1,969 2,628 1,277 15,096 25,053

7 3,043 1,300 1,891 1,485 1,048 14,327 23,094

8 2,816 1,658 1,380 1,489 929 14,439 22,711

9 5,929 1,042 534 1,705 622 15,215 25,047

10 2,840 2,047 1,244 793 499 11,710 19,133

11 1,350 1,624 1,158 642 339 9,766 14,879

12 351 1,085 754 491 206 7,414 10,301

Table 4.3.4.3B

Proficiency Level by Grade (Percent): Speaking S400 Paper


Total 1 2 3 4 5 6

K (instructional) 21.4% 7.2% 14.6% 16.6% 11.5% 28.8% 100.0%


1 11.7% 19.1% 9.8% 5.8% 4.9% 48.7% 100.0%

2 6.1% 8.1% 5.6% 4.5% 7.2% 68.6% 100.0%

3 8.1% 10.5% 8.0% 5.1% 8.1% 60.2% 100.0%

4 12.0% 13.3% 6.5% 6.2% 8.3% 53.7% 100.0%

5 12.4% 11.3% 5.7% 5.2% 7.4% 57.9% 100.0%

6 11.9% 4.4% 7.9% 10.5% 5.1% 60.3% 100.0%

7 13.2% 5.6% 8.2% 6.4% 4.5% 62.0% 100.0%

8 12.4% 7.3% 6.1% 6.6% 4.1% 63.6% 100.0%

9 23.7% 4.2% 2.1% 6.8% 2.5% 60.7% 100.0%

10 14.8% 10.7% 6.5% 4.1% 2.6% 61.2% 100.0%

11 9.1% 10.9% 7.8% 4.3% 2.3% 65.6% 100.0%

12 3.4% 10.5% 7.3% 4.8% 2.0% 72.0% 100.0%


4.3.5 Oral Composite


Table 4.3.5.1A

Proficiency Level by Cluster By Tier (Count): Oral S400 Paper

Cluster Tier

Oral Language Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 34,668 20,454 27,496 48,227 56,670 58,405 245,920


1

A 3,770 8,739 7,126 837 8,747 0 29,219

B 166 1,897 7,688 3,372 18,889 0 32,012

C 41 721 2,168 1,969 5,710 9,040 19,649

2

A 2,454 2,042 2,182 440 2,976 0 10,094

B 142 992 5,450 2,582 23,867 0 33,033

C 29 428 1,731 3,115 13,437 18,453 37,193

3

A 1,714 2,413 2,446 1,214 2,518 0 10,305

B 158 1,088 3,179 3,498 13,488 0 21,411

C 9 250 1,181 2,140 6,472 16,221 26,273

4-5

A 3,571 3,789 3,425 1,103 1,296 0 13,184

B 343 1,518 4,465 3,616 13,588 0 23,530

C 18 419 1,959 4,284 12,044 21,690 40,414

6-8

A 5,778 3,751 3,049 1,880 2,176 0 16,634

B 469 1,675 2,609 5,106 11,325 0 21,184

C 20 120 632 2,226 8,892 20,642 32,532

9-12

A 8,011 4,526 2,663 2,280 1,131 0 18,611

B 309 2,389 3,053 4,649 10,196 0 20,596

C 20 353 1,174 4,115 12,316 11,383 29,361


Table 4.3.5.1B

Proficiency Level by Cluster By Tier (Percent): Oral S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 14.1% 8.3% 11.2% 19.6% 23.0% 23.7% 100.0%


1

A 12.9% 29.9% 24.4% 2.9% 29.9% 0.0% 100.0%

B 0.5% 5.9% 24.0% 10.5% 59.0% 0.0% 100.0%

C 0.2% 3.7% 11.0% 10.0% 29.1% 46.0% 100.0%

2

A 24.3% 20.2% 21.6% 4.4% 29.5% 0.0% 100.0%

B 0.4% 3.0% 16.5% 7.8% 72.3% 0.0% 100.0%

C 0.1% 1.2% 4.7% 8.4% 36.1% 49.6% 100.0%

3

A 16.6% 23.4% 23.7% 11.8% 24.4% 0.0% 100.0%

B 0.7% 5.1% 14.8% 16.3% 63.0% 0.0% 100.0%

C 0.0% 1.0% 4.5% 8.1% 24.6% 61.7% 100.0%

4-5

A 27.1% 28.7% 26.0% 8.4% 9.8% 0.0% 100.0%

B 1.5% 6.5% 19.0% 15.4% 57.7% 0.0% 100.0%

C 0.0% 1.0% 4.8% 10.6% 29.8% 53.7% 100.0%

6-8

A 34.7% 22.6% 18.3% 11.3% 13.1% 0.0% 100.0%

B 2.2% 7.9% 12.3% 24.1% 53.5% 0.0% 100.0%

C 0.1% 0.4% 1.9% 6.8% 27.3% 63.5% 100.0%

9-12

A 43.0% 24.3% 14.3% 12.3% 6.1% 0.0% 100.0%

B 1.5% 11.6% 14.8% 22.6% 49.5% 0.0% 100.0%

C 0.1% 1.2% 4.0% 14.0% 41.9% 38.8% 100.0%



Table 4.3.5.2A

Proficiency Level by Grade By Tier (Count): Oral S400 Paper

Grade Tier


1 2 3 4 5 6 Total

K (instructional) - 34,668 20,454 27,496 48,227 56,670 58,405 245,920


1

A 3,770 8,739 7,126 837 8,747 0 29,219

B 166 1,897 7,688 3,372 18,889 0 32,012

C 41 721 2,168 1,969 5,710 9,040 19,649

2

A 2,454 2,042 2,182 440 2,976 0 10,094

B 142 992 5,450 2,582 23,867 0 33,033

C 29 428 1,731 3,115 13,437 18,453 37,193

3

A 1,714 2,413 2,446 1,214 2,518 0 10,305

B 158 1,088 3,179 3,498 13,488 0 21,411

C 9 250 1,181 2,140 6,472 16,221 26,273

4

A 1,723 2,080 1,965 585 729 0 7,082

B 180 944 2,889 2,237 8,416 0 14,666

C 8 262 1,207 2,443 5,605 12,451 21,976

5

A 1,848 1,709 1,460 518 567 0 6,102

B 163 574 1,576 1,379 5,172 0 8,864

C 10 157 752 1,841 6,439 9,239 18,438

6

A 1,831 1,160 1,136 616 895 0 5,638

B 133 474 949 1,677 4,456 0 7,689

C 8 50 215 893 3,102 7,297 11,565

7

A 2,013 1,239 1,008 591 787 0 5,638

B 154 545 814 1,590 3,737 0 6,840

C 7 31 224 641 2,806 6,743 10,452

8

A 1,934 1,352 905 673 494 0 5,358

B 182 656 846 1,839 3,132 0 6,655

C 5 39 193 692 2,984 6,602 10,515

9

A 3,815 1,682 895 817 608 0 7,817

B 133 807 792 1,055 4,074 0 6,861

C 6 107 291 832 3,978 4,828 10,042

10

A 2,181 1,455 816 624 338 0 5,414

B 80 740 823 1,283 2,860 0 5,786

C 7 83 321 909 3,552 2,886 7,758

11

A 1,380 965 617 531 185 0 3,678

B 62 495 801 1,202 2,061 0 4,621

C 4 88 255 1,115 2,493 2,454 6,409

12

A 635 424 335 308 0 0 1,702

B 34 347 637 1,109 1,201 0 3,328

C 3 75 307 1,259 2,293 1,215 5,152


Table 4.3.5.2B

Proficiency Level by Grade By Tier (Percent): Oral S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 14.1% 8.3% 11.2% 19.6% 23.0% 23.7% 100.0%


1

A 12.9% 29.9% 24.4% 2.9% 29.9% 0.0% 100.0%

B 0.5% 5.9% 24.0% 10.5% 59.0% 0.0% 100.0%

C 0.2% 3.7% 11.0% 10.0% 29.1% 46.0% 100.0%

2

A 24.3% 20.2% 21.6% 4.4% 29.5% 0.0% 100.0%

B 0.4% 3.0% 16.5% 7.8% 72.3% 0.0% 100.0%

C 0.1% 1.2% 4.7% 8.4% 36.1% 49.6% 100.0%

3

A 16.6% 23.4% 23.7% 11.8% 24.4% 0.0% 100.0%

B 0.7% 5.1% 14.8% 16.3% 63.0% 0.0% 100.0%

C 0.0% 1.0% 4.5% 8.1% 24.6% 61.7% 100.0%

4

A 24.3% 29.4% 27.7% 8.3% 10.3% 0.0% 100.0%

B 1.2% 6.4% 19.7% 15.3% 57.4% 0.0% 100.0%

C 0.0% 1.2% 5.5% 11.1% 25.5% 56.7% 100.0%

5

A 30.3% 28.0% 23.9% 8.5% 9.3% 0.0% 100.0%

B 1.8% 6.5% 17.8% 15.6% 58.3% 0.0% 100.0%

C 0.1% 0.9% 4.1% 10.0% 34.9% 50.1% 100.0%

6

A 32.5% 20.6% 20.1% 10.9% 15.9% 0.0% 100.0%

B 1.7% 6.2% 12.3% 21.8% 58.0% 0.0% 100.0%

C 0.1% 0.4% 1.9% 7.7% 26.8% 63.1% 100.0%

7

A 35.7% 22.0% 17.9% 10.5% 14.0% 0.0% 100.0%

B 2.3% 8.0% 11.9% 23.2% 54.6% 0.0% 100.0%

C 0.1% 0.3% 2.1% 6.1% 26.8% 64.5% 100.0%

8

A 36.1% 25.2% 16.9% 12.6% 9.2% 0.0% 100.0%

B 2.7% 9.9% 12.7% 27.6% 47.1% 0.0% 100.0%

C 0.0% 0.4% 1.8% 6.6% 28.4% 62.8% 100.0%

9

A 48.8% 21.5% 11.4% 10.5% 7.8% 0.0% 100.0%

B 1.9% 11.8% 11.5% 15.4% 59.4% 0.0% 100.0%

C 0.1% 1.1% 2.9% 8.3% 39.6% 48.1% 100.0%

10

A 40.3% 26.9% 15.1% 11.5% 6.2% 0.0% 100.0%

B 1.4% 12.8% 14.2% 22.2% 49.4% 0.0% 100.0%

C 0.1% 1.1% 4.1% 11.7% 45.8% 37.2% 100.0%

11

A 37.5% 26.2% 16.8% 14.4% 5.0% 0.0% 100.0%

B 1.3% 10.7% 17.3% 26.0% 44.6% 0.0% 100.0%

C 0.1% 1.4% 4.0% 17.4% 38.9% 38.3% 100.0%

12

A 37.3% 24.9% 19.7% 18.1% 0.0% 0.0% 100.0%

B 1.0% 10.4% 19.1% 33.3% 36.1% 0.0% 100.0%

C 0.1% 1.5% 6.0% 24.4% 44.5% 23.6% 100.0%


4.3.5.3 By Grade

Table 4.3.5.3A

Proficiency Level by Grade (Count): Oral S400 Paper

Oral Proficiency Range

Total 1 2 3 4 5 6

K (instructional) 34,668 20,454 27,496 48,227 56,670 58,405 245,920


1 3,977 11,357 16,982 6,178 33,346 9,040 80,880

2 2,625 3,462 9,363 6,137 40,280 18,453 80,320

3 1,881 3,751 6,806 6,852 22,478 16,221 57,989

4 1,911 3,286 6,061 5,265 14,750 12,451 43,724

5 2,021 2,440 3,788 3,738 12,178 9,239 33,404

6 1,972 1,684 2,300 3,186 8,453 7,297 24,892

7 2,174 1,815 2,046 2,822 7,330 6,743 22,930

8 2,121 2,047 1,944 3,204 6,610 6,602 22,528

9 3,954 2,596 1,978 2,704 8,660 4,828 24,720

10 2,268 2,278 1,960 2,816 6,750 2,886 18,958

11 1,446 1,548 1,673 2,848 4,739 2,454 14,708

12 672 846 1,279 2,676 3,494 1,215 10,182

Table 4.3.5.3B

Proficiency Level by Grade (Percent): Oral S400 Paper

Oral Proficiency Range

Total 1 2 3 4 5 6

K (instructional) 14.1% 8.3% 11.2% 19.6% 23.0% 23.7% 100.0%


1 4.9% 14.0% 21.0% 7.6% 41.2% 11.2% 100.0%

2 3.3% 4.3% 11.7% 7.6% 50.1% 23.0% 100.0%

3 3.2% 6.5% 11.7% 11.8% 38.8% 28.0% 100.0%

4 4.4% 7.5% 13.9% 12.0% 33.7% 28.5% 100.0%

5 6.1% 7.3% 11.3% 11.2% 36.5% 27.7% 100.0%

6 7.9% 6.8% 9.2% 12.8% 34.0% 29.3% 100.0%

7 9.5% 7.9% 8.9% 12.3% 32.0% 29.4% 100.0%

8 9.4% 9.1% 8.6% 14.2% 29.3% 29.3% 100.0%

9 16.0% 10.5% 8.0% 10.9% 35.0% 19.5% 100.0%

10 12.0% 12.0% 10.3% 14.9% 35.6% 15.2% 100.0%

11 9.8% 10.5% 11.4% 19.4% 32.2% 16.7% 100.0%

12 6.6% 8.3% 12.6% 26.3% 34.3% 11.9% 100.0%


4.3.6 Literacy Composite


Table 4.3.6.1A

Proficiency Level by Cluster By Tier (Count): Literacy S400 Paper

Cluster Tier

Literacy Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 42,982 58,617 43,798 31,536 51,688 17,299 245,920


1

A 4,110 12,383 12,393 0 0 0 28,886

B 323 4,504 21,678 3,432 0 0 29,937

C 71 1,423 7,298 6,155 3,338 448 18,733

2

A 3,281 3,743 2,870 112 0 0 10,006

B 460 6,086 22,866 2,454 0 0 31,866

C 64 2,067 13,634 13,164 6,680 521 36,130

3

A 2,053 4,256 3,594 263 0 0 10,166

B 155 1,243 4,745 13,039 1,600 0 20,782

C 15 108 1,855 8,332 12,275 2,561 25,146

4-5

A 1,655 3,482 5,188 2,712 0 0 13,037

B 302 1,081 5,632 13,871 1,890 0 22,776

C 39 160 3,657 13,706 16,654 4,710 38,926

6-8

A 3,449 7,034 5,372 355 0 0 16,210

B 664 3,160 10,858 5,036 20 0 19,738

C 140 1,840 15,835 10,894 2,454 165 31,328

9-12

A 3,804 7,225 6,523 1,082 0 0 18,634

B 1,079 2,912 7,066 7,268 1,644 0 19,969

C 176 685 4,126 8,648 9,927 4,763 28,325


Table 4.3.6.1B

Proficiency Level by Cluster By Tier (Percent): Literacy S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 17.5% 23.8% 17.8% 12.8% 21.0% 7.0% 100.0%


1

A 14.2% 42.9% 42.9% 0.0% 0.0% 0.0% 100.0%

B 1.1% 15.0% 72.4% 11.5% 0.0% 0.0% 100.0%

C 0.4% 7.6% 39.0% 32.9% 17.8% 2.4% 100.0%

2

A 32.8% 37.4% 28.7% 1.1% 0.0% 0.0% 100.0%

B 1.4% 19.1% 71.8% 7.7% 0.0% 0.0% 100.0%

C 0.2% 5.7% 37.7% 36.4% 18.5% 1.4% 100.0%

3

A 20.2% 41.9% 35.4% 2.6% 0.0% 0.0% 100.0%

B 0.7% 6.0% 22.8% 62.7% 7.7% 0.0% 100.0%

C 0.1% 0.4% 7.4% 33.1% 48.8% 10.2% 100.0%

4-5

A 12.7% 26.7% 39.8% 20.8% 0.0% 0.0% 100.0%

B 1.3% 4.7% 24.7% 60.9% 8.3% 0.0% 100.0%

C 0.1% 0.4% 9.4% 35.2% 42.8% 12.1% 100.0%

6-8

A 21.3% 43.4% 33.1% 2.2% 0.0% 0.0% 100.0%

B 3.4% 16.0% 55.0% 25.5% 0.1% 0.0% 100.0%

C 0.4% 5.9% 50.5% 34.8% 7.8% 0.5% 100.0%

9-12

A 20.4% 38.8% 35.0% 5.8% 0.0% 0.0% 100.0%

B 5.4% 14.6% 35.4% 36.4% 8.2% 0.0% 100.0%

C 0.6% 2.4% 14.6% 30.5% 35.0% 16.8% 100.0%



Table 4.3.6.2A

Proficiency Level by Grade By Tier (Count): Literacy S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 42,982 58,617 43,798 31,536 51,688 17,299 245,920


1

A 4,110 12,383 12,393 0 0 0 28,886

B 323 4,504 21,678 3,432 0 0 29,937

C 71 1,423 7,298 6,155 3,338 448 18,733

2

A 3,281 3,743 2,870 112 0 0 10,006

B 460 6,086 22,866 2,454 0 0 31,866

C 64 2,067 13,634 13,164 6,680 521 36,130

3

A 2,053 4,256 3,594 263 0 0 10,166

B 155 1,243 4,745 13,039 1,600 0 20,782

C 15 108 1,855 8,332 12,275 2,561 25,146

4

A 654 1,726 2,701 1,913 0 0 6,994

B 177 505 2,880 8,995 1,582 0 14,139

C 22 71 1,354 6,860 9,789 3,003 21,099

5

A 1,001 1,756 2,487 799 0 0 6,043

B 125 576 2,752 4,876 308 0 8,637

C 17 89 2,303 6,846 6,865 1,707 17,827

6

A 777 2,243 2,201 241 0 0 5,462

B 112 768 3,419 2,811 15 0 7,125

C 25 342 4,530 4,897 1,144 94 11,032

7

A 1,176 2,444 1,769 98 0 0 5,487

B 211 1,032 3,532 1,598 4 0 6,377

C 49 540 5,222 3,422 811 51 10,095

8

A 1,496 2,347 1,402 16 0 0 5,261

B 341 1,360 3,907 627 1 0 6,236

C 66 958 6,083 2,575 499 20 10,201

9

A 1,495 3,081 2,755 480 0 0 7,811

B 317 644 2,180 2,460 1,052 0 6,653

C 35 124 956 2,729 3,838 1,882 9,564

10

A 1,101 2,067 1,882 362 0 0 5,412

B 333 815 1,924 2,131 387 0 5,590

C 37 169 1,019 2,240 2,722 1,247 7,434

11

A 770 1,394 1,343 200 0 0 3,707

B 253 727 1,685 1,638 163 0 4,466

C 41 153 1,040 1,949 2,031 1,061 6,275

12

A 438 683 543 40 0 0 1,704

B 176 726 1,277 1,039 42 0 3,260

C 63 239 1,111 1,730 1,336 573 5,052


Table 4.3.6.2B

Proficiency Level by Grade By Tier (Percent): Literacy S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 17.5% 23.8% 17.8% 12.8% 21.0% 7.0% 100.0%


1

A 14.2% 42.9% 42.9% 0.0% 0.0% 0.0% 100.0%

B 1.1% 15.0% 72.4% 11.5% 0.0% 0.0% 100.0%

C 0.4% 7.6% 39.0% 32.9% 17.8% 2.4% 100.0%

2

A 32.8% 37.4% 28.7% 1.1% 0.0% 0.0% 100.0%

B 1.4% 19.1% 71.8% 7.7% 0.0% 0.0% 100.0%

C 0.2% 5.7% 37.7% 36.4% 18.5% 1.4% 100.0%

3

A 20.2% 41.9% 35.4% 2.6% 0.0% 0.0% 100.0%

B 0.7% 6.0% 22.8% 62.7% 7.7% 0.0% 100.0%

C 0.1% 0.4% 7.4% 33.1% 48.8% 10.2% 100.0%

4

A 9.4% 24.7% 38.6% 27.4% 0.0% 0.0% 100.0%

B 1.3% 3.6% 20.4% 63.6% 11.2% 0.0% 100.0%

C 0.1% 0.3% 6.4% 32.5% 46.4% 14.2% 100.0%

5

A 16.6% 29.1% 41.2% 13.2% 0.0% 0.0% 100.0%

B 1.4% 6.7% 31.9% 56.5% 3.6% 0.0% 100.0%

C 0.1% 0.5% 12.9% 38.4% 38.5% 9.6% 100.0%

6

A 14.2% 41.1% 40.3% 4.4% 0.0% 0.0% 100.0%

B 1.6% 10.8% 48.0% 39.5% 0.2% 0.0% 100.0%

C 0.2% 3.1% 41.1% 44.4% 10.4% 0.9% 100.0%

7

A 21.4% 44.5% 32.2% 1.8% 0.0% 0.0% 100.0%

B 3.3% 16.2% 55.4% 25.1% 0.1% 0.0% 100.0%

C 0.5% 5.3% 51.7% 33.9% 8.0% 0.5% 100.0%

8

A 28.4% 44.6% 26.6% 0.3% 0.0% 0.0% 100.0%

B 5.5% 21.8% 62.7% 10.1% 0.0% 0.0% 100.0%

C 0.6% 9.4% 59.6% 25.2% 4.9% 0.2% 100.0%

9

A 19.1% 39.4% 35.3% 6.1% 0.0% 0.0% 100.0%

B 4.8% 9.7% 32.8% 37.0% 15.8% 0.0% 100.0%

C 0.4% 1.3% 10.0% 28.5% 40.1% 19.7% 100.0%

10

A 20.3% 38.2% 34.8% 6.7% 0.0% 0.0% 100.0%

B 6.0% 14.6% 34.4% 38.1% 6.9% 0.0% 100.0%

C 0.5% 2.3% 13.7% 30.1% 36.6% 16.8% 100.0%

11

A 20.8% 37.6% 36.2% 5.4% 0.0% 0.0% 100.0%

B 5.7% 16.3% 37.7% 36.7% 3.6% 0.0% 100.0%

C 0.7% 2.4% 16.6% 31.1% 32.4% 16.9% 100.0%

12

A 25.7% 40.1% 31.9% 2.3% 0.0% 0.0% 100.0%

B 5.4% 22.3% 39.2% 31.9% 1.3% 0.0% 100.0%

C 1.2% 4.7% 22.0% 34.2% 26.4% 11.3% 100.0%


4.3.6.3 By Grade

Table 4.3.6.3A

Proficiency Level by Grade (Count): Literacy S400 Paper


Total 1 2 3 4 5 6

K (instructional) 42,982 58,617 43,798 31,536 51,688 17,299 245,920


1 4,504 18,310 41,369 9,587 3,338 448 77,556

2 3,805 11,896 39,370 15,730 6,680 521 78,002

3 2,223 5,607 10,194 21,634 13,875 2,561 56,094

4 853 2,302 6,935 17,768 11,371 3,003 42,232

5 1,143 2,421 7,542 12,521 7,173 1,707 32,507

6 914 3,353 10,150 7,949 1,159 94 23,619

7 1,436 4,016 10,523 5,118 815 51 21,959

8 1,903 4,665 11,392 3,218 500 20 21,698

9 1,847 3,849 5,891 5,669 4,890 1,882 24,028

10 1,471 3,051 4,825 4,733 3,109 1,247 18,436

11 1,064 2,274 4,068 3,787 2,194 1,061 14,448

12 677 1,648 2,931 2,809 1,378 573 10,016

Table 4.3.6.3B

Proficiency Level by Grade (Percent): Literacy S400 Paper


Total 1 2 3 4 5 6

K (instructional) 17.5% 23.8% 17.8% 12.8% 21.0% 7.0% 100.0%


1 5.8% 23.6% 53.3% 12.4% 4.3% 0.6% 100.0%

2 4.9% 15.3% 50.5% 20.2% 8.6% 0.7% 100.0%

3 4.0% 10.0% 18.2% 38.6% 24.7% 4.6% 100.0%

4 2.0% 5.5% 16.4% 42.1% 26.9% 7.1% 100.0%

5 3.5% 7.4% 23.2% 38.5% 22.1% 5.3% 100.0%

6 3.9% 14.2% 43.0% 33.7% 4.9% 0.4% 100.0%

7 6.5% 18.3% 47.9% 23.3% 3.7% 0.2% 100.0%

8 8.8% 21.5% 52.5% 14.8% 2.3% 0.1% 100.0%

9 7.7% 16.0% 24.5% 23.6% 20.4% 7.8% 100.0%

10 8.0% 16.5% 26.2% 25.7% 16.9% 6.8% 100.0%

11 7.4% 15.7% 28.2% 26.2% 15.2% 7.3% 100.0%

12 6.8% 16.5% 29.3% 28.0% 13.8% 5.7% 100.0%


4.3.7 Comprehension Composite


Table 4.3.7.1A

Proficiency Level by Cluster By Tier (Count): Comprehension S400 Paper

Cluster Tier

Comprehension Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 30,075 35,081 51,150 34,428 37,075 58,111 245,920


1

A 2,439 7,275 10,500 7,656 n/a n/a 27,870

B 7 176 3,261 7,599 18,247 n/a 29,290

C 6 163 1,972 2,728 5,947 7,599 18,415

2

A 1,983 3,008 2,325 2,519 n/a n/a 9,835

B 22 576 6,571 5,576 18,838 n/a 31,583

C 21 477 3,258 4,300 10,822 16,987 35,865

3

A 448 3,367 3,160 3,058 n/a n/a 10,033

B 19 730 4,408 4,837 10,622 n/a 20,616

C 2 33 746 1,730 9,137 13,394 25,042

4-5

A 1,731 4,407 3,720 3,025 n/a n/a 12,883

B 116 1,667 5,788 5,424 9,662 n/a 22,657

C 3 189 3,120 3,476 12,177 19,840 38,805

6-8

A 3,681 7,120 3,848 1,424 n/a n/a 16,073

B 256 3,839 7,201 4,495 3,822 n/a 19,613

C 16 1,107 7,093 5,491 10,391 7,098 31,196

9-12

A 6,162 7,838 3,317 1,081 n/a n/a 18,398

B 899 5,267 5,642 4,570 3,380 n/a 19,758

C 46 1,289 3,784 5,038 7,859 10,092 28,108


Table 4.3.7.1B

Proficiency Level by Cluster By Tier (Percent): Comprehension S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 12.2% 14.3% 20.8% 14.0% 15.1% 23.6% 100.0%


1

A 8.8% 26.1% 37.7% 27.5% n/a n/a 100.0%

B 0.0% 0.6% 11.1% 25.9% 62.3% n/a 100.0%

C 0.0% 0.9% 10.7% 14.8% 32.3% 41.3% 100.0%

2

A 20.2% 30.6% 23.6% 25.6% n/a n/a 100.0%

B 0.1% 1.8% 20.8% 17.7% 59.6% n/a 100.0%

C 0.1% 1.3% 9.1% 12.0% 30.2% 47.4% 100.0%

3

A 4.5% 33.6% 31.5% 30.5% n/a n/a 100.0%

B 0.1% 3.5% 21.4% 23.5% 51.5% n/a 100.0%

C 0.0% 0.1% 3.0% 6.9% 36.5% 53.5% 100.0%

4-5

A 13.4% 34.2% 28.9% 23.5% n/a n/a 100.0%

B 0.5% 7.4% 25.5% 23.9% 42.6% n/a 100.0%

C 0.0% 0.5% 8.0% 9.0% 31.4% 51.1% 100.0%

6-8

A 22.9% 44.3% 23.9% 8.9% n/a n/a 100.0%

B 1.3% 19.6% 36.7% 22.9% 19.5% n/a 100.0%

C 0.1% 3.5% 22.7% 17.6% 33.3% 22.8% 100.0%

9-12

A 33.5% 42.6% 18.0% 5.9% n/a n/a 100.0%

B 4.6% 26.7% 28.6% 23.1% 17.1% n/a 100.0%

C 0.2% 4.6% 13.5% 17.9% 28.0% 35.9% 100.0%



Table 4.3.7.2A

Proficiency Level by Grade By Tier (Count): Comprehension S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 30,075 35,081 51,150 34,428 37,075 58,111 245,920


1

A 2,439 7,275 10,500 7,656 n/a n/a 27,870

B 7 176 3,261 7,599 18,247 n/a 29,290

C 6 163 1,972 2,728 5,947 7,599 18,415

2

A 1,983 3,008 2,325 2,519 n/a n/a 9,835

B 22 576 6,571 5,576 18,838 n/a 31,583

C 21 477 3,258 4,300 10,822 16,987 35,865

3

A 448 3,367 3,160 3,058 n/a n/a 10,033

B 19 730 4,408 4,837 10,622 n/a 20,616

C 2 33 746 1,730 9,137 13,394 25,042

4

A 651 2,422 2,081 1,746 n/a n/a 6,900

B 39 826 3,276 3,448 6,475 n/a 14,064

C 1 53 1,353 1,830 6,417 11,365 21,019

5

A 1,080 1,985 1,639 1,279 n/a n/a 5,983

B 77 841 2,512 1,976 3,187 n/a 8,593

C 2 136 1,767 1,646 5,760 8,475 17,786

6

A 766 2,452 1,658 537 n/a n/a 5,413

B 26 1,010 2,796 1,710 1,550 n/a 7,092

C 1 247 2,489 1,919 3,817 2,518 10,991

7

A 1,361 2,357 1,262 467 n/a n/a 5,447

B 86 1,297 2,389 1,504 1,059 n/a 6,335

C 8 350 2,485 1,757 3,155 2,295 10,050

8

A 1,554 2,311 928 420 n/a n/a 5,213

B 144 1,532 2,016 1,281 1,213 n/a 6,186

C 7 510 2,119 1,815 3,419 2,285 10,155

9

A 2,645 3,199 1,361 493 n/a n/a 7,698

B 150 1,334 2,318 1,457 1,317 n/a 6,576

C 3 211 1,304 1,627 2,980 3,366 9,491

10

A 1,638 2,409 1,016 291 n/a n/a 5,354

B 224 1,541 1,612 1,207 960 n/a 5,544

C 5 313 1,049 1,308 2,096 2,613 7,384

11

A 1,180 1,599 674 204 n/a n/a 3,657

B 244 1,403 964 1,156 646 n/a 4,413

C 12 356 765 1,151 1,526 2,423 6,233

12

A 699 631 266 93 n/a n/a 1,689

B 281 989 748 750 457 n/a 3,225

C 26 409 666 952 1,257 1,690 5,000


Table 4.3.7.2B

Proficiency Level by Grade By Tier (Percent): Comprehension S400 Paper

Grade Tier


1 2 3 4 5 6 Total

K (instructional) - 12.2% 14.3% 20.8% 14.0% 15.1% 23.6% 100.0%


1

A 8.8% 26.1% 37.7% 27.5% n/a n/a 100.0%

B 0.0% 0.6% 11.1% 25.9% 62.3% n/a 100.0%

C 0.0% 0.9% 10.7% 14.8% 32.3% 41.3% 100.0%

2

A 20.2% 30.6% 23.6% 25.6% n/a n/a 100.0%

B 0.1% 1.8% 20.8% 17.7% 59.6% n/a 100.0%

C 0.1% 1.3% 9.1% 12.0% 30.2% 47.4% 100.0%

3

A 4.5% 33.6% 31.5% 30.5% n/a n/a 100.0%

B 0.1% 3.5% 21.4% 23.5% 51.5% n/a 100.0%

C 0.0% 0.1% 3.0% 6.9% 36.5% 53.5% 100.0%

4

A 9.4% 35.1% 30.2% 25.3% n/a n/a 100.0%

B 0.3% 5.9% 23.3% 24.5% 46.0% n/a 100.0%

C 0.0% 0.3% 6.4% 8.7% 30.5% 54.1% 100.0%

5

A 18.1% 33.2% 27.4% 21.4% n/a n/a 100.0%

B 0.9% 9.8% 29.2% 23.0% 37.1% n/a 100.0%

C 0.0% 0.8% 9.9% 9.3% 32.4% 47.6% 100.0%

6

A 14.2% 45.3% 30.6% 9.9% n/a n/a 100.0%

B 0.4% 14.2% 39.4% 24.1% 21.9% n/a 100.0%

C 0.0% 2.2% 22.6% 17.5% 34.7% 22.9% 100.0%

7

A 25.0% 43.3% 23.2% 8.6% n/a n/a 100.0%

B 1.4% 20.5% 37.7% 23.7% 16.7% n/a 100.0%

C 0.1% 3.5% 24.7% 17.5% 31.4% 22.8% 100.0%

8

A 29.8% 44.3% 17.8% 8.1% n/a n/a 100.0%

B 2.3% 24.8% 32.6% 20.7% 19.6% n/a 100.0%

C 0.1% 5.0% 20.9% 17.9% 33.7% 22.5% 100.0%

9

A 34.4% 41.6% 17.7% 6.4% n/a n/a 100.0%

B 2.3% 20.3% 35.2% 22.2% 20.0% n/a 100.0%

C 0.0% 2.2% 13.7% 17.1% 31.4% 35.5% 100.0%

10

A 30.6% 45.0% 19.0% 5.4% n/a n/a 100.0%

B 4.0% 27.8% 29.1% 21.8% 17.3% n/a 100.0%

C 0.1% 4.2% 14.2% 17.7% 28.4% 35.4% 100.0%

11

A 32.3% 43.7% 18.4% 5.6% n/a n/a 100.0%

B 5.5% 31.8% 21.8% 26.2% 14.6% n/a 100.0%

C 0.2% 5.7% 12.3% 18.5% 24.5% 38.9% 100.0%

12

A 41.4% 37.4% 15.7% 5.5% n/a n/a 100.0%

B 8.7% 30.7% 23.2% 23.3% 14.2% n/a 100.0%

C 0.5% 8.2% 13.3% 19.0% 25.1% 33.8% 100.0%


4.3.7.3 By Grade

Table 4.3.7.3A

Proficiency Level by Grade (Count): Comprehension S400 Paper


Total 1 2 3 4 5 6

K (instructional) 30,075 35,081 51,150 34,428 37,075 58,111 245,920


1 2,452 7,614 15,733 17,983 24,194 7,599 75,575

2 2,026 4,061 12,154 12,395 29,660 16,987 77,283

3 469 4,130 8,314 9,625 19,759 13,394 55,691

4 691 3,301 6,710 7,024 12,892 11,365 41,983

5 1,159 2,962 5,918 4,901 8,947 8,475 32,362

6 793 3,709 6,943 4,166 5,367 2,518 23,496

7 1,455 4,004 6,136 3,728 4,214 2,295 21,832

8 1,705 4,353 5,063 3,516 4,632 2,285 21,554

9 2,798 4,744 4,983 3,577 4,297 3,366 23,765

10 1,867 4,263 3,677 2,806 3,056 2,613 18,282

11 1,436 3,358 2,403 2,511 2,172 2,423 14,303

12 1,006 2,029 1,680 1,795 1,714 1,690 9,914

Table 4.3.7.3B

Proficiency Level by Grade (Percent): Comprehension S400 Paper


Total 1 2 3 4 5 6

K (instructional) 12.2% 14.3% 20.8% 14.0% 15.1% 23.6% 100.0%


1 3.2% 10.1% 20.8% 23.8% 32.0% 10.1% 100.0%

2 2.6% 5.3% 15.7% 16.0% 38.4% 22.0% 100.0%

3 0.8% 7.4% 14.9% 17.3% 35.5% 24.1% 100.0%

4 1.6% 7.9% 16.0% 16.7% 30.7% 27.1% 100.0%

5 3.6% 9.2% 18.3% 15.1% 27.6% 26.2% 100.0%

6 3.4% 15.8% 29.5% 17.7% 22.8% 10.7% 100.0%

7 6.7% 18.3% 28.1% 17.1% 19.3% 10.5% 100.0%

8 7.9% 20.2% 23.5% 16.3% 21.5% 10.6% 100.0%

9 11.8% 20.0% 21.0% 15.1% 18.1% 14.2% 100.0%

10 10.2% 23.3% 20.1% 15.3% 16.7% 14.3% 100.0%

11 10.0% 23.5% 16.8% 17.6% 15.2% 16.9% 100.0%

12 10.1% 20.5% 16.9% 18.1% 17.3% 17.0% 100.0%


4.3.8 Overall Composite


Table 4.3.8.1A

Proficiency Level by Cluster By Tier (Count): Overall S400 Paper

Cluster Tier

Overall Proficiency Range

Total 1 2 3 4 5 6

K (instructional) - 33,777 47,902 47,405 43,817 54,984 18,035 245,920


1

A 2,861 9,884 14,443 472 0 0 27,660

B 82 2,094 15,709 11,211 12 0 29,108

C 18 600 4,638 6,701 5,400 960 18,317

2

A 2,485 3,199 3,502 572 0 0 9,758

B 122 2,222 14,384 14,630 0 0 31,358

C 19 401 6,678 14,927 12,319 1,343 35,687

3

A 1,646 3,296 4,544 477 0 0 9,963

B 85 825 3,739 10,809 4,999 0 20,457

C 2 41 895 5,068 13,467 5,433 24,906

4-5

A 2,274 3,435 4,890 2,193 0 0 12,792

B 236 999 4,442 12,278 4,569 0 22,524

C 11 116 1,854 9,111 19,547 7,950 38,589

6-8

A 4,253 5,487 4,821 1,358 0 0 15,919

B 426 1,902 7,036 9,519 532 0 19,415

C 21 338 4,820 14,787 10,110 880 30,956

9-12

A 5,005 6,646 4,785 1,697 11 0 18,144

B 612 2,151 5,547 7,442 3,639 0 19,391

C 28 323 2,219 7,659 11,826 5,544 27,599


Table 4.3.8.1B

Proficiency Level by Cluster By Tier (Percent): Overall S400 Paper

Cluster Tier


Total 1 2 3 4 5 6

K (instructional) - 13.7% 19.5% 19.3% 17.8% 22.4% 7.3% 100.0%


1

A 10.3% 35.7% 52.2% 1.7% 0.0% 0.0% 100.0%

B 0.3% 7.2% 54.0% 38.5% 0.0% 0.0% 100.0%

C 0.1% 3.3% 25.3% 36.6% 29.5% 5.2% 100.0%

2

A 25.5% 32.8% 35.9% 5.9% 0.0% 0.0% 100.0%

B 0.4% 7.1% 45.9% 46.7% 0.0% 0.0% 100.0%

C 0.1% 1.1% 18.7% 41.8% 34.5% 3.8% 100.0%

3

A 16.5% 33.1% 45.6% 4.8% 0.0% 0.0% 100.0%

B 0.4% 4.0% 18.3% 52.8% 24.4% 0.0% 100.0%

C 0.0% 0.2% 3.6% 20.3% 54.1% 21.8% 100.0%

4-5

A 17.8% 26.9% 38.2% 17.1% 0.0% 0.0% 100.0%

B 1.0% 4.4% 19.7% 54.5% 20.3% 0.0% 100.0%

C 0.0% 0.3% 4.8% 23.6% 50.7% 20.6% 100.0%

6-8

A 26.7% 34.5% 30.3% 8.5% 0.0% 0.0% 100.0%

B 2.2% 9.8% 36.2% 49.0% 2.7% 0.0% 100.0%

C 0.1% 1.1% 15.6% 47.8% 32.7% 2.8% 100.0%

9-12

A 27.6% 36.6% 26.4% 9.4% 0.1% 0.0% 100.0%

B 3.2% 11.1% 28.6% 38.4% 18.8% 0.0% 100.0%

C 0.1% 1.2% 8.0% 27.8% 42.8% 20.1% 100.0%



Table 4.3.8.2A

Proficiency Level by Grade By Tier (Count): Overall S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 33,777 47,902 47,405 43,817 54,984 18,035 245,920


1

A 2,861 9,884 14,443 472 0 0 27,660

B 82 2,094 15,709 11,211 12 0 29,108

C 18 600 4,638 6,701 5,400 960 18,317

2

A 2,485 3,199 3,502 572 0 0 9,758

B 122 2,222 14,384 14,630 0 0 31,358

C 19 401 6,678 14,927 12,319 1,343 35,687

3

A 1,646 3,296 4,544 477 0 0 9,963

B 85 825 3,739 10,809 4,999 0 20,457

C 2 41 895 5,068 13,467 5,433 24,906

4

A 1,016 1,731 2,755 1,342 0 0 6,844

B 137 514 2,476 7,459 3,392 0 13,978

C 5 58 847 4,401 10,619 4,974 20,904

5

A 1,258 1,704 2,135 851 0 0 5,948

B 99 485 1,966 4,819 1,177 0 8,546

C 6 58 1,007 4,710 8,928 2,976 17,685

6

A 1,168 1,734 1,786 667 0 0 5,355

B 97 454 2,102 4,027 357 0 7,037

C 3 69 1,158 5,054 4,172 463 10,919

7

A 1,452 1,858 1,644 439 0 0 5,393

B 132 632 2,398 2,961 149 0 6,272

C 10 99 1,670 4,580 3,338 270 9,967

8

A 1,633 1,895 1,391 252 0 0 5,171

B 197 816 2,536 2,531 26 0 6,106

C 8 170 1,992 5,153 2,600 147 10,070

9

A 2,295 2,644 1,867 773 11 0 7,590

B 193 544 1,448 2,400 1,874 0 6,459

C 6 72 437 2,021 4,455 2,357 9,348

10

A 1,321 2,039 1,415 501 0 0 5,276

B 175 667 1,516 2,020 1,052 0 5,430

C 7 73 508 1,991 3,195 1,487 7,261

11

A 890 1,373 1,014 328 0 0 3,605

B 148 525 1,405 1,702 557 0 4,337

C 6 81 550 1,859 2,490 1,108 6,094

12

A 499 590 489 95 0 0 1,673

B 96 415 1,178 1,320 156 0 3,165

C 9 97 724 1,788 1,686 592 4,896


Table 4.3.8.2B

Proficiency Level by Grade By Tier (Percent): Overall S400 Paper

Grade Tier


Total 1 2 3 4 5 6

K (instructional) - 13.7% 19.5% 19.3% 17.8% 22.4% 7.3% 100.0%


1

A 10.3% 35.7% 52.2% 1.7% 0.0% 0.0% 100.0%

B 0.3% 7.2% 54.0% 38.5% 0.0% 0.0% 100.0%

C 0.1% 3.3% 25.3% 36.6% 29.5% 5.2% 100.0%

2

A 25.5% 32.8% 35.9% 5.9% 0.0% 0.0% 100.0%

B 0.4% 7.1% 45.9% 46.7% 0.0% 0.0% 100.0%

C 0.1% 1.1% 18.7% 41.8% 34.5% 3.8% 100.0%

3

A 16.5% 33.1% 45.6% 4.8% 0.0% 0.0% 100.0%

B 0.4% 4.0% 18.3% 52.8% 24.4% 0.0% 100.0%

C 0.0% 0.2% 3.6% 20.3% 54.1% 21.8% 100.0%

4

A 14.8% 25.3% 40.3% 19.6% 0.0% 0.0% 100.0%

B 1.0% 3.7% 17.7% 53.4% 24.3% 0.0% 100.0%

C 0.0% 0.3% 4.1% 21.1% 50.8% 23.8% 100.0%

5

A 21.1% 28.6% 35.9% 14.3% 0.0% 0.0% 100.0%

B 1.2% 5.7% 23.0% 56.4% 13.8% 0.0% 100.0%

C 0.0% 0.3% 5.7% 26.6% 50.5% 16.8% 100.0%

6

A 21.8% 32.4% 33.4% 12.5% 0.0% 0.0% 100.0%

B 1.4% 6.5% 29.9% 57.2% 5.1% 0.0% 100.0%

C 0.0% 0.6% 10.6% 46.3% 38.2% 4.2% 100.0%

7

A 26.9% 34.5% 30.5% 8.1% 0.0% 0.0% 100.0%

B 2.1% 10.1% 38.2% 47.2% 2.4% 0.0% 100.0%

C 0.1% 1.0% 16.8% 46.0% 33.5% 2.7% 100.0%

8

A 31.6% 36.6% 26.9% 4.9% 0.0% 0.0% 100.0%

B 3.2% 13.4% 41.5% 41.5% 0.4% 0.0% 100.0%

C 0.1% 1.7% 19.8% 51.2% 25.8% 1.5% 100.0%

9

A 30.2% 34.8% 24.6% 10.2% 0.1% 0.0% 100.0%

B 3.0% 8.4% 22.4% 37.2% 29.0% 0.0% 100.0%

C 0.1% 0.8% 4.7% 21.6% 47.7% 25.2% 100.0%

10

A 25.0% 38.6% 26.8% 9.5% 0.0% 0.0% 100.0%

B 3.2% 12.3% 27.9% 37.2% 19.4% 0.0% 100.0%

C 0.1% 1.0% 7.0% 27.4% 44.0% 20.5% 100.0%

11

A 24.7% 38.1% 28.1% 9.1% 0.0% 0.0% 100.0%

B 3.4% 12.1% 32.4% 39.2% 12.8% 0.0% 100.0%

C 0.1% 1.3% 9.0% 30.5% 40.9% 18.2% 100.0%

12

A 29.8% 35.3% 29.2% 5.7% 0.0% 0.0% 100.0%

B 3.0% 13.1% 37.2% 41.7% 4.9% 0.0% 100.0%

C 0.2% 2.0% 14.8% 36.5% 34.4% 12.1% 100.0%


4.3.8.3 By Grade

Table 4.3.8.3A

Proficiency Level by Grade (Count): Overall S400 Paper


Total 1 2 3 4 5 6

K (instructional) 33,777 47,902 47,405 43,817 54,984 18,035 245,920


1 2,961 12,578 34,790 18,384 5,412 960 75,085

2 2,626 5,822 24,564 30,129 12,319 1,343 76,803

3 1,733 4,162 9,178 16,354 18,466 5,433 55,326

4 1,158 2,303 6,078 13,202 14,011 4,974 41,726

5 1,363 2,247 5,108 10,380 10,105 2,976 32,179

6 1,268 2,257 5,046 9,748 4,529 463 23,311

7 1,594 2,589 5,712 7,980 3,487 270 21,632

8 1,838 2,881 5,919 7,936 2,626 147 21,347

9 2,494 3,260 3,752 5,194 6,340 2,357 23,397

10 1,503 2,779 3,439 4,512 4,247 1,487 17,967

11 1,044 1,979 2,969 3,889 3,047 1,108 14,036

12 604 1,102 2,391 3,203 1,842 592 9,734

Table 4.3.8.3B

Proficiency Level by Grade (Percent): Overall S400 Paper


Total 1 2 3 4 5 6

K (instructional) 13.7% 19.5% 19.3% 17.8% 22.4% 7.3% 100.0%


1 3.9% 16.8% 46.3% 24.5% 7.2% 1.3% 100.0%

2 3.4% 7.6% 32.0% 39.2% 16.0% 1.7% 100.0%

3 3.1% 7.5% 16.6% 29.6% 33.4% 9.8% 100.0%

4 2.8% 5.5% 14.6% 31.6% 33.6% 11.9% 100.0%

5 4.2% 7.0% 15.9% 32.3% 31.4% 9.2% 100.0%

6 5.4% 9.7% 21.6% 41.8% 19.4% 2.0% 100.0%

7 7.4% 12.0% 26.4% 36.9% 16.1% 1.2% 100.0%

8 8.6% 13.5% 27.7% 37.2% 12.3% 0.7% 100.0%

9 10.7% 13.9% 16.0% 22.2% 27.1% 10.1% 100.0%

10 8.4% 15.5% 19.1% 25.1% 23.6% 8.3% 100.0%

11 7.4% 14.1% 21.2% 27.7% 21.7% 7.9% 100.0%

12 6.2% 11.3% 24.6% 32.9% 18.9% 6.1% 100.0%



ACCESS for ELLs 2.0 Paper English Language Proficiency Test,



Volume 2 of 3: Analyses of Test Forms

Prepared by:




April 2017


Volume 2

5. Analyses of Test Forms: Overview ..................................................................... 1

5.1 Background ...................................................................................................................... 1

5.1.1 Measurement Models Used ............................................................................................ 1

5.1.2 Sampling ......................................................................................................................... 3

5.1.3 Equating and Scaling ...................................................................................................... 3

5.1.4 DIF Analyses .................................................................................................................. 4

5.1.5 Analysis of Writing and Speaking Forms ...................................................................... 6

5.2 Descriptions of Tables and Figures .................................................................................. 6

5.2.1 Raw Score Information (Figure A and Table A) ...................................................... 6

5.2.2 Scale Score Information (Figure B and Table B) ..................................................... 7

5.2.3 Proficiency Level Information (Figure C and Table C) ............................................ 8

5.2.4 Scaling Equation Table (Table D) ............................................................................ 9

5.2.5 Equating Summary (Table E) ................................................................................... 9

5.2.6 Test Characteristic Curve (Figure D) ........................................................................ 9

5.2.7 Test Information Function (Figure E) ....................................................................... 9

5.2.8 Reliability (Table F) ................................................................................................ 10

5.2.9 Complete Item or Task Analysis and Summary (Table G) .......................................... 12

5.2.10 DIF Analysis and Summary (Table H) ....................................................................... 13

5.2.11 Raw Score to Scale Score Conversion Chart (Table I) .............................................. 13

5.2.12 Raw Score to Proficiency Level Score Conversion Table (Table J) .......................... 14

6 Analyses of Test Forms: Results .......................................................................16

6.1 Grade: K ......................................................................................................................... 16

6.1.1 Listening K .............................................................................................................. 16

6.1.2 Reading K ............................................................................................................... 22

6.1.3 Writing K ................................................................................................................ 28

6.1.4 Speaking K .............................................................................................................. 33

6.2 Grade: 1 .......................................................................................................................... 37

6.2.1 Listening 1 ............................................................................................................... 37

6.2.2 Reading 1 ................................................................................................................ 55

6.2.3 Writing 1 ................................................................................................................. 72

WIDA ACCESS Annual Tech Rpt 12B ii Series 400 (2015–2016)

6.2.4 Speaking 1 ............................................................................................................... 88

6.3 Grade: 2 ........................................................................................................................ 105

6.3.1 Listening 2 ............................................................................................................. 105

6.3.2 Reading 2 .............................................................................................................. 123

6.3.3 Writing 2 ............................................................................................................... 141

6.3.4 Speaking 2 ............................................................................................................. 156

6.4 Grade: 3 ........................................................................................................................ 173

6.4.1 Listening 3 ............................................................................................................. 173

6.4.2 Reading 3 .............................................................................................................. 191

6.4.3 Writing 3 ............................................................................................................... 209

6.4.4 Speaking 3 ............................................................................................................. 226

6.5 Grades: 4–5 .................................................................................................................. 243

6.5.1 Listening 4–5 ......................................................................................................... 243

6.5.2 Reading 4–5 .......................................................................................................... 262

6.5.3 Writing 4–5 ........................................................................................................... 280

6.5.4 Speaking 4–5 ......................................................................................................... 298

6.6 Grades: 6–8 .................................................................................................................. 315

6.6.1 Listening 6–8 ......................................................................................................... 315

6.6.2 Reading 6–8 .......................................................................................................... 333

6.6.3 Writing 6–8 ........................................................................................................... 351

6.6.4 Speaking 6–8 ......................................................................................................... 369

6.7 Grades: 9–12 ................................................................................................................ 386

6.7.1 Listening 9–12 ....................................................................................................... 386

6.7.2 Reading 9–12 ........................................................................................................ 405

6.7.3 Writing 9–12 ......................................................................................................... 423

6.7.4 Speaking 9–12 ....................................................................................................... 441


5. Analyses of Test Forms: Overview This chapter contains two parts. The first part provides background information on the technical

measurement and statistical tools used to analyze ACCESS 2.0 Paper. The second part explains

the results that are presented for each test form in Chapter 6.

5.1 Background

5.1.1 Measurement Models Used

The measurement model that forms the basis of the analysis for the development of ACCESS for

ELLs is the Rasch measurement model (Wright & Stone, 1979). Additional information on its

use in the development of the test is available in ACCESS for ELLs Technical Report No. 1,

Development and Field Test of ACCESS for ELLs (Kenyon, 2006). The test was developed using

Rasch measurement principles, and in that sense, the Rasch model guided all decisions

throughout the development of the assessment and was not just a tool for the statistical analysis

of the data. Thus, for example, data based on Rasch fit statistics guided the inclusion, revision, or

deletion of items during the development and field testing of the test forms.

For Listening, and Reading, the dichotomous Rasch model was used as the measurement model.

Mathematically, the measurement model may be presented as

where:

Pni1 = probability of a correct response “1” by person “n” on item “i”

Pni0 = probability of an incorrect response “0” by person “n” on item “i”

Bn = ability of person “n”

Di = difficulty of item “i”

When the probability of a person getting a correct answer equals the probability of a person

getting an incorrect answer (i.e., 50% probability of getting it right and 50% probability of

getting it wrong), Pni1/Pni0 is equal to 1. The log of 1 is 0. This is the point at which a person’s

ability equals the difficulty of an item. For example, a person whose ability is 1.56 on the Rasch

logit scale encountering an item whose difficulty is 1.56 on the Rasch logit scale would have a

50% probability of answering that question correctly.

For the Writing and Speaking tasks, a Rasch Rating Scale model was used. Mathematically, this

can be represented as

D-B=)P

P( in

ni

ni

0

1log


where

Pnik = probability of person “n” on task “i” receiving a rating at level “k” on the rating scale

Pnik-1 = probability of person “n” on task “i” receiving a rating at level “k - 1” on the rating scale

(i.e., the next lowest rating)

Bn = ability of person “n”

Di = difficulty of task “i”

Fk = calibration of step “k” on the rating scale

All Rasch analyses were conducted using the Rasch measurement software program Winsteps

(Linacre, 2006). Rasch statistics are presented in several of the tables that follow. When speaking

of the measure of examinee ability, we use the term ability measure (rather than theta used

commonly when discussing models based on Item Response Theory). When speaking of the

measure of how hard an item was, we use the term item difficulty measure (rather than the b

parameter used commonly when discussing models based on Item Response Theory). Step

measures refer to the calibration of the steps in the Rasch Rating Scale model presented above.

All three measures (ability, difficulty, and step) are expressed in terms of Rasch logits, which

then are converted into scores on the ACCESS score scale for reporting purposes (see ACCESS

for ELLs Technical Report No. 1, Development and Field Test of ACCESS for ELLs [2006] for

more details).

Rasch model standard errors also appear in the tables. These are an indication of the precision

with which the measures have been estimated. Unlike the Standard Error of Measurement (SEM)

based on classical test theory, which posits the same SEM for all persons, regardless of where on

the ability distribution they are, Rasch model standard errors are conditional on the individual’s

ability measure. All things being equal, if a person gets few items correct or few items incorrect,

the standard error of that person’s measure will be greater than if a person gets a moderate

number of items correct. In addition, for ability measures, standard errors are a function of the

number of items on a test form as well as the distribution and quality of the items (i.e., their fit to

the Rasch model).

Also included in some of the tables are fit statistics for the Rasch model. These statistics are

calculated by comparing the observed empirical data with the data that would be expected to be

produced by the Rasch model. Of the several statistics available, the mean square fit statistics

were used to flag items in the development of ACCESS that needed to be deleted or revised and

are presented in the appropriate tables. Outfit mean square statistics are influenced by outliers.

For example, a difficult item that, for some reason, some low ability examinees get correct will

F-D-B=)P

P( kin

1-nik

niklog


have a high outfit mean square statistic that indicates that the item may not be measuring the

same thing as other items on the test. Infit mean square statistics are influenced by more aberrant

response patterns and generally indicate a more serious measurement problem. The expectation

for both of these statistics is 1.00 and values near 1.00 are not of great concern. Values less than

1.00 indicate that the observations are too predictable and thus redundant, but are not of great

concern. High values are more of a concern.

Linacre (2002), the author of the Winsteps software program, provides more guidance on how to

interpret these statistics for test items. He writes:

values greater than 2.0 “distort or degrade the measurement system;”

values between 1.5 and 2.0 are “unproductive for construction of measurement, but not

degrading;”

values between 0.5 and 1.5 should be considered “productive for measurement;” and

values below 0.5 Linacre calls “less productive for measurement, but not degrading.”

Linacre also states in his guidance that infit problems are more serious to the construction of

measurement than are outfit problems.

Because conservative guidelines were followed in the development of ACCESS, the vast

majority of items and tasks on the test forms have mean square fit statistics in the range of 0.75

and 1.25, and fit the range that is “productive for measurement” according to the guidelines

above.

5.1.2 Sampling

The results presented in most of the tables in Chapter 6 are based on the full data set of all

students who were administered operational ACCESS 2.0 Series 400 Paper in the academic year

2015–2016, with the exception of some students as described in Section 3.1.

5.1.3 Equating and Scaling

Complete information on the horizontal and vertical scaling of ACCESS scores is provided in

ACCESS for ELLs Technical Report No. 1, Development and Field Test of ACCESS for ELLs

(2006). In brief, this scaling was accomplished during the field test based on an elaborate

common item design, both across tiers and across grade-level clusters, which spanned two series

of complete test forms. Concurrent calibration was used to determine item difficulty measures.

These item difficulty measures were used to create the ACCESS scale scores used to report

results on the test. Table D in Section 6 provides the equation for converting Rasch ability

measures in logits to ACCESS scale scores for Listening and Reading. In the domains of Writing

and Speaking, no scaling equation is provided, as a temporary logit scale was created solely for


the purpose of conducting the linking analysis, and scaling constants were not used to derive

scale scores for Writing and Speaking for ACCESS 2.0 Series 400 Paper.

No equating summaries are provided for ACCESS 2.0 Series 400 Paper. In the domains of

Listening and Reading, items were drawn from the ACCESS Series 302 assessment (see Section

1.3.3). In the domains of Writing and Speaking, the tasks were linked to ACCESS tasks via

equipercentile linking (see Section 1.3.4.2).

5.1.4 DIF Analyses

Differential item analyses (DIF) attempt to investigate whether performances on items were

influenced by factors extraneous to English language proficiency (i.e., the construct being

measured on the test). In other words, they attempt to find items that may be functioning

differently for different groups based on criteria irrelevant to what is being tested. The

performance of students on ACCESS 2.0 Paper items was compared by dividing students into

two different groupings: first, males versus females; second, students of Hispanic ethnic

background versus students of all other backgrounds. (For both analyses, students for whom

gender or ethnicity was missing were excluded.) Two commonly used procedures for detecting

DIF were used: one for dichotomously scored items (Listening and Reading) and one for

polytomously scored items (Writing and Speaking).

5.1.4.1 Dichotomous Items

Following procedures that were originally proposed by Educational Testing Service (ETS), the

Mantel-Haenszel (M-H) Chi-square statistic (Mantel & Haenszel, 1959) was used for

dichotomous items. This procedure compares item-level performances of students in the two

groups (e.g., males versus females) who are divided into subgroups based on their performance

on the total test. It is assumed that, if there is no DIF, at any ability level (based on performance

on the total test), a similar percentage of students in each group should get the item correct. The

M-H Chi-square statistic is used to check the probability that the two groups performed similarly

on each item across the ability groupings. The statistic is transformed into the “M-H delta” scale.

This scale is symmetrical around zero, with a delta zero interpreted as indicating that neither

group is favored. A positive result indicates that one group is favored; a negative result indicates

that the other group is favored.

Because DIF is measured on a continuous scale, and because most items are likely to show some

degree of DIF, it is useful to have guidelines to determine when the level of DIF is worrying. We

follow the guidance provided by ETS to classify items into DIF levels as follows:

A (no DIF), when the absolute value of delta was less than 1.0

B (weak DIF), when the absolute value of delta was between 1.0 and 1.5

C (strong DIF), when the absolute value of the delta was greater than 1.5


The software program EZDIF (Waller, n.d.) was used to run the DIF analyses for all forms

containing dichotomous items. For each test form, the greatest number of ability level groupings

is used; however, for many test forms, students scoring some of the lowest and highest raw

scores need to be grouped together in order to have enough cases in each cell for the statistic to

be appropriately calculated. (Note that this software program uses a two-step purification

process; that is, items with C-level DIF in the first pass are removed from the matching variable

in the second stage, and the DIF is then recalculated for the remaining items.)

For information on procedures for dealing with items with C-level DIF, see Section 1.4.5.

5.1.4.2 Polytomous Items

For polytomous items (i.e., Writing and Speaking tasks), a similar approach is used. It is based

on the M-H Chi-square statistic and the standardized mean difference following procedures again

developed by ETS. The DIF procedures developed by the ETS (Zwick, Donoghue, & Grima,

1993; Allen, Carlson, & Zalanak, 1999) for polytomous items were used for identifying tasks

that exhibit DIF. JMetrik (Meyer, 2014), an open source computer program for psychometric

analysis, was used in conducting the analyses. The procedures implemented in JMetrik first

calculate the Cochran-Mantel-Haenszel Chi-square statistic and determine its probability of

significance. This statistic gives an indication of the probability that observed differences are the

result of chance but does not indicate how significant that difference is. To indicate how

significant the difference is, the standardized mean difference (SMD) between the performances

of the two groups being compared is calculated. The SMD compares the means of the two

groups, adjusting for differences in the distribution of the two groups being compared across the

values of the total raw scores. To standardize the outcome, this difference is divided by the item

score range and serves as an effect size measure for the Cochran-Mantel-Haenszel Chi-square

statistic. This effect size measure (reported as standardized P-DIF in JMetrik) ranges from -1 to

1, which may present some challenges when interpreting it. To mitigate this, the absolute value is

taken in JMetrik (Meyer, 2014), thereby restricting the range of the rescaled effect size

(standardized P-DIF*) to fall between 0 and 1. The effect size flagging criterion for polytomous

items, proposed by ETS (Allen, Carlson, & Zalanak, 1999), is also rescaled to the standardized

P-DIF* metric (Meyer, 2014).

Following guidance proposed by ETS for the NAEP assessment (Allen, Carlson, & Zalanak,

1999), ACCESS 2.0 Writing and Speaking tasks are classified into three DIF levels as follows:

AA (no DIF), when the Cochran-Mantel-Haenszel Chi-square statistic is not significant

or when it is significant and standardized P-DIF* is less than 0.05

BB (weak DIF), when the Cochran-Mantel-Haenszel Chi-square statistic is significant

and standardized P-DIF* is greater than or equal to 0.05 but less than 0.10

CC (strong DIF), when the Cochran-Mantel-Haenszel Chi-square statistic is significant

and standardized P-DIF* is greater than or equal to 0.10


Table B provides a summary of the findings of the DIF analyses at the top, followed by detailed

information for each item or task. The first column gives the DIF level: A, B, or C for

dichotomous items or AA, BB, or CC for polytomous tasks (i.e., Writing and Speaking tasks).

The next columns show the contrasting groups in the DIF analyses: either male versus female or

Hispanic versus other ethnicities. Even though DIF may be negligible (category A or AA), this

table shows the number of items that favored one group or the other at all levels of DIF.

Optimally, even when items are all in category A or AA, there should be roughly an even

number of items favoring each of the two groups to ensure that there is no systematic biasing test

effect across items.

Items and tasks which show C-level (or CC-level) DIF are investigated by a team of content

experts to determine if any construct-irrelevant factors can be identified that may contribute to

DIF. If such a factor is identified, that item or task will be removed from the test for the next

operational year.

5.1.5 Analysis of Writing and Speaking Forms

As noted in Chapter 1, Section 1.2.5, ACCESS 2.0 Series 400 Paper has three tiers, and students’

test booklets are printed with the tier designation (A, B, or C). In the Listening and Reading

domains, Tiers A, B, and C are each different test forms. In Writing and Speaking, however, Tier

B and Tier C tests are identical for every grade-level cluster.

In the analyses in Chapter 6, descriptive statistics for Writing and Speaking (distribution of raw

score, scale score, and proficiency level) are computed separately for students who took the Tier

B designation and students who took the Tier C designation. Statistics which apply to the test as

a whole are computed by pooling all of the Tier B and Tier C students for the grade or grade-

level cluster, so that students who took the same form are included in the same analysis.

Statistics presented in this fashion are included in Table F (Reliability), Table G (Complete Item

Analysis and Summary), Table H (DIF Analysis and Summary), Table I (Raw Score to Scale

Score Conversion), and Table J (Raw Score to Proficiency Level Conversion).

5.2 Descriptions of Tables and Figures

The following paragraphs describe the tables that follow and are repeated for each test form in

each domain.

5.2.1 Raw Score Information (Figure A and Table A)

Figure A and Table A relate to the raw scores on each test form. Listening and Reading are

scored dichotomously (i.e., correct or incorrect), thus, the highest possible score was the number

of items on the test form.

The range for raw scores on the Writing test depends on the test form. For Grade 1 Tier A, the

range is 0–44. For all other grade-level clusters, the range on the Tier A test is 0–33. For all Tier

B or C tests, the range is 0–66 (see Section 1.6.2 for more information on raw scores for

Writing).


The range for raw scores on the Speaking test is either 0–18 (Tier A) or 6–30 (Tier B or Tier C)

(see Section 1.6.3 for more information on raw scores for Speaking).

For each test form, Figure A shows the distribution of the raw scores. The horizontal axis shows

the raw scores. The vertical axis shows the number of students (count). Each bar shows how

many students were awarded each raw score.

Table A shows, by each grade and by total for the grade-level cluster:

the number of students in the analyses (the number of students who were not absent,

invalid, refused, exempt, or in the wrong grade-level cluster),

the minimum observed raw score,

the maximum observed raw score,

the mean (average) raw score, and

the standard deviation (std. dev.) of the raw scores.

5.2.2 Scale Score Information (Figure B and Table B)

Figure B and Table B relate to the ACCESS 2.0 Paper scale scores on each test form. For each

test form, raw scores were converted to vertically-equated scale scores. (The raw score to scale

score conversion table for each test form is presented as the second to last table―Table I―in

each section.)

Thus, for each test form, Figure B shows the distribution of the scale scores. The horizontal axis

shows the scale scores based on performances on the test form. To provide full perspective, it

extends somewhat below and above the range of possible or observed scale scores. The vertical

axis shows the number of students (count). Each bar shows how many students were awarded

each scale score.

Table B shows, by each grade and by total for the grade-level cluster:

the number of students in the analyses,

the minimum observed scale score,

the maximum observed scale score,

the mean (average) scale score, and

the standard deviation (std. dev.) of the scale scores.

Note that scale scores for Tier A and Tier B in Listening and Reading are capped. Within each

grade, the highest possible scale score for Tier A is the scale score corresponding to the cut score

for PL 4 (i.e., proficiency level score of 4.0). For Tier B, the highest possible scale score within

each grade is the score corresponding to the cut score for PL 5 (i.e., proficiency level score of

5.0). Because of these grade-level cut scores, the scale score associated with a given proficiency


level score, as well as the cap, increase by grade within a grade-level cluster. For example, for

Reading 6–8 Tier A, the scale score is capped at 360 for Grade 6, 369 for Grade 7, and 376 for

Grade 8 (see Table 6.6.2.1B). Thus, a Grade 6 student with a raw score of 24 (out of 24) on that

test will have a scale score of 360, a Grade 7 student with the same raw score will have a scale

score of 369, and a Grade 8 student with the same raw score will have a scale score of 376.

However, all three students would have a proficiency level score of 4.0. For more information,

see ACCESS for ELLs Technical Report No. 1, Development and Field Test of ACCESS for

ELLs (Kenyon, 2006).

Also note that, because the scale is vertically equated, the range of scale scores moves up the

scale from one grade-level cluster to the next. Thus, a Grade 2 student with a raw score of 0 on

the Tier A Listening test would have a scale score of 108, while a Grade 5 student with a raw

score of 0 on the Tier A Listening test would have a scale score of 120.

Similarly, scale scores at the lower end may be truncated so that the lowest achievable

proficiency level score is 1.0. Again, this results in a lower minimum scale score for students in

lower grades within a grade-level cluster.

The influence of these caps will also be noticed in Figure B, as well as in many other tables

throughout the report.

5.2.3 Proficiency Level Information (Figure C and Table C)

Figure C and Table C provide information on the proficiency level distribution of the students

who took the test form based on their performance. Thus, for each test form, Figure C shows the

information graphically for the grade-level cluster as a whole. The horizontal axis shows the six

WIDA proficiency levels. The vertical axis shows the percentage of students. Each bar shows the

percentage of students who were placed into each proficiency level in the domain being tested on

this test form.

Each row of Table C shows, by grade and by total for the grade-level cluster:

the WIDA proficiency level designation (1–6),

the number of students (count) whose performance on the test form placed them into that

proficiency level in the domain being tested, and

the percentage of students, out of the total number of students taking the form who were

placed into that proficiency level in the domain being tested.

(Note that for Kindergarten and Tier A tests in some domains, it was not possible to place into all

proficiency levels. Figure C and Table C also clearly show the effect of the scoring cap on Tiers

A and B.)

For Kindergarten this information is provided for scores based on both the Accountability cut

scores and the Instructional cut scores.


5.2.4 Scaling Equation Table (Table D)

For each Listening and Reading test form, Table D provides the scaling equation for that domain.

This equation is used to convert an examinee’s ability measure into the scale score. Because

ACCESS for ELLs is vertically equated (see Section 5.1.3 above), though each domain has its

own equation, the same equation is used across all tiers and grade-level clusters within each

domain. For Speaking and Writing, the scaling equation is not provided for Series 400, as scale

scores were not derived from the logit scale directly (see Section 5.1.3 for further detail, as well

as Section 1.3.4.2 for detail on the equipercentile linking methods).

5.2.5 Equating Summary (Table E)

No equating summaries are provided for Series 400 Paper. In the domains of Listening and

Reading, items were drawn from the Series 302 assessment (see Section 1.3.3). In the domains of

Speaking and Writing, the tasks were linked to ACCESS 1.0 tasks via equipercentile linking (see

Section 1.3.4.2).

5.2.6 Test Characteristic Curve (Figure D)

For each test form in Listening and Reading, Figure D graphically shows the relationship

between the ability measure (in logits) on the horizontal axis and the expected raw score on the

vertical axis. Five vertical lines indicate the five cut scores for the highest grade in the grade-

level cluster for the test form, dividing the figure into six sections for each of the WIDA

proficiency levels (PLs 1–6) for the domain being tested. (Note that for Kindergarten and Tier A

tests in some domains, it was not possible to place into all six proficiency levels.) As would be

expected, higher raw scores are required to be placed into higher proficiency levels. The relative

width of each section between the cut score lines, however, gives an indication of how many

items on that form must be answered correctly (or how many points on the Writing section must

be earned) to be placed into a WIDA proficiency level.

As ACCESS 2.0 Series 400 Paper Listening and Reading forms are the same forms as were

provided to students in the ACCESS Series 302 administration (see Section 1.3.3), no Test

Characteristic Curve is presented.

For the Writing and Speaking domains, no Test Characteristic Curve is presented for Series 400.

As described in Section 1.3.4.2, a temporary logit scale was created for Writing and Speaking

tests solely for the purpose of conducting the linking analyses. These Writing and Speaking

temporary logit scales are not on the ACCESS scales. Therefore, it is not informative to present

the Test Characteristic Curve for Series 400 Writing and Speaking domains.

5.2.7 Test Information Function (Figure E)

With the Rasch measurement model, as with any measurement model following Item Response

Theory, the relationship between the ability measure (in logits) and the accuracy of test scores

can be modeled. It is recognized that tests measure most accurately when the abilities of the

examinees and the difficulty of the items are most appropriate for each other. If a test is too


difficult for an examinee (i.e., the examinee scores close to zero), or if the test is too easy for an

examinee (i.e., the examinee receives a perfect or near-perfect score), accurate measurement of

the examinee’s ability cannot be made. The test information function shows graphically how

well the test is measuring across the ability measure spectrum. High values indicate more

accuracy in measurement. Thus, for each test form in Listening and Reading, Figure E shows the

relationship between the ability measure (in logits) on the horizontal axis and measurement

accuracy, represented as the Fisher information value (which is the inverse squared of the

standard error), on the vertical axis. The test information function, then, reflects the conditional

standard error of measurement.

Again, as in Figure D, five vertical lines in Figure E indicate the five cut scores for the highest

grade in the grade-level cluster for the test form, dividing the figure into six sections for each of

the WIDA language proficiency levels (1–6) for the domain being tested. (Note that for

Kindergarten and Tier A tests in some domains, it was not possible to place into all six

proficiency levels. Note also that, although Listening and Reading scores on Tiers A and B were

capped, all five horizontal lines indicating the cut points remain in this figure.) It is important

that each test form measures most accurately in the areas for which it is primarily used to make

classification decisions. In other words, optimally, the test information function should be high

for the cuts between 1/2 and 2/3 for Tier A test forms; between 2/3, 3/4, and 4/5 for Tier B test

forms; and between 3/4, 4/5, and 5/6 for Tier C test forms.

As the Listening and Reading test forms for ACCESS 2.0 Series 400 Paper were the same forms

as were provided to students in the ACCESS Series 302 administration (see Section 1.3.3), new

test information function curves are not presented.

For ACCESS 2.0 Series 400 Paper, Figure E is provided only for Listening and Reading since

Writing and Speaking task parameters are not on the ACCESS logit scale. As described in

Section 1.3.4.2, a temporary logit scale was created for the Writing and Speaking tests solely for

the purpose of conducting the linking analyses. These temporary logit scales and the ACCESS

cut scores are not on the same scale. Therefore, it is not appropriate to present the test

information function curves for the Writing and Speaking domains of ACCESS 2.0 Series 400

Paper.

5.2.8 Reliability (Table F)

In contrast to Figure E, which is based on the Rasch measurement model, Table F presents

reliability and accuracy information based on classical test theory. It shows:

the number of students,

the number of items,

Cronbach’s coefficient alpha (as a measure of internal consistency), and

the classical standard error of measurement (SEM) in terms of raw scores.


Cronbach’s coefficient alpha is widely used as an estimate of reliability, particularly of the

internal consistency of test items. It expresses how well the items on a test appear to measure the

same construct. Conceptually, it may be thought of as the correlation obtained between

performances on two halves of the test, if every possibility of dividing the test items in two were

attempted. Thus, Cronbach’s alpha may be low if some items are measuring something other

than what the majority of the items are measuring. As with any reliability index, it is affected by

the number of test items (or test score points that may be awarded). That is, all things being

equal, the greater the number of items, the higher the reliability.

Cronbach’s alpha is also affected by the distribution of ability within the group of students

tested. All things being equal, the greater the heterogeneity of abilities within the group of

examinees (i.e., the more widely the scores are distributed), the higher the reliability. In this

sense, Cronbach’s alpha is sample dependent. It is widely recognized that reliability can be as

much a function of the test as of the sample of students tested. That is, the same test can produce

widely disparate reliability indices based on the ability distribution of the group of examinees.

Because ACCESS 2.0 Paper is a tiered test (that is, because each form in Tier A, B, or C targets

only a certain range of the entire ability distribution), results for reliability on any one form,

particularly for the shorter Listening test, may at times be lower than typically expected.

The formula for Cronbach’s alpha is

2

1

2

11 t

n

i

i

n

n

where

n = number of items i

σi2 = variance of score on item i

σt2 = variance of total score

Table F also presents the SEM based on classical test theory. Unlike Item Response Theory, in

this approach, SEM is seen as a constant across the spread of test scores (ability continuum).

Thus, it is not conditional on ability being measured. It is, however, a function of two statistics:

the reliability of the test and the (observed) standard deviation of the test scores. It is calculated

as

SEM = yreliabilitSD 1

Traditionally, SEM has been used to create a band around an examinee’s observed score, with

the assertion in the view of classical test theory, that the examinee’s true score (i.e., what the

examinee’s score would be if it could be measured without error) would lie with a certain degree

of probability within this band. Statistically speaking, then, there is an expectation that an


examinee’s true score has a 68% probability of lying within the band extending from the

observed score minus 1 SEM to the observed score plus 1 SEM.

For the Writing tests (except Kindergarten, which is scored by the test administrator),

information on interrater reliability for a sample of 20% of the task raters, is also provided in

Table F. This portion of the table shows, for each of the tasks, the percentage of agreement

between two raters. In this part of the table, the first column shows the task and the second

column shows the number of responses that were double scored. DRC selects a sample of 20%

of all responses scored, chosen at random during the operational scoring process. The next

column shows the rates of agreement: exact, adjacent, and non-adjacent. For Writing, with 0–6

as defined levels and the possibility of awarding a “plus” score between levels (e.g., 3, 3+, or 4

are all valid scores), scores that match or are contiguous are categorized as agreement (for

example, if Rater 1 assigns a score of 3+, a Rater 2 score of 3, 3+ or 4 is categorized as

agreement). Scores that are one whole score point apart are categorized as adjacent (for example,

if Rater 1 assigns a score of 3+, a Rater 2 score of 2+ or 4+ is categorized as adjacent).

As the Speaking test is scored locally, it is not possible to provide interrater reliability data for

Speaking. Section 1.6.3.1 describes training procedures that local raters must complete before

being certified to administer and score the Speaking test.

5.2.9 Complete Item or Task Analysis and Summary (Table G)

Table G provides a summary of the analyses of the items (for Listening and Reading) or the tasks

(for Writing and Speaking), along with analyses of each item or task. Table G has either two

parts (Listening and Reading) or three parts (Speaking and Writing).

The first section of this table provides information about the total set of items or tasks, and

includes the item type (selected response or constructed response), the average item difficulty (in

logits), the number of items, the average p-value (for Listening and Reading only), the average

infit mean square, and the average outfit mean square.

The second section of Table G presents results of the analyses of all of the items or tasks on the

test form. For Listening, Reading, and Writing, the results for each tier are presented in a

separate table. In these tables, first column provides the unique item name. The second column in

this part of Table G presents the item difficulty in logits, while the third column indicates

whether that item served as a common item across years (note that for ACCESS 2.0 Series 400

Paper, no items served as anchors, as explained in Section 5.2.5). For dichotomously scored

items (Listening and Reading), the fourth column shows the p-value (percentage of correct

answers on that item). The next two columns show the Rasch fit statistics for the item or task.

For the Speaking test, due to the design of the test, there are a number of items which are shared

between tiers. In order to best present the results of the Speaking task analysis, all Speaking

items in a grade-level cluster are presented in one single table; this table is repeated in its entirety

for each tier in the text. A column to the right of the task name indicates whether the item is

found on the Tier A or Tier B and C tests (recall that Tier B and Tier C are the same form for


Speaking). An asterisk indicates shared tasks. The intended proficiency level of the task (1, 3, or

5) is found in the next column. The remaining columns to the right—item difficulty, anchors, and

fit statistics—are displayed as for Listening, Reading, and Writing, described above.

The final portion of Table G applies to Writing and Speaking only. This portion of the table

provides raw score distributions by task.

5.2.10 DIF Analysis and Summary (Table H)

Table H presents results of DIF analysis by item or task, as well as a summary of items or tasks

showing DIF for the form.

The top section of Table H presents a summary of DIF results, indicating how many items or

tasks showed A/AA, B/BB, or C/CC level DIF in the form, and which groups were favored.

The second section of Table H presents the same information for each item or task in the form.

5.2.11 Raw Score to Scale Score Conversion Chart (Table I)

The next table in this section, Table I, presents the raw score to scale score conversion table for

the test form. The first column shows all possible raw scores. The following column(s) show the

corresponding scale score for each grade in the grade-level cluster. Note that Tier A Listening

and Reading items have been capped to the scale score that represents the proficiency level score

of 4.0. Tier B Listening and Reading items have been capped to the scale score representing the

proficiency level score of 5.0.

The next column shows the conditional standard error (i.e., from the Rasch analysis) in the

metric of the scale score. The last two columns show a lower bound (i.e., the scale score minus

one standard error) and an upper bound (i.e., the scale score plus one standard error) around the

scale score. In some cases, the resulting lower bound is below 100, which has been set as the

lowest score on the scale. In those cases, the lower bound has been set at 100.

As can be clearly seen from the table, on any dichotomously scored test form, standard errors are

very large at the lowest and highest ends of the raw score scale. Because of this phenomenon and

because the scale scores are combined to form composite scores, the top scale scores for the

Listening and Reading forms were often adjusted for an end-of-scale effect on Tier C by

allowing the top scale scores to increase only at the same rate as the preceding scale scores. If

they were not adjusted, their effect in the composite scores might be excessive.

Thus, if scale scores on the upper end of the raw score scale increased with each raw score by 9

scale points before the group of adjusted scores, then each of the adjusted scores would increase

by only 9 scale points each. Because the lower and upper bounds were calculated based on the

original logit scores, these adjusted scores do not fall in the middle of the range; they fall toward

the lower end of the range, but always within the range. In other words, the adjusted scale score

is a very possible observed score for that number of raw score points obtained.


Because the highest possible scores have been capped for Tiers A and B, preventing the inflation

of scale scores due to large standard errors at the highest end of the raw score scale, there has

been no need to make any other adjustment to the scale scores for these tiers at the extreme high

end of the raw score range. Because the point at which scale scores are capped depends on the

proficiency level associated with the score, the caps take effect at lower scores for lower grades

within a grade-level cluster. In this case, the scores have been marked in Table I as capped, and

the standard error, as well as the low and high bound for the capped scale score, has been

repeated in the final rows of the table. In addition, at the lower end of the raw score scale, scale

scores are truncated where necessary so that the lowest scale score given is the scale score

corresponding to a proficiency level score of 1.0. As with the adjusted scores, the standard error

and the lower and upper bounds reported in Table I reflect the true scale score, not the truncated

score.

Note additionally that for Writing and Speaking, for each grade-level cluster, the Tier B form is

identical to the Tier C form. The tables are therefore simply repeated in the section for the Tier B

form and the section for the Tier C form.

5.2.12 Raw Score to Proficiency Level Score Conversion Table (Table J)

The final table, Table J, shows the interpretive proficiency level score associated with each raw

score. The first column in Table J shows the raw score. The remaining columns show the

proficiency level score associated with each raw score/scale score for each grade in the grade-

level cluster, along with the percentage of students in that grade who scored at that raw

score/scale score/proficiency level score.

There are two things to note about this table. First, unlike scale scores, which are determined

psychometrically and have a one-to-one correspondence to raw scores regardless of the grade

level of the student, proficiency level scores are interpretations of the scale score. In ACCESS

Series 100 and Series 101, cut scores between proficiency levels were determined by grade-level

cluster (e.g.., in Cluster 3–5, a given scale score was associated with the same proficiency level

score for Grades 3, 4, and 5 students). Such a system, however, fails to take into account that

older children can be expected to perform better on the test due to general cognitive growth

beyond growth in English language proficiency. This effect can clearly be seen in Tables A and

B, where average scores on any test form tend to rise, albeit slightly, by grade level. In order

words, a Grade 5 student would be expected to perform better on the Cluster 3–5 test than a

Grade 3 student at the same underlying level of English proficiency.

To account for this effect, the WIDA Consortium adopted grade-level cut scores beginning with

ACCESS Series 102 so that, for any given raw score/scale score, its associated proficiency level

score now differs according to the grade level of the student. (For details on how grade-level cut

scores were determined, see Kenyon et al., 2013.) Hence, Table J includes a separate column for

each grade.


The second note is, because scale scores for Tiers A and B in Listening and Reading are capped

at the scale score corresponding to the proficiency level score of 4.0 (for Tier A) and 5.0 (for

Tier B), beginning with ACCESS Series 102, this capped score is now dependent on the grade

level (rather than dependent on the grade-level cluster). These differences are also shown in

Table J on Tiers A and B for Listening and Reading.

Note additionally that for Writing and Speaking, for each grade-level cluster, the Tier B form is

identical to the Tier C form. The tables are therefore simply repeated in the section for the Tier B

form and the section for the Tier C form.

For Kindergarten, the proficiency level scores are provided, based on both the Accountability cut



6 Analyses of Test Forms: Results

6.1 Grade: K

6.1.1 Listening K

0

5,000

10,000

15,000

20,000

25,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.1.1A Raw Scores: List K S400 Paper

Grade

No. of

Students Min. Max. Mean Std. Dev.

K 245,920 0 30 22.36 7.18

Raw Score Descriptive Statistics: List K S400 Paper

Table 6.1.1A

0

5,000

10,000

15,000

20,000

25,000

100 120 140 160 180 200 220 240 260 280 300 320 340 360

Co

un

t

Scale Score

Figure 6.1.1B Scale Scores: List K S400 Paper

Grade

No. of


K 245,920 100 363 272.32 71.74

Scale Score Descriptive Statistics: List K S400 Paper

Table 6.1.1B

0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.1Ci Proficiency Level: List K S400 Paper

(Accountability)

Level Count Percent

1 59,186 24.1%

2 23,544 9.6%

3 20,757 8.4%

4 14,070 5.7%

5 38,431 15.6%

6 89,932 36.6%

Total 245,920 100.0%

Table 6.1.1Ci

Proficiency Level Distribution: List K S400

Paper (Accountability)


0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.1Cii Proficiency Level: List K S400 Paper

(Instructional)

Level Count Percent

K1 29,491 12.0%

K2 13,289 5.4%

K3 23,327 9.5%

K4 37,380 15.2%

K5 75,357 30.6%

K6 67,076 27.3%

Total 245,920 100.0%

Table 6.1.1Cii


Paper (Instructional)

Table 6.1.1D Scaling Equation for Listening

Listening Scale Score = (Ability Measure in Logits*37.571) + 316.637

Table 6.1.1E

Equating Summary: Listening K S400

No equating summary is presented because the K-ACCESS test was revised before Series 200 and could not be

equated to the previous series directly. Instead, it was equated via the field testing procedure, in which 297 students

were administered both Series 103 and the field test version. Thus, the results from the original field test of the K-

ACCESS were used to determine raw-to-scale score conversions. Technical details of the analysis of this process

can be found in MacGregor et al. (2009).

0

3

6

9

12

15

18

21

24

27

30

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.1.1.D

Test Characteristic Curve: List K S400 Paper

0

1

2

3

4

5

6

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.1.1.E

Test Information Function: List K S400 Paper

245,920 30 .937 1.797

Table 6.1.1F

Reliability: List K S400 Paper

No. of Items

Cronbach's

Alpha SEMNo. of Students


Table 6.1.1G

Complete Item Analysis and Summary: List K S400 Paper

Item Type

Average

Item

Difficulty

(in logits) No. of Items

Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -3.22 30 0.75 1.00 1.27

Infit

Mnsq

Outfit

Mnsq

1.L_A1.2_bear_K_S400_Paper -5.76 0.95 0.94 1.26

2.L_A1.3_window_K_S400_Paper -5.64 0.94 0.95 1.67

3.L_A1.1_book_K_S400_Paper -3.97 0.95 1.31 4.57

4.L_A2.1_running shoes_K_S400_Paper -3.67 0.89 1.14 1.84

5.L_A2.2_white sweater_K_S400_Paper -4.85 0.91 0.92 1.18

6.L_A2.3_striped pants_K_S400_Paper -1.90 0.65 1.26 1.41

7.L_A3.1_towel_K_S400_Paper -2.17 0.66 1.13 1.20

8.L_A3.2_toothbrush_K_S400_Paper -4.28 0.82 0.91 1.01

9.L_A3.3_brush_K_S400_Paper -3.57 0.83 0.88 1.07

10.L_A4.1_carrot_K_S400_Paper -1.25 0.58 0.89 0.81

11.L_A4.2_bag of berries_K_S400_Paper -1.91 0.54 1.09 1.08

12.L_A4.3_cake_K_S400_Paper -2.71 0.71 0.88 0.81

13.L_A5.1_put bootsinthecloset_K_S400_Paper -1.84 0.60 0.80 0.70

14.L_A5.2_put photoalbumonthe bed_K_S400_Paper -2.95 0.64 0.75 0.62

15.L_A5.3_putfrigenexttodollhouse_K_S400_Paper -1.32 0.50 0.94 0.84

16.L_D1.1_dog_K_S400_Paper -5.64 0.97 1.23 2.55

17.L_D1.2_teacher_K_S400_Paper -7.17 0.97 1.00 0.98

18.L_D1.3_calendar_K_S400_Paper -4.44 0.82 1.44 2.14

19.L_D2.1_big banana_K_S400_Paper -3.93 0.89 1.34 2.74

20.L_D2.2_short tree_K_S400_Paper -3.35 0.80 1.20 1.42

21.L_D2.3_tall flower_K_S400_Paper -3.74 0.86 1.10 1.14

22.L_D3.1_bike_K_S400_Paper -2.58 0.74 1.01 1.08

23.L_D3.2_horse_K_S400_Paper -2.10 0.70 1.11 1.19

24.L_D3.3_boat_K_S400_Paper -4.44 0.86 0.80 0.52

25.L_D4.1_fireman_K_S400_Paper -4.06 0.80 0.68 0.45

26.L_D4.2_doctor_K_S400_Paper -3.02 0.74 0.76 0.65

27.L_D4.3_farmer_K_S400_Paper -2.88 0.76 0.73 0.58

28.L_D5.1_school bus in the sink_K_S400_Paper -0.18 0.43 0.93 0.81

29.L_D5.2_orange in the water_K_S400_Paper -0.35 0.36 1.05 1.03

30.L_D5.3_raincoatinthemathcenter_K_S400_Paper -0.92 0.47 0.95 0.82

*No equating was performed for S303 and S400. Information on anchored items and their P-values can be found in

S302 Annual Technical Report, Table H.

Name

Item

Difficulty

(in logits) Anchored? P-value

Fit

Statistics


Table 6.1.1H

DIF Analysis and Summary: List K S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 15 18 11

B 2 1 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L_A1.2_bear_K_S400_Paper A M A O

2.L_A1.3_window_K_S400_Paper A F A H

3.L_A1.1_book_K_S400_Paper A M A H

4.L_A2.1_running shoes_K_S400_Paper A M A H

5.L_A2.2_white sweater_K_S400_Paper A F A H

6.L_A2.3_striped pants_K_S400_Paper A F A O

7.L_A3.1_towel_K_S400_Paper A F A O

8.L_A3.2_toothbrush_K_S400_Paper A F A H

9.L_A3.3_brush_K_S400_Paper B F A H

10.L_A4.1_carrot_K_S400_Paper A M A O

11.L_A4.2_bag of berries_K_S400_Paper A F A H

12.L_A4.3_cake_K_S400_Paper A F A H

13.L_A5.1_put bootsinthecloset_K_S400_Paper A F A O

14.L_A5.2_put photoalbumonthe bed_K_S400_Paper A F A H

15.L_A5.3_putfrigenexttodollhouse_K_S400_Paper A F A H

16.L_D1.1_dog_K_S400_Paper A M A O

17.L_D1.2_teacher_K_S400_Paper A F A H

18.L_D1.3_calendar_K_S400_Paper A F A O

19.L_D2.1_big banana_K_S400_Paper A F A H

20.L_D2.2_short tree_K_S400_Paper A F A O

21.L_D2.3_tall flower_K_S400_Paper A F A O

22.L_D3.1_bike_K_S400_Paper A M A H

23.L_D3.2_horse_K_S400_Paper A M A O

24.L_D3.3_boat_K_S400_Paper A M A H

25.L_D4.1_fireman_K_S400_Paper B M A H

26.L_D4.2_doctor_K_S400_Paper A M A O

27.L_D4.3_farmer_K_S400_Paper A M A H

28.L_D5.1_school bus in the sink_K_S400_Paper B M A H

29.L_D5.2_orange in the water_K_S400_Paper A M A H

Male/Female Hispanic/Other

Name



Raw Score Scale Score CSEM Low Bound High Bound

0 100^ 70.67 100.00^ 100.00^

1 100^ 41.36 100.00^ 100.00^

2 100^ 31.83 100.00^ 100.00^

3 100^ 27.90 100.00^ 100.00^

4 100^ 25.62 100.00^ 100.00^

5 100^ 24.02 100.00^ 112.99

6 104 22.78 100.00^ 126.30

7 117 21.78 100.00^ 138.49

8 129 20.95 107.90 149.79

9 140 20.26 119.87 160.39

10 151 19.69 131.05 170.43

11 161 19.23 141.58 180.04

12 170 18.85 151.60 189.31

13 180 18.56 161.21 198.32

14 189 18.33 170.48 207.14

15 198 18.17 179.50 215.83

16 206 18.07 188.33 224.47

17 215 18.04 197.03 233.11

18 224 18.08 205.67 241.83

19 232 18.19 214.30 250.69

20 241 18.39 223.01 259.79

21 251 18.69 231.85 269.22

22 260 19.10 240.92 279.13

23 270 19.67 250.34 289.68

24 281 20.44 260.25 301.13

25 292 21.51 270.86 313.88

26 306 23.05 282.47 328.57

27 320* 25.44 295.61 346.48

28 334* 29.67 311.28 370.62

29 348* 39.80 331.82 411.41

30 362* 69.83 350.21 489.87

Raw Score to Scale Score Conversion: List K S400 Paper

^ Truncated

* Adjusted for end of scale effect

Table 6.1.1I


Accountability

Proficiency

Level Score

Instructional

Proficiency

Level Score % of Students

0 1.0^ K1.0^ 1.0

1 1.0^ K1.0^ 0.6

2 1.0^ K1.0^ 0.5

3 1.0^ K1.0^ 0.5

4 1.0^ K1.0^ 0.6

5 1.0^ K1.0^ 0.6

6 1.0 K1.1 0.8

7 1.1 K1.3 1.0

8 1.2 K1.4 1.1

9 1.3 K1.6 1.2

10 1.4 K1.7 1.3

11 1.5 K1.9 1.4

12 1.5 K1.9 1.5

13 1.6 K2.3 1.6

14 1.7 K2.6 1.8

15 1.8 K2.9 2.0

16 1.8 K3.2 2.0

17 1.9 K3.4 2.2

18 1.9 K3.7 2.5

19 2.1 K3.9 2.8

20 2.5 K4.2 3.2

21 3.0 K4.4 3.6

22 3.3 K4.6 3.9

23 3.7 K4.9 4.5

24 4.4 K5.2 5.7

25 5.3 K5.4 7.2

26 5.9 K5.7 8.5

27 6.0* K6.0* 9.3

28 6.0* K6.0* 9.3

29 6.0* K6.0* 9.1

30 6.0* K6.0* 8.9

Table 6.1.1J

Raw Score

Kindergarten

^ Truncated

* Adjusted

Raw Score to Proficiency Level Conversion: List K S400 Paper


6.1.2 Reading K

0

5,000

10,000

15,000

20,000

25,000

30,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.1.2A Raw Scores: Read K S400 Paper

Grade

No. of


K 245,920 0 30 19.47 7.75

Raw Score Descriptive Statistics: Read K S400 Paper

Table 6.1.2A

0

5,000

10,000

15,000

20,000

25,000

30,000

100 117 134 151 168 185 202 219 236 253 270 287

Co

un

t

Scale Score

Figure 6.1.2B Scale Scores: Read K S400 Paper

Grade

No. of


K 245,920 100 290 194.15 66.93

Scale Score Descriptive Statistics: Read K S400 Paper

Table 6.1.2B

0.0%

20.0%

40.0%

60.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.2Ci Proficiency Level: Read K S400 Paper

(Accountability)

Level Count Percent

1 160,103 65.1%

2 17,576 7.1%

3 11,951 4.9%

4 13,821 5.6%

5 42,469 17.3%

6 0 0.0%

Total 245,920 100.0%

Table 6.1.2Ci

Proficiency Level Distribution: Read K S400



0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.2Cii Proficiency Level: Read K S400 Paper

(Instructional)

Level Count Percent

K1 54,136 22.0%

K2 32,382 13.2%

K3 46,058 18.7%

K4 19,956 8.1%

K5 25,147 10.2%

K6 68,241 27.7%

Total 245,920 100.0%

Table 6.1.2Cii



Table 6.1.2D Scaling Equation for Reading

Reading Scale Score = (Ability Measure in Logits*26.000) + 323.272

Table 6.1.2E

Equating Summary: Reading K S400






0

3

6

9

12

15

18

21

24

27

30

-14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.1.2.D

Test Characteristic Curve: Read K S400 Paper

0

1

2

3

4

5

-14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1

Info

rma

tio

n

Ability Measure

Figure 6.1.2.E

Test Information Function: Read K S400 Paper

245,920 30 .949 1.751

No. of Students No. of Items

Cronbach's

Alpha SEM

Table 6.1.2F

Reliability: Read K S400 Paper


Table 6.1.2G

Complete Item Analysis and Summary: Read K S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -6.11 30 0.65 0.98 2.78

Infit

Mnsq

Outfit

Mnsq

1.R_C1.1_ball_K_S400_Paper -9.02 0.96 1.32 9.90

2.R_C1.2_lamp shade_K_S400_Paper -8.76 0.96 1.32 9.90

3.R_C1.3_window_K_S400_Paper -9.17 0.98 1.07 9.90

4.R_C2.1_/m/_K_S400_Paper -9.17 0.95 0.85 3.29

5.R_C2.2_/s/_K_S400_Paper -9.17 0.95 0.84 5.31

6.R_C2.3_/t/_K_S400_Paper -9.02 0.94 0.93 6.71

7.R_C3.1_ball_K_S400_Paper -5.33 0.60 1.37 2.49

8.R_C3.2_car_K_S400_Paper -4.75 0.59 1.32 2.16

9.R_C3.3_fox_K_S400_Paper -6.42 0.73 1.15 1.56

10.R_C4.1_Mom and Dad_K_S400_Paper -4.61 0.46 0.86 0.61

11.R_C4.2_my fish_K_S400_Paper -4.52 0.45 1.00 0.80

12.R_C4.3_we play_K_S400_Paper -5.25 0.46 0.89 0.65

13.R_C5.1_I am a baby_K_S400_Paper -3.54 0.31 0.93 0.55

14.R_C5.2_I like to jump_K_S400_Paper -4.91 0.38 0.71 0.42

15.R_C5.3_I help my friend_K_S400_Paper -3.25 0.29 0.90 0.51

16.R_F1.1_book_K_S400_Paper -8.25 0.94 0.99 6.48

17.R_F1.2_bear_K_S400_Paper -7.86 0.91 1.13 6.06

18.R_F1.3_nose_K_S400_Paper -8.16 0.94 0.98 7.28

19.R_F2.1_/f/_K_S400_Paper -7.72 0.87 0.77 0.84

20.R_F2.2_/l/_K_S400_Paper -7.26 0.80 0.72 1.02

21.R_F2.3_/h/_K_S400_Paper -7.42 0.86 0.73 0.83

22.R_F3.1_tree_K_S400_Paper -5.43 0.61 0.94 0.70

23.R_F3.2_cup_K_S400_Paper -5.48 0.61 1.01 1.00

24.R_F3.3_banana_K_S400_Paper -5.43 0.64 0.97 0.81

25.R_F4.1_go to bed_K_S400_Paper -4.39 0.46 0.82 0.55

26.R_F4.2_I run_K_S400_Paper -5.08 0.52 0.71 0.45

27.R_F4.3_in the tub_K_S400_Paper -4.19 0.42 0.99 0.75

28.R_F5.1_I drink my milk_K_S400_Paper -3.50 0.31 0.97 0.60

29.R_F5.2_I ride the bike_K_S400_Paper -3.39 0.28 1.08 0.69

30.R_F5.3_I can tie my shoes_K_S400_Paper -2.75 0.28 1.01 0.63



Name

Item

Difficulty


Fit

Statistics


Table 6.1.2H

DIF Analysis and Summary: Read K S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 13 17 18 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R_C1.1_ball_K_S400_Paper A F A H

2.R_C1.2_lamp shade_K_S400_Paper A M A H

3.R_C1.3_window_K_S400_Paper A F A H

4.R_C2.1_/m/_K_S400_Paper A F A O

5.R_C2.2_/s/_K_S400_Paper A F A H

6.R_C2.3_/t/_K_S400_Paper A F A O

7.R_C3.1_ball_K_S400_Paper A F A O

8.R_C3.2_car_K_S400_Paper A M A H

9.R_C3.3_fox_K_S400_Paper A M A H

10.R_C4.1_Mom and Dad_K_S400_Paper A F A O

11.R_C4.2_my fish_K_S400_Paper A M A H

12.R_C4.3_we play_K_S400_Paper A M A H

13.R_C5.1_I am a baby_K_S400_Paper A F A H

14.R_C5.2_I like to jump_K_S400_Paper A M A H

15.R_C5.3_I help my friend_K_S400_Paper A M A H

16.R_F1.1_book_K_S400_Paper A M A H

17.R_F1.2_bear_K_S400_Paper A M A H

18.R_F1.3_nose_K_S400_Paper A M A H

19.R_F2.1_/f/_K_S400_Paper A F A H

20.R_F2.2_/l/_K_S400_Paper A F A H

21.R_F2.3_/h/_K_S400_Paper A F A O

22.R_F3.1_tree_K_S400_Paper A F A O

23.R_F3.2_cup_K_S400_Paper A F A H

24.R_F3.3_banana_K_S400_Paper A F A H

25.R_F4.1_go to bed_K_S400_Paper A F A O

26.R_F4.2_I run_K_S400_Paper A F A O

27.R_F4.3_in the tub_K_S400_Paper A F A O

28.R_F5.1_I drink my milk_K_S400_Paper A M A O

29.R_F5.2_I ride the bike_K_S400_Paper A M A O

30.R_F5.3_I can tie my shoes_K_S400_Paper A M A O


Name




0 100^ 48.56 100.00^ 100.00^

1 100^ 28.00 100.00^ 100.00^

2 100^ 21.29 100.00^ 100.00^

3 100^ 18.73 100.00^ 100.00^

4 100^ 17.54 100.00^ 100.00^

5 100^ 17.06 100.00^ 100.00^

6 100^ 17.07 100.00^ 100.00^

7 100^ 17.44 100.00^ 100.00^

8 100^ 18.09 100.00^ 101.44

9 100^ 18.91 100.00^ 115.42

10 111 19.68 100.00^ 130.53

11 126 20.04 106.06 146.14

12 141 19.71 121.67 161.10

13 156 18.86 136.87 174.58

14 169 17.92 150.80 186.64

15 181 17.18 163.36 197.73

16 192 16.67 174.88 208.21

17 202 16.32 185.68 218.31

18 212 16.06 196.01 228.12

19 222 15.84 206.00 237.68

20 231 15.67 215.71 247.06

21 241 15.57 225.19 256.33

22 250 15.55 234.51 265.61

23 259 15.65 243.76 275.06

24 269 15.88 253.07 284.84

25 279 16.32 262.58 295.21

26 290 17.07 272.50 306.64

27 301* 18.41 283.18 319.99

28 312* 21.04 295.28 337.36

29 323* 27.79 310.42 366.00

30 334* 48.42 323.62 420.45

Raw Score to Scale Score Conversion: Read K S400 Paper

^ Truncated


Table 6.1.2I


Accountability

Proficiency

Level Score

Instructional

Proficiency


0 1.0^ K1.0^ 0.6

1 1.0^ K1.0^ 0.1

2 1.0^ K1.0^ 0.2

3 1.0^ K1.0^ 0.4

4 1.0^ K1.0^ 0.4

5 1.0^ K1.0^ 0.6

6 1.0^ K1.0^ 1.5

7 1.0^ K1.0^ 1.9

8 1.0^ K1.0^ 1.9

9 1.0^ K1.1 3.3

10 1.1 K1.8 3.9

11 1.2 K2.2 3.4

12 1.3 K2.6 3.6

13 1.4 K2.9 4.4

14 1.5 K3.2 4.4

15 1.6 K3.5 4.4

16 1.7 K3.7 4.7

17 1.7 K3.9 3.9

18 1.8 K4.3 3.6

19 1.9 K4.6 3.6

20 1.9 K5.0 2.9

21 2.2 K5.3 2.6

22 2.9 K5.7 2.8

23 3.8 K6.0* 2.7

24 4.6 K6.0* 3.1

25 5.2 K6.0* 3.4

26 5.8 K6.0* 3.8

27 6.0* K6.0* 4.9

28 6.0* K6.0* 5.6

29 6.0* K6.0* 6.8

30 6.0* K6.0* 10.5

Table 6.1.2J

Raw Score to Proficiency Level Conversion: Read K S400 Paper

Raw Score

Kindergarten

^ Truncated

* Adjusted


6.1.3 Writing K

0

5,000

10,000

15,000

20,000

25,000

30,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Co

un

t

Raw Score

Figure 6.1.3A Raw Scores: Writ K S400 Paper

Grade

No. of


K 245,920 0 17 8.54 4.30

Raw Score Descriptive Statistics: Writ K S400 Paper

Table 6.1.3A

0

10,000

20,000

30,000

40,000

50,000

100 118 136 154 172 190 208 226 244 262 280 298 316 334

Co

un

t

Scale Score

Figure 6.1.3B Scale Scores: Writ K S400 Paper

Grade

No. of


K 245,920 100 339 211.38 66.13

Scale Score Descriptive Statistics: Writ K S400 Paper

Table 6.1.3B

0.0%

20.0%

40.0%

60.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.3Ci Proficiency Level: Writ K S400 Paper

(Accountability)

Level Count Percent

1 142,202 57.8%

2 48,450 19.7%

3 31,715 12.9%

4 16,247 6.6%

5 7,306 3.0%

6 0 0.0%

Total 245,920 100.0%

Table 6.1.3Ci

Proficiency Level Distribution: Writ K S400



0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.3Cii Proficiency Level: Writ K S400 Paper

(Instructional)

Level Count Percent

K1 43,495 17.7%

K2 72,812 29.6%

K3 40,205 16.3%

K4 34,140 13.9%

K5 47,962 19.5%

K6 7,306 3.0%

Total 245,920 100.0%

Table 6.1.3Cii



Table 6.1.3D Scaling Equation for Writing

Writing Scale Score = (Ability Measure in Logits*31.097) + 317.068 Table 6.1.3E

Equating Summary: Writing K S400






0123456789

1011121314151617

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.1.3D

Test Characteristic Curve: Writ K S400 Paper

0

1

2

3

4

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

In

form

ati

on

Ability Measure

Figure 6.1.3E

Test Information Function: Writ K S400 Paper

245,920 6 1.196

Interrater

Reliability

Reliability

Cronbach's Stratified Alpha

.923

n/a

Table 6.1.3F

Reliability: Writ K S400 Paper

No. of Students No. of Tasks SEM


Table 6.1.3G

Complete Task Analysis and Summary: Writ K S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

-5.45 6 2.67 6.10

Infit

Mnsq

Outfit

Mnsq

-7.96 Yes 1.17 1.38

-2.17 Yes 0.58 9.90

-9.65 Yes 3.12 5.59

-6.61 Yes 0.65 1.13

-4.21 Yes 9.90 9.90

-2.09 Yes 0.60 8.71

Raw Score Task 2 Task 6

0 27.4% 29.0%

1 11.4% 8.8%

2 20.0% 19.3%

3 15.2% 15.5%

4 14.1% 16.0%

5 7.2% 7.4%

6 4.7% 4.0%

Task Type

ECR

Name

Task

Difficulty

(in logits) Anchored?

Fit Statistics

Raw Score

Distribution by Task

2.W_WBWE_WritingExperience1(B2TOB5)_K_S400_Paper

3.W_WE1_Tracing(E1)_K_S400_Paper

4.W_WE2_Copying(E2)_K_S400_Paper

1.W_WB1_MyNameIs(B1)_K_S400_Paper

5.W_WE3_Initial/FinalSound(E3)_K_S400_Paper

6.W_WEWE_WritingExperience2(E4&E5)_K_S400_Paper

Table 6.1.3H

DIF Analysis and Summary: Writ K S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 0 6 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W_WB1_MyNameIs (B1)_K_S400_P aper AA F AA H

2.W_WBWE_WritingExperience1(B2TOB5)_K_S400_P aper AA F AA O

3.W_WE1_Trac ing(E1)_K_S400_P aper AA F AA H

4.W_WE2_Co pying(E2)_K_S400_P aper AA F AA H

5.W_WE3_Initia l/F ina lSo und(E3)_K_S400_P aper AA F AA O

6.W_WEWE_WritingExperience2(E4&E5)_K_S400_P aper AA F AA O


Name




0 100^ 61.88 100.00^ 100.00^

1 100^ 41.98 100.00^ 100.00^

2 100^ 42.91 100.00^ 100.00^

3 100^ 67.79 100.00^ 151.63

4 155 31.41 123.33 186.15

5 177 22.70 154.43 199.83

6 191 19.28 171.85 210.41

7 202 18.04 184.28 220.36

8 213 17.73 194.86 230.31

9 223 18.35 204.50 241.19

10 234 18.97 215.07 253.01

11 246 19.28 226.58 265.14

12 258 19.90 238.08 277.89

13 271 21.15 250.21 292.50

14 288 24.57 263.27 312.40

15 305* 31.41 281.31 344.12

16 322* 39.49 313.34 392.32

17 339* 60.64 341.63 462.91

^ Truncated

Raw Score to Scale Score Conversion: Writ K S400 Paper


Table 6.1.3I


Accountability

Proficiency

Level Score

Instructional

Proficiency

Level Score

% of

Students

0 1.0^ K1.0^ 1.0

1 1.0^ K1.0^ 1.9

2 1.0^ K1.0^ 3.4

3 1.0^ K1.0^ 11.4

4 1.4 K2.1 4.0

5 1.6 K2.4 9.1

6 1.7 K2.6 3.7

7 1.8 K2.8 8.0

8 1.9 K2.9 4.9

9 1.9 K3.2 10.5

10 2.3 K3.6 5.8

11 2.6 K4.1 9.0

12 2.9 K4.6 4.9

13 3.3 K5.0 9.5

14 3.8 K5.3 3.4

15 4.4* K5.6* 4.8

16 4.9* K5.9* 1.8

17 5.6* K6.0* 3.0

Table 6.1.3J

Raw Score

Kindergarten

^ Truncated

* Adjusted

Raw Score to Proficiency Level Conversion: Writ K S400 Paper


6.1.4 Speaking K

0

20,000

40,000

60,000

80,000

0 1 2 3 4 5 6 7 8 9 10

Co

un

t

Raw Score

Figure 6.1.4A Raw Scores: Spek K S400 Paper

Grade

No. of


K 245,920 0 10 6.60 3.22

Raw Score Descriptive Statistics: Spek K S400 Paper

Table 6.1.4A

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

100 125 150 175 200 225 250 275 300 325 350 375

Co

un

t

Scale Score

Figure 6.1.4B Scale Scores: Spek K S400 Paper

Grade

No. of


K 245,920 100 375 306.09 70.10

Scale Score Descriptive Statistics: Spek K S400 Paper

Table 6.1.4B

0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.4Ci Proficiency Level: Spek K S400 Paper

(Accountability)

Level Count Percent

1 52,694 21.4%

2 53,459 21.7%

3 40,763 16.6%

4 28,218 11.5%

5 70,786 28.8%

6 0 0.0%

Total 245,920 100.0%

Table 6.1.4Ci

Proficiency Level Distribution: Spek K S400



0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.1.4Cii Proficiency Level: Spek K S400 Paper

(Instructional)

Level Count Percent

K1 52,694 21.4%

K2 17,614 7.2%

K3 35,845 14.6%

K4 40,763 16.6%

K5 28,218 11.5%

K6 70,786 28.8%

Total 245,920 100.0%

Table 6.1.4Cii



Table 6.1.4D Scaling Equation for Speaking

Speaking Scale Score = (Ability Measure in Logits*20.084) + 322.686

Table 6.1.4E

Equating Summary: Speaking K S400






0

2

4

6

8

10

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.1.4D

Test Characteristic Curve: Spek K S400 Paper

0

1

2

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.1.4E

Test Information Function: Spek K S400 Paper

245,920 10 .897 1.033

Table 6.1.4F

Reliability: Spek K S400 Paper

No. of Tasks Cronbach's Alpha SEMNo. of Students


Table 6.1.4G

Complete Task Analysis and Summary: Spek K S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

-2.24 10 1.00 1.51

Infit

Mnsq

Outfit

Mnsq

-5.69 Yes 0.88 0.86

-2.51 Yes 0.82 0.58

-1.90 Yes 0.87 0.51

-0.37 Yes 0.92 0.49

0.18 Yes 1.18 0.78

-7.84 Yes 1.17 8.87

-3.06 Yes 1.26 1.17

-0.98 Yes 0.93 0.55

-0.42 Yes 0.81 0.45

0.15 Yes 1.20 0.8310.S_D5_K_S400_Paper

Fit Statistics

6.S_D1_K_S400_Paper

Task Type

ECR

Name

Task

Difficulty

(in logits)

1.S_A1_K_S400_Paper

2.S_A2_K_S400_Paper

3.S_A3_K_S400_Paper

4.S_A4_K_S400_Paper

5.S_A5_K_S400_Paper

7.S_D2_K_S400_Paper

8.S_D3_K_S400_Paper

9.S_D4_K_S400_Paper

Anchored?

Table 6.1.4H

DIF Analysis and Summary: Spek K S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 5 5 3 7

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.S_A1_K_S400_P aper AA M AA O

2.S_A2_K_S400_P aper AA F AA O



5.S_A5_K_S400_P aper AA F AA H

6.S_D1_K_S400_P aper AA M AA O



9.S_D4_K_S400_P aper AA M AA H

10.S_D5_K_S400_P aper AA F AA H


Name




0 100^ 40.81 110.19 191.82

1 188 28.68 159.49 216.86

2 224 25.27 199.02 249.56

3 251 21.10 229.87 272.07

4 270 18.74 251.73 289.20

5 287 17.48 269.22 304.19

6 301 16.79 284.46 318.04

7 315 16.81 298.37 332.00

8 330 18.05 312.03 348.13

9 350 22.58 327.14 372.31

10 377 37.97 339.48 415.42

Raw Score to Scale Score Conversion: Spek K S400 Paper

^ Truncated

Table 6.1.4I

Accountability

Proficiency

Level Score

Instructional

Proficiency


0 1.0^ K1.0^ 4.9

1 1.4 K1.6 4.0

2 1.6 K1.8 6.0

3 1.9 K1.9 6.5

4 2.0 K2.5 7.2

5 2.4 K3.1 7.2

6 2.7 K3.7 7.3

7 3.0 K4.2 7.8

8 3.6 K4.6 8.8

9 4.3 K5.3 11.5

10 5.6 K6.0 28.8

Table 6.1.4J

Raw Score to Proficiency Level Conversion: Spek K S400 Paper

Raw Score

Kindergarten

^ Truncated


6.2 Grade: 1

6.2.1 Listening 1

6.2.1.1 Listening 1A

0

1,000

2,000

3,000

4,000

5,000

6,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score

Figure 6.2.1.1A Raw Scores: List 1A S400 Paper

Grade

No. of


1 29,448 1 18 14.31 3.05

Raw Score Descriptive Statistics: List 1A S400 Paper

Table 6.2.1.1A

0

5,000

10,000

15,000

20,000

121 134 147 160 173 186 199 212 225 238 251 264 277 290

Co

un

t

Scale Score

Figure 6.2.1.1B Scale Scores: List 1A S400 Paper

Grade

No. of


1 29,448 121 295 282.07 22.88

Note: Scale scores capped at proficiency level 4.0.

Scale Score Descriptive Statistics: List 1A S400 Paper

Table 6.2.1.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.1.1C Proficiency Level: List 1A S400 Paper

Level Count Percent

1 1,785 6.1%

2 3,300 11.2%

3 7,484 25.4%

4 16,879 57.3%

5 n/a n/a

6 n/a n/a

Total 29,448 100.0%


Table 6.2.1.1C

Proficiency Level Distribution: List 1A S400 Paper


Table 6.2.1.1D Scaling Equation for Listening


Table 6.2.1.1E

Equating Summary: List 1A S400 Paper

Note: No equating was performed for Series 400 Paper.

0

2

4

6

8

10

12

14

16

18

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.2.1.1.D

Test Characteristic Curve: List 1A S400 Paper

0

1

2

3

4

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.2.1.1.E

Test Information Function: List 1A S400 Paper

Note: Scale scores capped at proficiency level 4.0 Note: Scale scores capped at proficiency level 4.0

39,624 18 .771 1.527

Table 6.2.1.1F

Reliability: List 1A S400 Paper


Cronbach's

Alpha SEM


Table 6.2.1.1G

Complete Item Analysis and Summary: List 1A S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -2.07 18 0.79 0.99 0.95

Infit

Mnsq

Outfit

Mnsq

1.L12A_9611_SIp1_ClassDirections_302_S400_Paper -2.21 0.88 0.93 0.81


3.L12A_9613_SIp3_ClassDirections_302_S400_Paper -2.81 Yes 0.87 0.99 0.92

4.L12A_10776_LAp1_MouseStory_302_S400_Paper -2.14 Yes 0.84 0.93 0.81



7.L12A_6855_MAp1_MeasuringAnimals_203_S400_Paper -1.66 Yes 0.71 1.04 1.02


9.L12A_6857_MAp3_MeasuringAnimals_203_S400_Paper -2.23 0.83 1.07 1.08

10.L12A_6730_SCp1_JumpRope_203_S400_Paper -3.59 Yes 0.93 0.84 0.55

11.L12A_6731_SCp2_JumpRope_203_S400_Paper -0.87 0.56 1.08 1.18


13.L12A_10687_SSp1_FruitTrees_302_S400_Paper -3.40 0.95 0.93 0.81



16.L12A_9848_SIp2_ClassHelpers_302_S400_Paper -2.57 0.86 0.90 0.89

17.L12A_9850_SIp3_ClassHelpers_302_S400_Paper -2.32 Yes 0.82 0.92 0.84




Name

Item

Difficulty


Fit

Statistics


Table 6.2.1.1H

DIF Analysis and Summary: List 1A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 10 11 7

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L12A_9611_SIp1_ClassDirections_302_S400_Paper A F A H



4.L12A_10776_LAp1_MouseStory_302_S400_Paper A F A H


6.L12A_10778_LAp3_MouseStory_302_S400_Paper A M A H

7.L12A_6855_MAp1_MeasuringAnimals_203_S400_Paper A M A O


9.L12A_6857_MAp3_MeasuringAnimals_203_S400_Paper A M A H

10.L12A_6730_SCp1_JumpRope_203_S400_Paper A F A O

11.L12A_6731_SCp2_JumpRope_203_S400_Paper A M A O


13.L12A_10687_SSp1_FruitTrees_302_S400_Paper A F A H

14.L12A_10689_SSp2_FruitTrees_302_S400_Paper A M A O

15.L12A_10691_SSp3_FruitTrees_302_S400_Paper A F A O

16.L12A_9848_SIp2_ClassHelpers_302_S400_Paper A M A H

17.L12A_9850_SIp3_ClassHelpers_302_S400_Paper A F A H



Name



Scale Score

Grade 1

0 104^ 69.58 100.00^ 142.78

1 121 39.37 100.00^ 160.38

2 151 29.14 121.65 179.93

3 170 24.88 145.03 194.78

4 185 22.52 162.21 207.25

5 197 21.06 176.25 218.37

6 209 20.13 188.44 228.69

7 219 19.54 199.47 238.55

8 229 19.22 209.77 248.21

9 239 19.12 219.64 257.87

10 249 19.23 229.29 267.74

11 258 19.55 238.95 278.05

12 269 20.14 248.82 289.10

13 280 21.08 259.15 301.31

14 293 22.54 270.30 315.37

15

16

17

18

Table 6.2.1.1I

Raw Score

Raw Score to Scale Score Conversion: List 1A S400 Paper

CSEM

Low

Bound High Bound

^ Truncated

* Applies to all capped grade 1 scores

24.89* 282.79* 332.58*295*


Proficiency


0 1.0 0.0

1 1.1 0.0

2 1.4 0.0

3 1.5 0.1

4 1.6 0.3

5 1.7 0.7

6 1.8 1.3

7 1.9 1.4

8 1.9 2.2

9 2.0 2.8

10 2.4 3.6

11 2.7 4.8

12 3.1 6.3

13 3.5 8.3

14 3.9 10.8

15 4.0* 14.0

16 4.0* 15.9

17 4.0* 16.2

18 4.0* 11.2

* Capped

Table 6.2.1.1J

Raw Score to Proficiency Level Conversion: List 1A S400 Paper

Raw Score

Grade 1


6.2.1.2 Listening 1B

0

1,000

2,000

3,000

4,000

5,000

6,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score

Figure 6.2.1.2A Raw Scores: List 1B S400 Paper

Grade

No. of


1 32,225 2 21 17.06 2.61

Raw Score Descriptive Statistics: List 1B S400 Paper

Table 6.2.1.2A

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

163 177 191 205 219 233 247 261 275 289 303

Co

un

t

Scale Score

Figure 6.2.1.2B Scale Scores: List 1B S400 Paper

Grade

No. of


1 32,225 163 305 302.62 9.27


Scale Score Descriptive Statistics: List 1B S400 Paper

Table 6.2.1.2B

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.1.2C Proficiency Level: List 1B S400 Paper

Level Count Percent

1 136 0.4%

2 537 1.7%

3 1,173 3.6%

4 1,225 3.8%

5 29,154 90.5%

6 n/a n/a

Total 32,225 100.0%


Table 6.2.1.2C

Proficiency Level Distribution: List 1B S400 Paper




Table 6.2.1.2E

Equating Summary: List 1B S400 Paper


0

3

6

9

12

15

18

21

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Ex

pecte

d R

aw

Sco

re

Ability Measure

Figure 6.2.1.2.D

Test Characteristic Curve: List 1B S400 Paper

0

1

2

3

4

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 6.2.1.2.E

Test Information Function: List 1B S400 Paper


65,503 21 .646 1.497


Cronbach's

Alpha SEM

Table 6.2.1.2F

Reliability: List 1B S400 Paper


Table 6.2.1.2G

Complete Item Analysis and Summary: List 1B S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -1.25 21 0.84 0.99 0.92

Infit

Mnsq

Outfit

Mnsq

1.L12B_9828_SIp2_EndSchoolDay_302_S400_Paper -2.98 0.98 0.94 0.76


3.L12B_9830_SIp4_EndSchoolDay_302_S400_Paper -1.49 Yes 0.91 1.01 1.03

4.L12B_10745_LAp2_BenjaminFranklin_302_S400_Paper -1.02 Yes 0.89 1.14 1.37

5.L12B_10746_LAp3_BenjaminFranklin_302_S400_Paper -1.32 0.87 0.94 0.83

6.L12B_10748_LAp4_BenjaminFranklin_302_S400_Paper 0.73 0.55 1.11 1.14

7.L12B_7061_MAp2_ShapeGame_203_S400_Paper -1.07 Yes 0.87 1.08 1.18

8.L12B_7062_MAp3_ShapeGame_203_S400_Paper 1.18 Yes 0.53 1.08 1.13


10.L12B_7352_SCp2_MixDrinks_203_S400_Paper -3.40 Yes 0.98 0.93 0.67

11.L12B_7353_SCp3_MixDrinks_203_S400_Paper -2.06 0.93 0.94 0.80


13.L12B_10716_SSp2_CityWorkers_302_S400_Paper -1.89 Yes 0.94 0.97 0.89



16.L12B_10794_LAp3_GrowingUp_302_S400_Paper -3.05 Yes 0.98 0.98 0.77


18.L12B_10802_LAp5_GrowingUp_302_S400_Paper -0.46 0.76 0.96 0.92

19.L12B_7654_MAp3_SchoolClothes_203_S400_Paper -0.64 0.94 0.87

20.L12B_7655_MAp4_SchoolClothes_203_S400_Paper 0.00 0.96 0.94

21.L12B_7656_MAp5_SchoolClothes_203_S400_Paper 0.33 0.99 0.99



Name

Item

Difficulty


Fit

Statistics


Table 6.2.1.2H

DIF Analysis and Summary: List 1B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 10 12 9

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L12B_9828_SIp2_EndSchoolDay_302_S400_Paper A F A O

2.L12B_9829_SIp3_EndSchoolDay_302_S400_Paper A F A H


4.L12B_10745_LAp2_BenjaminFranklin_302_S400_Paper A F A H

5.L12B_10746_LAp3_BenjaminFranklin_302_S400_Paper A M A H


7.L12B_7061_MAp2_ShapeGame_203_S400_Paper A M A O



10.L12B_7352_SCp2_MixDrinks_203_S400_Paper A F A H

11.L12B_7353_SCp3_MixDrinks_203_S400_Paper A F A O


13.L12B_10716_SSp2_CityWorkers_302_S400_Paper A M A H

14.L12B_10718_SSp3_CityWorkers_302_S400_Paper A F A H


16.L12B_10794_LAp3_GrowingUp_302_S400_Paper A M A H

17.L12B_10795_LAp4_GrowingUp_302_S400_Paper A F A O

18.L12B_10802_LAp5_GrowingUp_302_S400_Paper A M A O

19.L12B_7654_MAp3_SchoolClothes_203_S400_Paper A M A H

20.L12B_7655_MAp4_SchoolClothes_203_S400_Paper A F A H

21.L12B_7656_MAp5_SchoolClothes_203_S400_Paper A M A O


Name



Scale Score

Grade 1

0 104^ 69.77 100.00^ 153.76

1 132 39.73 92.57 172.03

2 163 29.66 133.22 192.54

3 183 25.51 157.32 208.33

4 199 23.21 175.29 221.71

5 212 21.75 190.15 233.65

6 224 20.76 203.13 244.65

7 235 20.06 214.89 255.01

8 245 19.57 225.82 264.96

9 255 19.25 236.16 274.66

10 265 19.07 246.09 284.24

11 275 19.04 255.78 293.87

12 285 19.16 265.37 303.68

13 295 19.43 274.99 313.84

14

15

16

17

18

19

20

21

Table 6.2.1.2IRaw Score to Scale Score Conversion: List 1B S400 Paper

Raw Score CSEM

Low

Bound

High

Bound

^ Truncated


19.89* 284.80* 324.57*305*


Proficiency


0 1.0 0.0

1 1.2 0.0

2 1.4 0.0

3 1.6 0.0

4 1.7 0.0

5 1.8 0.0

6 1.9 0.1

7 1.9 0.2

8 2.3 0.4

9 2.6 0.6

10 2.9 0.7

11 3.3 1.5

12 3.7 2.2

13 4.0 3.8

14 5.0* 5.5

15 5.0* 8.9

16 5.0* 11.7

17 5.0* 15.0

18 5.0* 16.4

19 5.0* 15.9

20 5.0* 12.2

21 5.0* 4.9

* Capped

Table 6.2.1.2J

Raw Score to Proficiency Level Conversion: List 1B S400 Paper

Raw Score

Grade 1


6.2.1.3 Listening 1C

0

500

1,000

1,500

2,000

2,500

3,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score

Figure 6.2.1.3A Raw Scores: List 1C S400 Paper

Grade

No. of


1 19,762 3 21 15.69 2.85

Raw Score Descriptive Statistics: List 1C S400 Paper

Table 6.2.1.3A

0

500

1,000

1,500

2,000

2,500

3,000

193 210 227 244 261 278 295 312 329 346 363 380 397

Co

un

t

Scale Score

Figure 6.2.1.3B Scale Scores: List 1C S400 Paper

Grade

No. of


1 19,762 193 397 325.15 32.81

Scale Score Descriptive Statistics: List 1C S400 Paper

Table 6.2.1.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.1.3C Proficiency Level: List 1C S400 Paper

Level Count Percent

1 55 0.3%

2 482 2.4%

3 3,637 18.4%

4 1,983 10.0%

5 5,145 26.0%

6 8,460 42.8%

Total 19,762 100.0%

Table 6.2.1.3C

Proficiency Level Distribution: List 1C S400 Paper




Table 6.2.1.3E

Equating Summary: List 1C S400 Paper


0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.2.1.3.D

Test Characteristic Curve: List 1C S400 Paper

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 6.2.1.3.E

Test Information Function: List 1C S400 Paper

57,140 21 .616 1.646

Table 6.2.1.3F

Reliability: List 1C S400 Paper


Cronbach's

Alpha SEM


Table 6.2.1.3G

Complete Item Analysis and Summary: List 1C S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -1.19 21 0.80 1.00 0.98

Infit

Mnsq

Outfit

Mnsq

1.L12C_10064_SIp3_Drawing_302_S400_Paper -2.19 0.90 0.96 0.85

2.L12C_10065_SIp4_Drawing_302_S400_Paper -2.51 Yes 0.96 0.96 0.78


4.L12C_10764_LAp3_FriendStory_302_S400_Paper -2.33 Yes 0.95 0.99 1.08



7.L12C_10144_MAp3_BookClub_302_S400_Paper -0.04 Yes 0.64 0.97 0.95


9.L12C_10146_MAp5_BookClub_302_S400_Paper 1.07 0.35 0.99 1.00

10.L12C_7261_SCp3_DesertLife_203_S400_Paper -1.97 Yes 0.92 0.99 0.97


12.L12C_7263_SCp5_DesertLife_203_S400_Paper -0.37 0.73 0.97 0.94

13.L12C_10757_SSp3_TownWalk_302_S400_Paper -2.01 0.92 0.98 0.92



16.L12C_10786_LAp3_ProblemDay_302_S400_Paper -1.81 0.87 0.96 0.94


18.L12C_10788_LAp5_ProblemDay_302_S400_Paper -0.45 Yes 0.69 1.09 1.15

19.L12C_7223_MAp3_MeasureMe_203_S400_Paper -1.14 0.81 1.05 1.06

20.L12C_7224_MAp4_MeasureMe_203_S400_Paper -0.99 Yes 0.84 1.09 1.23

21.L12C_7225_MAp5_MeasureMe_203_S400_Paper 0.26 Yes 0.61 1.01 1.01



Name

Item

Difficulty


Fit

Statistics


Table 6.2.1.3H

DIF Analysis and Summary: List 1C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 13 15 5

B 0 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L12C_10064_SIp3_Drawing_302_S400_Paper A F B O

2.L12C_10065_SIp4_Drawing_302_S400_Paper A F A H


4.L12C_10764_LAp3_FriendStory_302_S400_Paper A F A H

5.L12C_10765_LAp4_FriendStory_302_S400_Paper A M A H


7.L12C_10144_MAp3_BookClub_302_S400_Paper A M A O

8.L12C_10145_MAp4_BookClub_302_S400_Paper A F A H


10.L12C_7261_SCp3_DesertLife_203_S400_Paper A M A H

11.L12C_7262_SCp4_DesertLife_203_S400_Paper A M A O

12.L12C_7263_SCp5_DesertLife_203_S400_Paper A F A H

13.L12C_10757_SSp3_TownWalk_302_S400_Paper A F A H


15.L12C_10759_SSp5_TownWalk_302_S400_Paper A M A O

16.L12C_10786_LAp3_ProblemDay_302_S400_Paper A M A H

17.L12C_10787_LAp4_ProblemDay_302_S400_Paper A F A H


19.L12C_7223_MAp3_MeasureMe_203_S400_Paper A F A O

20.L12C_7224_MAp4_MeasureMe_203_S400_Paper A F A H

21.L12C_7225_MAp5_MeasureMe_203_S400_Paper A M A H


Name




0 108^ 69.46 100.00^ 166.77

1 145 39.16 105.63 183.96

2 174 28.84 145.29 202.98

3 193 24.52 168.27 217.31

4 207 22.12 185.03 229.27

5 219 20.61 198.63 239.85

6 230 19.61 210.36 249.58

7 240 18.94 220.90 258.79

8 249 18.51 230.65 267.66

9 258 18.25 239.88 276.39

10 267 18.15 248.79 285.09

11 276 18.19 257.53 293.91

12 285 18.36 266.24 302.96

13 294 18.69 275.03 312.40

14 303 19.20 284.05 322.44

15 313 19.94 293.48 333.35

16 325 21.01 303.53 345.54

17 337 22.58 314.54 359.70

18 352 25.04 327.06 377.15

19 367* 29.39 342.13 400.91

20 382* 39.66 362.15 441.48

21 397* 69.79 380.30 519.88

^ Truncated


Raw Score to Scale Score Conversion: List 1C S400 Paper

Table 6.2.1.3I


Proficiency


0 1.0 0.0

1 1.3 0.0

2 1.5 0.0

3 1.7 0.0

4 1.8 0.0

5 1.9 0.1

6 1.9 0.2

7 2.1 0.3

8 2.4 0.7

9 2.7 1.4

10 3.0 2.2

11 3.3 3.6

12 3.7 5.3

13 3.9 7.4

14 4.9 10.0

15 5.3 12.2

16 5.8 13.8

17 6.0 13.8

18 6.0 12.6

19 6.0 9.3

20 6.0 5.3

21 6.0 1.8

Table 6.2.1.3J

Raw Score to Proficiency Level Conversion: List 1C S400 Paper

Raw Score

Grade 1


6.2.2 Reading 1

6.2.2.1 Reading 1A

0

500

1,000

1,500

2,000

2,500

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score

Figure 6.2.2.1A Raw Scores: Read 1A S400 Paper

Grade

No. of


1 28,886 1 24 12.76 4.58

Raw Score Descriptive Statistics: Read 1A S400 Paper

Table 6.2.2.1A

0

2,000

4,000

6,000

8,000

10,000

12,000

180 197 214 231 248 265 282

Co

un

t

Scale Score

Figure 6.2.2.1B Scale Scores: Read 1A S400 Paper

Grade

No. of


1 28,886 180 283 267.43 16.40


Scale Score Descriptive Statistics: Read 1A S400 Paper

Table 6.2.2.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.2.1C Proficiency Level: Read 1A S400 Paper

Level Count Percent

1 5,705 19.8%

2 6,983 24.2%

3 6,135 21.2%

4 10,063 34.8%

5 n/a n/a

6 n/a n/a

Total 28,886 100.0%


Table 6.2.2.1C

Proficiency Level Distribution: Read 1A S400 Paper


Table 6.2.2.1D Scaling Equation for Reading


Table 6.2.2.1E

Equating Summary: Read 1A S400 Paper


0

2

4

6

8

10

12

14

16

18

20

22

24

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.2.2.1.D

Test Characteristic Curve: Read 1A S400 Paper

0

1

2

3

4

5

6

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.2.2.1.E

Test Information Function: Read 1A S400 Paper


38,892 24 .795 2.153

Table 6.2.2.1F

Reliability: Read 1A S400 Paper


Cronbach's

Alpha SEM


Table 6.2.2.1G

Complete Item Analysis and Summary: Read 1A S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -2.06 24 0.55 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R12A_10639_SIp1_FavoriteThings_301_Paper_400 -2.41 0.61 1.05 1.13



4.R12A_8103_LAp1_CatAdventure_203_Paper_400 -2.93 Yes 0.72 0.84 0.70



7.R12A_9370_MAp1_LunchChoice_301_Paper_400 -3.91 0.87 1.01 0.99



10.R12A_7887_SCp1_Birds_dode_Paper_400 -3.58 Yes 0.82 0.91 0.71



13.R12A_6727_SSp1_HomesofthePast_203_Paper_400 -2.39 Yes 0.57 0.82 0.77



16.R12A_10642_SIp2_ClassNews_301_Paper_400 -1.53 0.45 1.13 1.16



19.R12A_8039_LAp1_Storybooks_203_Paper_400 -2.82 0.67 0.80 0.69



22.R12A_5125_MAp1_SchoolStore_dode_Paper_400 -1.28 0.40 1.01 1.02


24.R12A_5127_MAp3_SchoolStore_dode_Paper_400 -0.91 Yes 0.35 1.38 1.55



Name

Item

Difficulty


Fit

Statistics


Table 6.2.2.1H

DIF Analysis and Summary: Read 1A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 12 12 11 13

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R12A_10639_SIp1_FavoriteThings_301_S400_Paper A M A O

2.R12A_10640_SIp2_FavoriteThings_301_S400_Paper A F A H


4.R12A_8103_LAp1_CatAdventure_203_S400_Paper A F A O

5.R12A_8104_LAp2_CatAdventure_203_S400_Paper A M A O

6.R12A_8105_LAp3_CatAdventure_203_S400_Paper A F A H

7.R12A_9370_MAp1_LunchChoice_301_S400_Paper A F A H

8.R12A_9371_MAp2_LunchChoice_301_S400_Paper A F A O

9.R12A_9372_MAp3_LunchChoice_301_S400_Paper A M A O

10.R12A_7887_SCp1_Birds_dode_S400_Paper A M A O

11.R12A_7888_SCp2_Birds_dode_S400_Paper A F A O


13.R12A_6727_SSp1_HomesofthePast_203_S400_Paper A F A H

14.R12A_6728_SSp2_HomesofthePast_203_S400_Paper A M A H


16.R12A_10642_SIp2_ClassNews_301_S400_Paper A M A O

17.R12A_10643_SIp3_ClassNews_301_S400_Paper A F A H


19.R12A_8039_LAp1_Storybooks_203_S400_Paper A F A O

20.R12A_8040_LAp2_Storybooks_203_S400_Paper A M A H


22.R12A_5125_MAp1_SchoolStore_dode_S400_Paper A M A O

23.R12A_5126_MAp2_SchoolStore_dode_S400_Paper A F A H

24.R12A_5127_MAp3_SchoolStore_dode_S400_Paper A M A H


Name



Scale Score

Grade 1

0 141^ 48.05 100.00^ 194.80

1 180 27.03 152.50 206.57

2 200 19.83 179.84 219.49

3 212 16.75 195.58 229.08

4 222 15.00 206.95 236.96

5 230 13.87 216.06 243.80

6 237 13.08 223.81 249.98

7 243 12.52 230.66 255.70

8 249 12.11 236.89 261.12

9 255 11.82 242.68 266.33

10 260 11.63 248.16 271.41

11 265 11.51 253.42 276.44

12 270 11.47 258.53 281.46

13 275 11.49 263.57 286.56

14 280 11.59 268.59 291.78

15

16

17

18

19

20

21

22

23

24

283*


Raw Score

^ Truncated

297.20*273.65*11.77*

Table 6.2.2.1I

Raw Score to Scale Score Conversion: Read 1A S400 Paper

CSEM Low Bound High Bound


Proficiency


0 1.0 0.0

1 1.3 0.0

2 1.5 0.1

3 1.6 0.3

4 1.7 0.9

5 1.8 2.0

6 1.9 3.7

7 1.9 5.6

8 1.9 7.1

9 2.1 8.0

10 2.4 8.2

11 2.8 8.0

12 3.1 7.5

13 3.4 7.1

14 3.8 6.7

15 4.0* 6.3

16 4.0* 5.5

17 4.0* 5.3

18 4.0* 4.7

19 4.0* 4.0

20 4.0* 3.1

21 4.0* 2.5

22 4.0* 2.0

23 4.0* 1.0

24 4.0* 0.4

* Capped

Table 6.2.2.1J

Raw Score to Proficiency Level Conversion: Read 1A S400 Paper

Raw Score

Grade 1


6.2.2.2 Reading 1B

0

500

1,000

1,500

2,000

2,500

3,000

3,500

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score

Figure 6.2.2.2A Raw Scores: Read 1B S400 Paper

Grade

No. of


1 29,937 1 27 13.23 4.89

Raw Score Descriptive Statistics: Read 1B S400 Paper

Table 6.2.2.2A

0

5,000

10,000

15,000

20,000

25,000

216 229 242 255 268 281 294

Co

un

t

Scale Score

Figure 6.2.2.2B Scale Scores: Read 1B S400 Paper

Grade

No. of


1 29,937 216 294 290.10 7.22


Scale Score Descriptive Statistics: Read 1B S400 Paper

Table 6.2.2.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.2.2C Proficiency Level: Read 1B S400 Paper

Level Count Percent

1 42 0.1%

2 482 1.6%

3 4,201 14.0%

4 5,485 18.3%

5 19,727 65.9%

6 n/a n/a

Total 29,937 100.0%


Table 6.2.2.2C

Proficiency Level Distribution: Read 1B S400 Paper




Table 6.2.2.2E

Equating Summary: Read 1B S400 Paper


0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.2.2.2.D

Test Charateristic Curve: Read 1B S400 Paper

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.2.2.2.E

Test Information Function: Read 1B S400 Paper


61,795 27 .823 2.295

Table 6.2.2.2F

Reliability: Read 1B S400 Paper


Cronbach's

Alpha SEM


Table 6.2.2.2G

Complete Item Analysis and Summary: Read 1B S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.65 27 0.56 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R12B_8517_SIp2_FieldTrip_301_Paper_400 -0.60 0.56 0.95 1.00



4.R12B_6886_LAp2_ZooTrip_203_Paper_400 -1.19 0.63 0.82 0.75

5.R12B_6887_LAp3_ZooTrip_203_Paper_400 -0.84 Yes 0.55 0.84 0.78


7.R12B_8377_MAp2_Balance_301_Paper_400 -1.97 0.80 0.97 0.88



10.R12B_7890_SCp2_AnimalMovement_dode_Paper_400 -2.12 Yes 0.84 0.98 0.94



13.R12B_8452_SSp2_HelpfulWorkers_203_Paper_400 -1.63 0.74 0.92 0.82



16.R12B_7724_LAp3_ChipmunkHome_203_Paper_400 0.95 Yes 0.25 0.97 0.95



19.R12B_8683_MAp3_PetSchedule_301_Paper_400 0.11 0.43 1.10 1.13

20.R12B_8684_MAp4_PetSchedule_301_Paper_400 -0.39 0.49 1.16 1.17


22.R12B_5290_SCp2_AnimalCoverings_dode_Paper_400 -1.12 Yes 0.67 0.91 0.81



25.R12B_6931_SSp2_WhenIGrowUp_203_Paper_400 -1.22 0.70 0.86 0.75


27.R12B_6933_SSp4_WhenIGrowUp_203_Paper_400 0.17 0.45 1.05 1.05



Name

Item

Difficulty


Fit

Statistics


Table 6.2.2.2H

DIF Analysis and Summary: Read 1B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 13 14 12 15

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R12B_8517_SIp2_FieldTrip_301_S400_Paper A F A H



4.R12B_6886_LAp2_ZooTrip_203_S400_Paper A F A O

5.R12B_6887_LAp3_ZooTrip_203_S400_Paper A F A H


7.R12B_8377_MAp2_Balance_301_S400_Paper A M A H


9.R12B_8379_MAp4_Balance_301_S400_Paper A F A O

10.R12B_7890_SCp2_AnimalMovement_dode_S400_Paper A M A H

11.R12B_7891_SCp3_AnimalMovement_dode_S400_Paper A M A O

12.R12B_7892_SCp4_AnimalMovement_dode_S400_Paper A F A H

13.R12B_8452_SSp2_HelpfulWorkers_203_S400_Paper A M A O


15.R12B_8454_SSp4_HelpfulWorkers_203_S400_Paper A M A H

16.R12B_7724_LAp3_ChipmunkHome_203_S400_Paper A F A O



19.R12B_8683_MAp3_PetSchedule_301_S400_Paper A F A H

20.R12B_8684_MAp4_PetSchedule_301_S400_Paper A M A O


22.R12B_5290_SCp2_AnimalCoverings_dode_S400_Paper A F A O

23.R12B_5291_SCp3_AnimalCoverings_dode_S400_Paper A M A H

24.R12B_5292_SCp4_AnimalCoverings_dode_S400_Paper A M A O

25.R12B_6931_SSp2_WhenIGrowUp_203_S400_Paper A F A O

26.R12B_6932_SSp3_WhenIGrowUp_203_S400_Paper A M A O



Name



Scale Score

Grade 1

0 141^ 47.88 135.54 231.31

1 216 26.76 189.04 242.56

2 235 19.46 215.91 254.82

3 247 16.33 231.15 263.81

4 257 14.53 242.04 271.10

5 264 13.36 250.65 277.37

6 270 12.53 257.91 282.97

7 276 11.94 264.25 288.12

8 281 11.49 269.96 292.94

9 286 11.16 275.22 297.54

10 291 10.91 280.14 301.97

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27


10.74*

Raw Score CSEM Low Bound

284.82* 306.30*

Table 6.2.2.2I

Raw Score to Scale Score Conversion: Read 1B S400 Paper

High Bound

^ Truncated

294*


Proficiency


0 1.0 0.0

1 1.7 0.0

2 1.8 0.0

3 1.9 0.1

4 2.3 0.4

5 2.7 1.2

6 3.1 2.5

7 3.5 4.6

8 3.9 6.9

9 4.3 8.8

10 4.7 9.5

11 5.0* 9.6

12 5.0* 8.4

13 5.0* 7.5

14 5.0* 6.0

15 5.0* 5.4

16 5.0* 4.6

17 5.0* 4.2

18 5.0* 3.6

19 5.0* 3.3

20 5.0* 3.0

21 5.0* 2.6

22 5.0* 2.3

23 5.0* 1.9

24 5.0* 1.5

25 5.0* 1.1

26 5.0* 0.6

27 5.0* 0.3

* Capped

Table 6.2.2.2J

Raw Score to Proficiency Level Conversion: Read 1B S400 Paper

Raw Score

Grade 1


6.2.2.3 Reading 1C

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score

Figure 6.2.2.3A Raw Scores: Read 1C S400 Paper

Grade

No. of


1 18,733 2 27 14.45 4.99

Raw Score Descriptive Statistics: Read 1C S400 Paper

Table 6.2.2.3A

0

500

1,000

1,500

2,000

228 242 256 270 284 298 312 326 340 354 368 382 396

Co

un

t

Scale Score

Figure 6.2.2.3B Scale Scores: Read 1C S400 Paper

Grade

No. of


1 18,733 228 397 309.96 26.58

Scale Score Descriptive Statistics: Read 1C S400 Paper

Table 6.2.2.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.2.3C Proficiency Level: Read 1C S400 Paper

Level Count Percent

1 57 0.3%

2 475 2.5%

3 1,516 8.1%

4 4,199 22.4%

5 5,017 26.8%

6 7,469 39.9%

Total 18,733 100.0%

Table 6.2.2.3C

Proficiency Level Distribution: Read 1C S400 Paper




Table 6.2.2.3E

Equating Summary: Read 1C S400 Paper


0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 6.2.2.3.D

Test Charateristic Curve: Read 1C S400 Paper

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.2.2.3.E

Test Information Function: Read 1C S400 Paper

54,862 27 .810 2.206

Table 6.2.2.3F

Reliability: Read 1C S400 Paper


Cronbach's

Alpha SEM


Table 6.2.2.3G

Complete Item Analysis and Summary: Read 1C S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.81 27 0.63 1.00 1.01

Infit

Mnsq

Outfit

Mnsq

1.R12C_8810_SIp3_ClassJobChart_301_Paper_400 -2.93 0.93 1.00 1.40



4.R12C_8267_LAp3_FishWish_203_Paper_400 -0.95 Yes 0.69 0.88 0.81



7.R12C_8649_MAp3_ClassTripSchedule_301_Paper_400 -1.12 0.69 1.00 1.06



10.R12C_5629_SCp3_Insects_dode_Paper_400 -1.99 Yes 0.80 0.93 0.85

11.R12C_5630_SCp4_Insects_dode_Paper_400 0.07 Yes 0.49 0.94 0.93

12.R12C_5631_SCp5_Insects_dode_Paper_400 -1.00 0.64 1.31 1.41

13.R12C_8827_SSp3_OurNeighborhood_203_Paper_400 -0.94 Yes 0.61 0.98 0.94


15.R12C_8829_SSp5_OurNeighborhood_203_Paper_400 -0.68 0.51 1.01 1.02

16.R12C_8821_LAp3_GrowingTaller_203_Paper_400 -1.41 Yes 0.75 0.81 0.69



19.R12C_8838_MAp3_WeatherCalendar_301_Paper_400 -2.31 0.83 1.04 1.06

20.R12C_8839_MAp4_WeatherCalendar_301_Paper_400 0.91 0.30 1.24 1.44


22.R12C_6601_SCp3_Leaves_mika_Paper_400 -0.34 Yes 0.56 1.08 1.10

23.R12C_6602_SCp4_Leaves_mika_Paper_400 0.62 Yes 0.39 1.23 1.38


25.R12C_7746_SSp3_UrbanNeighborhood_203_Paper_400 0.29 Yes 0.46 1.01 1.01

26.R12C_7747_SSp4_UrbanNeighborhood_203_Paper_400 -1.13 Yes 0.73 0.90 0.80




Name

Item

Difficulty


Fit

Statistics


Table 6.2.2.3H

DIF Analysis and Summary: Read 1C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 13 14 17 10

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R12C_8810_SIp3_ClassJobChart_301_S400_Paper A F A H



4.R12C_8267_LAp3_FishWish_203_S400_Paper A F A O

5.R12C_8268_LAp4_FishWish_203_S400_Paper A F A H

6.R12C_8269_LAp5_FishWish_203_S400_Paper A M A H

7.R12C_8649_MAp3_ClassTripSchedule_301_S400_Paper A M A H


9.R12C_8651_MAp5_ClassTripSchedule_301_S400_Paper A F A O

10.R12C_5629_SCp3_Insects_dode_S400_Paper A M A H

11.R12C_5630_SCp4_Insects_dode_S400_Paper A F A O

12.R12C_5631_SCp5_Insects_dode_S400_Paper A M A O

13.R12C_8827_SSp3_OurNeighborhood_203_S400_Paper A M A O

14.R12C_8828_SSp4_OurNeighborhood_203_S400_Paper A M A H

15.R12C_8829_SSp5_OurNeighborhood_203_S400_Paper A F A H

16.R12C_8821_LAp3_GrowingTaller_203_S400_Paper A F A H



19.R12C_8838_MAp3_WeatherCalendar_301_S400_Paper A M A H

20.R12C_8839_MAp4_WeatherCalendar_301_S400_Paper A F A O


22.R12C_6601_SCp3_Leaves_mika_S400_Paper A F A O

23.R12C_6602_SCp4_Leaves_mika_S400_Paper A M A H

24.R12C_6603_SCp5_Leaves_mika_S400_Paper A M A O

25.R12C_7746_SSp3_UrbanNeighborhood_203_S400_Paper A F A H

26.R12C_7747_SSp4_UrbanNeighborhood_203_S400_Paper A M A O



Name



Proficiency


0 1.0 0.0

1 1.6 0.0

2 1.8 0.0

3 1.9 0.1

4 1.9 0.2

5 2.4 0.7

6 2.8 1.8

7 3.2 3.3

8 3.6 4.8

9 4.0 6.7

10 4.5 7.5

11 4.9 8.2

12 5.2 7.4

13 5.4 7.0

14 5.7 6.5

15 5.9 5.9

16 6.0 5.6

17 6.0 5.3

18 6.0 5.1

19 6.0 4.8

20 6.0 4.6

21 6.0 3.9

22 6.0 3.6

23 6.0 2.9

24 6.0 2.0

25 6.0 1.2

26 6.0 0.6

27 6.0 0.2

Table 6.2.2.3J

Raw Score to Proficiency Level Conversion: Read 1C S400 Paper

Raw Score

Grade 1


6.2.3 Writing 1

6.2.3.1 Writing 1A

0

1,000

2,000

3,000

4,000

5,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score

Figure 6.2.3.1A Raw Scores: Writ 1A S400 Paper

Grade

No. of


1 30,871 0 27 12.67 5.52

Raw Score Descriptive Statistics: Writ 1A S400 Paper

Table 6.2.3.1A

0

1,000

2,000

3,000

4,000

5,000

203 215 227 239 251 263 275 287 299

Co

un

t

Scale Score

Figure 6.2.3.1B Scale Scores: Writ 1A S400 Paper

Grade

No. of


1 30,871 203 303 259.84 19.53

Scale Score Descriptive Statistics: Writ 1A S400 Paper

Table 6.2.3.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.3.1C Proficiency Level: Writ 1A S400 Paper

Level Count Percent

1 4,689 15.2%

2 16,100 52.2%

3 10,082 32.7%

4 0 0.0%

5 0 0.0%

6 0 0.0%

Total 30,871 100.0%

Table 6.2.3.1C

Proficiency Level Distribution: Writ 1A S400 Paper


Table 6.2.3.1E

Equating Summary: Writ 1A S400 Paper


Figure 6.2.3.1D

Test Characteristic Curve: Writ 1A S400 Paper

Not applicable for Series 400 Paper.

Figure 6.2.3.1E

Test Information Function: Writ 1A S400 Paper


30,871 4 1.960

Task No. in Sample % AG % AD % NA

1 13,360 100 0 0

2 18,084 100 0 0

3 19,946 98 2 0

4 18,472 97 3 0

0.874

Interrater

Reliability

Table 6.2.3.1F

Reliability: Writ 1A S400 Paper

Reliability

No. of Students No. of Tasks Cronbach's Alpha SEM

Table 6.2.3.1D Scaling Equation for Writing

Writing Scale Score = (Ability Measure in Logits*31.097) + 317.068


Table 6.2.3.1G

Complete Task Analysis and Summary: Writ 1A S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.22 4 0.32 0.65

Infit

Mnsq

Outfit

Mnsq

0.78 Yes 0.34 1.31

0.79 Yes 0.27 0.63

-0.24 Yes 0.50 0.49

-0.45 Yes 0.15 0.18

Raw Score Task 1 Task 2 Task 3 Task 4

0 4.2% 9.9% 14.6% 11.9%

1 95.8% 89.2% 11.2% 7.9%

2 N/A 0.5% 14.8% 15.7%

3 N/A 0.4% 33.8% 25.5%

4 N/A N/A 24.2% 34.3%

5 N/A N/A 1.4% 4.1%

6 N/A N/A 0.1% 0.7%

7 N/A N/A 0.0% 0.0%

8 N/A N/A 0.0% 0.0%

9 N/A N/A 0.0% 0.0%

10 N/A N/A 0.0% 0.0%

11 N/A N/A 0.0% 0.0%

Fit Statistics

Task Type

ECR

Name

Task

Difficulty


Note that test form is only given to grade 1A.

1.W01A_14245_SIp1_PartAH8_202_P100_A302_Paper_S400_Paper

2.W01A_14246_SIp1_CentersPartB_202_P100_A302_Paper_S400_Paper

3.W01A_14247_SIp2_CentersPartC_202_P100_A302_Paper_S400_Paper

4.W01A_14248_SIp3_PartDSentencesAboutMe_P100_A302_Paper_S400_Paper

Raw Score



Table 6.2.3.1H

DIF Analysis and Summary: Writ 1A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 3 3 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W01A_14245_SIp1_PartAH8_202_P100_A302_Paper_S400_Paper AA F AA O

2 .W01A_14246_SIp1_CentersPartB_202_P100_A302_Paper_S400_Paper AA M AA H

3 .W01A_14247_SIp2_CentersPartC_202_P100_A302_Paper_S400_Paper AA F AA H

4 .W01A_14248_SIp3_PartDSentencesAboutMe_P100_A302_Paper_S400_Paper AA F AA H


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 203^ 24.57 192.43 241.57

1 220 11.82 208.18 231.82

2 224 10.26 213.74 234.26

3 229 8.71 220.29 237.71

4 231 8.40 222.60 239.40

5 234 7.77 226.23 241.77

6 238 7.15 230.85 245.15

7 242 6.84 235.16 248.84

8 245 6.84 238.16 251.84

9 248 6.84 241.16 254.84

10 251 6.84 244.16 257.84

11 254 6.84 247.16 260.84

12 256 6.84 249.16 262.84

13 258 7.15 250.85 265.15

14 262 7.15 254.85 269.15

15 267 7.46 259.54 274.46

16 270 7.77 262.23 277.77

17 274 8.09 265.91 282.09

18 281 8.40 272.60 289.40

19 286 8.40 277.60 294.40

20 289 8.40 280.60 297.40

21 294 8.40 285.60 302.40

22 298 8.40 289.60 306.40

23 299 8.40 290.60 307.40

24 300 8.09 291.91 308.09

25 301 8.09 292.91 309.09

26 302 8.09 293.91 310.09

27 303 8.09 294.91 311.09

28 304 8.09 295.91 312.09

29 305 8.09 296.91 313.09

30 306 8.09 297.91 314.09

31 308 8.09 299.91 316.09

32 309 8.09 300.91 317.09

33 310 8.09 301.91 318.09

34 311 8.09 302.91 319.09

35 313 8.09 304.91 321.09

36 314 8.09 305.91 322.09

37 315 8.09 306.91 323.09

38 316 8.09 307.91 324.09

39 317 8.09 308.91 325.09

40 318 7.77 310.23 325.77

41 320 7.77 312.23 327.77

42 320 7.77 312.23 327.77

43 321 7.77 313.23 328.77

44 322 7.77 314.23 329.77

45 323 7.77 315.23 330.77

46 324 7.77 316.23 331.77

47 324 7.77 316.23 331.77

48 325 7.77 317.23 332.77

Raw Score to Scale Score Conversion: Writ 1A S400 paper

Table 6.2.3.1I


Proficiency


0 1.0 0.8

1 1.5 4.6

2 1.6 3.7

3 1.8 1.7

4 1.8 1.9

5 1.9 2.5

6 2.0 2.4

7 2.1 1.8

8 2.2 2.4

9 2.3 3.1

10 2.4 3.8

11 2.5 5.6

12 2.5 4.1

13 2.6 4.6

14 2.7 11.9

15 2.9 7.6

16 2.9 4.8

17 3.1 14.4

18 3.3 12.5

19 3.4 1.3

20 3.5 1.6

21 3.6 2.0

22 3.7 0.3

23 3.8 0.3

24 3.8 0.3

25 3.8 0.0

26 3.9 0.0

27 3.9 0.0

Table 6.2.3.1J

Raw Score to Proficiency Level Conversion: Writ 1A S400 Paper

Raw Score

Grade 1


6.2.3.2 Writing 1B

0

1,000

2,000

3,000

4,000

5,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45

Co

un

t

Raw Score

Figure 6.2.3.2A Raw Scores: Writ 1B S400 Paper

Grade

No. of


1 33,166 0 47 20.88 7.49

Raw Score Descriptive Statistics: Writ 1B S400 Paper

Table 6.2.3.2A

0

1,000

2,000

3,000

4,000

5,000

203 213 223 233 243 253 263 273 283 293 303 313 323

Co

un

t

Scale Score

Figure 6.2.3.2B Scale Scores: Writ 1B S400 Paper

Grade

No. of


1 33,166 203 328 273.75 23.09

Scale Score Descriptive Statistics: Writ 1B S400 Paper

Table 6.2.3.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.3.2C Proficiency Level: Writ 1B S400 Paper

Level Count Percent

1 2,787 8.4%

2 11,993 36.2%

3 17,084 51.5%

4 1,302 3.9%

5 0 0.0%

6 0 0.0%

Total 33,166 100.0%

Table 6.2.3.2C

Proficiency Level Distribution: Writ 1B S400 Paper




Table 6.2.3.2E

Equating Summary: Writ 1B S400 Paper


Figure 6.2.3.2D

Test Characteristic Curve: Writ 1B S400 Paper


Figure 6.2.3.2E

Test Information Function: Writ 1B S400 Paper


53,307 3 1.888


1 23,994 96 4 0

2 27,036 95 5 0

3 25,019 96 4 0

SEM

Interrater

Reliability

Cronbach's Alpha

0.934

Table 6.2.3.2F

Reliability: Writ 1B S400 Paper

Reliability

No. of Students No. of Tasks

Note that the test form is shared between 1B and 1C.


Table 6.2.3.2G

Complete Task Analysis and Summary: Writ 1B S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

-0.11 3 0.51 0.55

Infit

Mnsq

Outfit

Mnsq

0.16 Yes 0.73 0.83

0.09 Yes 0.51 0.52

-0.58 Yes 0.30 0.30


0 2.7% 6.0% 4.1%

1 2.5% 4.3% 3.8%

2 8.6% 8.5% 6.4%

3 17.4% 24.2% 17.6%

4 55.9% 35.2% 36.7%

5 10.5% 14.8% 22.5%

6 2.0% 6.2% 7.1%

7 0.3% 0.8% 1.5%

8 0.0% 0.1% 0.3%

9 0.0% 0.0% 0.1%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name

Task

Difficulty



Fit Statistics

Raw Score


1.W01BC_14241_SIp4_Centers _P 100_P aper_S400_P aper

2.W01BC_14242_MSp4_Fro gs _s akr_P 100_A203_P aper_S400_P aper

3.W01BC_14243_ITp5_Co mmunityP ark_203_P 100_A203_P aper_S400_P aper

Table 6.2.3.2H

DIF Analysis and Summary: Writ 1B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W01BC_14241_SIp4_Centers _P 100_P aper_S400_P aper AA F AA O

2.W01BC_14242_MSp4_Fro gs _s akr_P 100_A203_P aper_S400_P aper AA M AA H

3.W01BC_14243_ITp5_Co mmunityP ark_203_P 100_A203_P aper_S400_P aper AA F AA O



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

Score

SE

Scaled

Low

Bound

High

Bound

0 203^ 17.41 184.59 219.41 34 313 7.77 305.23 320.77

1 220 8.71 211.29 228.71 35 315 7.77 307.23 322.77

2 222 8.40 213.60 230.40 36 317 7.77 309.23 324.77

3 226 7.46 218.54 233.46 37 318 7.77 310.23 325.77

4 226 7.46 218.54 233.46 38 319 7.77 311.23 326.77

5 228 7.15 220.85 235.15 39 320 7.46 312.54 327.46

6 232 6.84 225.16 238.84 40 322 7.46 314.54 329.46

7 235 6.84 228.16 241.84 41 323 7.46 315.54 330.46

8 237 6.84 230.16 243.84 42 324 7.46 316.54 331.46

9 239 6.84 232.16 245.84 43 325 7.46 317.54 332.46

10 242 6.84 235.16 248.84 44 326 7.46 318.54 333.46

11 245 7.15 237.85 252.15 45 326 7.46 318.54 333.46

12 247 7.15 239.85 254.15 46 327 7.46 319.54 334.46

13 250 7.15 242.85 257.15 47 328 7.15 320.85 335.15

14 252 7.46 244.54 259.46 48 328 7.15 320.85 335.15

15 254 7.46 246.54 261.46 49 329 7.15 321.85 336.15

16 258 7.77 250.23 265.77 50 330 7.15 322.85 337.15

17 260 7.77 252.23 267.77 51 330 7.15 322.85 337.15

18 263 7.77 255.23 270.77 52 331 7.15 323.85 338.15

19 265 8.09 256.91 273.09 53 331 7.15 323.85 338.15

20 268 8.09 259.91 276.09 54 332 7.15 324.85 339.15

21 271 8.09 262.91 279.09 55 332 7.15 324.85 339.15

22 276 8.40 267.60 284.40 56 333 7.15 325.85 340.15

23 281 8.40 272.60 289.40 57 333 7.15 325.85 340.15

24 285 8.40 276.60 293.40 58 334 7.15 326.85 341.15

25 288 8.09 279.91 296.09 59 335 7.15 327.85 342.15

26 291 8.09 282.91 299.09 60 335 7.15 327.85 342.15

27 294 8.09 285.91 302.09 61 336 7.15 328.85 343.15

28 296 8.09 287.91 304.09 62 337 6.84 330.16 343.84

29 300 8.09 291.91 308.09 63 338 6.84 331.16 344.84

30 303 8.09 294.91 311.09 64 340 6.84 333.16 346.84

31 306 8.09 297.91 314.09 65 342 6.84 335.16 348.84

32 308 8.09 299.91 316.09 66 348 6.53 341.47 354.53

33 311 7.77 303.23 318.77 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 1B S400 Paper

^ Truncated

Table 6.2.3.2I



Proficiency


0 1.0 2.0

1 1.5 0.6

2 1.6 0.8

3 1.7 0.9

4 1.7 0.8

5 1.7 0.8

6 1.9 0.8

7 1.9 0.9

8 1.9 0.8

9 2.0 1.0

10 2.1 1.2

11 2.2 1.2

12 2.3 1.6

13 2.4 1.6

14 2.4 1.8

15 2.5 2.2

16 2.6 2.7

17 2.7 2.8

18 2.8 3.9

19 2.8 5.4

20 2.9 4.0

21 2.9 6.9

22 3.1 8.2

23 3.3 4.5

24 3.4 11.7

25 3.5 4.7

26 3.5 5.1

27 3.6 6.7

28 3.7 3.0

29 3.8 3.6

30 3.9 2.3

31 3.9 1.8

32 4.0 1.4

33 4.1 0.7

34 4.2 0.7

35 4.3 0.3

36 4.3 0.3

37 4.4 0.2

38 4.4 0.1

39 4.4 0.1

40 4.5 0.1

41 4.6 0.0

42 4.6 0.0

43 4.6 0.0

44 4.7 0.0

45 4.7 0.0

46 4.7 0.0

47 4.7 0.0


Table 6.2.3.2J

Raw Score to Proficiency Level Conversion: Writ 1B S400 Paper

Raw Score

Grade 1


6.2.3.3 Writing 1C

0

500

1,000

1,500

2,000

2,500

3,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51

Co

un

t

Raw Score

Figure 6.2.3.3A Raw Scores: Writ 1C S400 Paper

Grade

No. of


1 20,141 0 51 24.34 6.57

Raw Score Descriptive Statistics: Writ 1C S400 Paper

Table 6.2.3.3A

0

500

1,000

1,500

2,000

2,500

3,000

203 213 223 233 243 253 263 273 283 293 303 313 323 333

Co

un

t

Scale Score

Figure 6.2.3.3B Scale Scores: Writ 1C S400 Paper

Grade

No. of


1 20,141 203 333 284.35 20.24

Scale Score Descriptive Statistics: Writ 1C S400 Paper

Table 6.2.3.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.3.3C Proficiency Level: Writ 1C S400 Paper

Level Count Percent

1 560 2.8%

2 4,750 23.6%

3 12,648 62.8%

4 2,183 10.8%

5 0 0.0%

6 0 0.0%

Total 20,141 100.0%

Table 6.2.3.3C

Proficiency Level Distribution: Writ 1C S400 Paper




Table 6.2.3.3E

Equating Summary: Writ 1C S400 Paper


Figure 6.2.3.3D

Test Characteristic Curve: Writ 1C S400 Paper


Figure 6.2.3.3.E

Test Information Function: Writ 1C S400 Paper


53,307 3 1.888


1 23,994 96 4 0

2 27,036 95 5 0

3 25,019 96 4 0

Table 6.2.3.3F

Reliability: Writ 1C S400 Paper

Reliability


0.934

Cronbach's Alpha

Interrater

Reliability

SEM



Table 6.2.3.3G

Complete Task Analysis and Summary: Writ 1C S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

-0.11 3 0.51 0.55

Infit

Mnsq

Outfit

Mnsq

0.16 Yes 0.73 0.83

0.09 Yes 0.51 0.52

-0.58 Yes 0.30 0.30


0 2.7% 6.0% 4.1%

1 2.5% 4.3% 3.8%

2 8.6% 8.5% 6.4%

3 17.4% 24.2% 17.6%

4 55.9% 35.2% 36.7%

5 10.5% 14.8% 22.5%

6 2.0% 6.2% 7.1%

7 0.3% 0.8% 1.5%

8 0.0% 0.1% 0.3%

9 0.0% 0.0% 0.1%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.W01BC_14241_SIp4_Centers _P 100_P aper_S400_P aper

2.W01BC_14242_MSp4_Fro gs _s akr_P 100_A203_P aper_S400_P aper

3.W01BC_14243_ITp5_Co mmunityP ark_203_P 100_A203_P aper_S400_P aper

Raw Score


Table 6.2.3.3H

DIF Analysis and Summary: Writ 1C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W01BC_14241_SIp4_Centers _P 100_P aper_S400_P aper AA F AA O

2.W01BC_14242_MSp4_Fro gs _s akr_P 100_A203_P aper_S400_P aper AA M AA H

3.W01BC_14243_ITp5_Co mmunityP ark_203_P 100_A203_P aper_S400_P aper AA F AA O



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

Score

SE

Scaled

Low

Bound

High

Bound

0 203^ 17.41 184.59 219.41 34 313 7.77 305.23 320.77

1 220 8.71 211.29 228.71 35 315 7.77 307.23 322.77

2 222 8.40 213.60 230.40 36 317 7.77 309.23 324.77

3 226 7.46 218.54 233.46 37 318 7.77 310.23 325.77

4 226 7.46 218.54 233.46 38 319 7.77 311.23 326.77

5 228 7.15 220.85 235.15 39 320 7.46 312.54 327.46

6 232 6.84 225.16 238.84 40 322 7.46 314.54 329.46

7 235 6.84 228.16 241.84 41 323 7.46 315.54 330.46

8 237 6.84 230.16 243.84 42 324 7.46 316.54 331.46

9 239 6.84 232.16 245.84 43 325 7.46 317.54 332.46

10 242 6.84 235.16 248.84 44 326 7.46 318.54 333.46

11 245 7.15 237.85 252.15 45 326 7.46 318.54 333.46

12 247 7.15 239.85 254.15 46 327 7.46 319.54 334.46

13 250 7.15 242.85 257.15 47 328 7.15 320.85 335.15

14 252 7.46 244.54 259.46 48 328 7.15 320.85 335.15

15 254 7.46 246.54 261.46 49 329 7.15 321.85 336.15

16 258 7.77 250.23 265.77 50 330 7.15 322.85 337.15

17 260 7.77 252.23 267.77 51 330 7.15 322.85 337.15

18 263 7.77 255.23 270.77 52 331 7.15 323.85 338.15

19 265 8.09 256.91 273.09 53 331 7.15 323.85 338.15

20 268 8.09 259.91 276.09 54 332 7.15 324.85 339.15

21 271 8.09 262.91 279.09 55 332 7.15 324.85 339.15

22 276 8.40 267.60 284.40 56 333 7.15 325.85 340.15

23 281 8.40 272.60 289.40 57 333 7.15 325.85 340.15

24 285 8.40 276.60 293.40 58 334 7.15 326.85 341.15

25 288 8.09 279.91 296.09 59 335 7.15 327.85 342.15

26 291 8.09 282.91 299.09 60 335 7.15 327.85 342.15

27 294 8.09 285.91 302.09 61 336 7.15 328.85 343.15

28 296 8.09 287.91 304.09 62 337 6.84 330.16 343.84

29 300 8.09 291.91 308.09 63 338 6.84 331.16 344.84

30 303 8.09 294.91 311.09 64 340 6.84 333.16 346.84

31 306 8.09 297.91 314.09 65 342 6.84 335.16 348.84

32 308 8.09 299.91 316.09 66 348 6.53 341.47 354.53

33 311 7.77 303.23 318.77 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 1C S400 Paper

^ Truncated

Table 6.2.3.3I



Proficiency


0 1.0 0.8

1 1.5 0.1

2 1.6 0.2

3 1.7 0.2

4 1.7 0.3

5 1.7 0.2

6 1.9 0.3

7 1.9 0.2

8 1.9 0.4

9 2.0 0.5

10 2.1 0.5

11 2.2 0.5

12 2.3 0.8

13 2.4 0.8

14 2.4 1.0

15 2.5 1.3

16 2.6 1.5

17 2.7 1.6

18 2.8 2.5

19 2.8 3.9

20 2.9 2.8

21 2.9 5.7

22 3.1 7.0

23 3.3 4.5

24 3.4 12.0

25 3.5 5.7

26 3.5 5.8

27 3.6 9.2

28 3.7 4.6

29 3.8 5.9

30 3.9 4.5

31 3.9 3.6

32 4.0 3.1

33 4.1 1.9

34 4.2 1.9

35 4.3 1.3

36 4.3 0.7

37 4.4 0.6

38 4.4 0.4

39 4.4 0.3

40 4.5 0.2

41 4.6 0.1

42 4.6 0.1

43 4.6 0.1

44 4.7 0.0

45 4.7 0.0

46 4.7 0.0

47 4.7 0.0

48 4.7 0.0

49 4.8 0.0

50 4.8 0.0

51 4.8 0.0


Table 6.2.3.3J

Raw Score to Proficiency Level Conversion: Writ 1C S400 Paper

Raw Score

Grade 1


6.2.4 Speaking 1

6.2.4.1 Speaking 1A

0

1,000

2,000

3,000

4,000

5,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score

Figure 6.2.4.1A Raw Scores: Spek 1A S400 Paper

Grade

No. of


1 30,570 0 18 10.87 3.63

Raw Score Descriptive Statistics: Spek 1A S400 Paper

Table 6.2.4.1A

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

173 191 209 227 245 263 281 299 317 335 353 371 389

Co

un

t

Scale Score

Figure 6.2.4.1B Scale Scores: Spek 1A S400 Paper

Grade

No. of


1 30,570 173 391 315.66 64.09

Scale Score Descriptive Statistics: Spek 1A S400 Paper

Table 6.2.4.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.4.1C Proficiency Level: Spek 1A S400 Paper

Level Count Percent

1 8,620 28.2%

2 7,318 23.9%

3 4,637 15.2%

4 0 0.0%

5 0 0.0%

6 9,995 32.7%

Total 30,570 100.0%

Table 6.2.4.1C

Proficiency Level Distribution: Spek 1A S400 Paper


Table 6.2.4.1D Scaling Equation for Speaking


Table 6.2.4.1E

Equating Summary: Spek 1A S400 Paper

Note: No equating was performed for Series 400 Paper

Figure 6.2.4.1D

Test Characteristic Curve: Spek 1A S400 Paper


Figure 6.2.4.1E

Test Information Function: Spek 1A S400 Paper


30,570 6 0.848 1.417

Cronbach's Alpha

Table 6.2.4.1F

Reliability: Spek 1A S400 Paper



Table 6.2.4.1G

Complete Task Analysis and Summary: Spek 1A S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.86 1.44

Infit

Mnsq

Outfit

Mnsq

1.P1_G1_PA_S_13983_Recess_S400_Paper A 1 -3.90 Yes 0.73 5.33

2.P3_G1_AC_S_13984_Recess_S400_Paper A* 3 1.68 Yes 1.28 1.37

3.P1_G1_PA_S_13979_Librarian_S400_Paper A 1 -4.03 Yes 0.65 1.27

4.P3_G1_A_S_13980_FINAL_Librarian_S400_Paper A 3 1.00 Yes 0.79 0.80

5.P1_G1_PA_S_13985_Birdsnest_S400_Paper A 1 -4.04 Yes 0.61 1.07

6.P3_G1_AC_S_13986_Birdsnest_S400_Paper A* 3 1.31 Yes 1.01 1.02

7.P3_G1_AC_S_13999_Recess_S400_Paper B/C* 3 1.68 Yes 1.28 1.37

8.P5_G1_C_S_14000_FINAL_Recess_S400_Paper B/C 5 1.88 Yes 0.84 0.85

9.P3_G1_C_S_14007_FINAL_Losttooth_S400_Paper B/C 3 1.89 Yes 0.86 0.87


11.P3_G1_AC_S_14005_Birdsnest_S400_Paper B/C* 3 1.31 Yes 1.01 1.02

12.P5_G1_C_S_14006_FINAL_Birdsnest_S400_Paper B/C 5 1.88 Yes 0.96 0.97

0 1 2 3 4

Task 1 5.2% 8.6% 86.2% N/A N/A

Task 2 8.4% 29.3% 33.4% 20.7% 8.2%

Task 3 4.9% 9.0% 86.1% N/A N/A

Task 4 8.5% 24.9% 39.4% 22.0% 5.2%

Task 5 4.5% 7.0% 88.5% N/A N/A

Task 6 4.0% 16.1% 35.3% 31.1% 13.5%

Task 7 8.4% 29.3% 33.4% 20.7% 8.2%

Task 8 0.8% 8.7% 37.7% 37.8% 15.0%

Task 9 1.7% 12.9% 41.2% 31.6% 12.5%

Task 10 1.5% 10.8% 37.9% 35.6% 14.1%

Task 11 4.0% 16.1% 35.3% 31.1% 13.5%

Task 12 1.7% 12.1% 39.2% 33.8% 13.3%

Note that this table includes all tasks across tiers for this cluster.

* Item is shared between A and B/C

Task Type

ECR

Task

Name Tier

Task

Difficulty

(in logits)

Raw Score

Fit StatisticsPL

Anchored

?

Raw Score



Table 6.2.4.1H

DIF Analysis and Summary: Spek 1A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 5 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G1_P A_S_13983_Reces s _S400_P aper AA F AA O

2.P 3_G1_AC_S_13984_Reces s _S400_P aper AA M AA O

3.P 1_G1_P A_S_13979_Librarian_S400_P aper AA F AA H

4.P 3_G1_A_S_13980_FINAL_Librarian_S400_P aper AA F AA O

5.P 1_G1_P A_S_13985_Birds nes t_S400_P aper AA F AA O

6.P 3_G1_AC_S_13986_Birds nes t_S400_P aper AA F AA H



Name



0 173 30.10 142.90 203.10

1 173 30.10 142.90 203.10

2 173 30.10 142.90 203.10

3 173 30.10 142.90 203.10

4 211 23.98 187.02 234.98

5 212 23.98 188.02 235.98

6 235 23.47 211.53 258.47

7 254 22.45 231.55 276.45

8 255 22.45 232.55 277.45

9 268 21.94 246.06 289.94

10 279 21.43 257.57 300.43

11 302 20.92 281.08 322.92

12 336 19.39 316.61 355.39

13 390 19.39 370.61 409.39

14 391 19.39 371.61 410.39

15 391 19.39 371.61 410.39

16 391 19.39 371.61 410.39

17 391 19.39 371.61 410.39

18 391 19.39 371.61 410.39

^ Truncated

Raw Score to Scale Score Conversion: Spek 1A S400 Paper

Table 6.2.4.1I


Proficiency


0 1.0 3.0

1 1.0 0.6

2 1.0 0.8

3 1.0 0.9

4 1.4 0.9

5 1.4 1.3

6 1.6 2.9

7 1.8 3.1

8 1.8 4.7

9 1.9 10.0

10 2.0 11.3

11 2.6 12.6

12 3.7 15.2

13 6.0 10.7

14 6.0 8.8

15 6.0 6.8

16 6.0 3.0

17 6.0 2.0

18 6.0 1.5

Table 6.2.4.1J

Raw Score to Proficiency Level Conversion: Spek 1A S400 Paper

Raw Score

Grade 1


6.2.4.2 Speaking 1B

0

500

1,000

1,500

2,000

2,500

3,000

3,500

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.2.4.2A Raw Scores: Spek 1B S400 Paper

Grade

No. of


1 32,905 6 30 19.83 4.54

Raw Score Descriptive Statistics: Spek 1B S400 Paper

Table 6.2.4.2A

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

212 228 244 260 276 292 308 324 340 356 372 388

Co

un

t

Scale Score

Figure 6.2.4.2B Scale Scores: Spek 1B S400 Paper

Grade

No. of


1 32,905 212 391 357.84 41.20

Scale Score Descriptive Statistics: Spek 1B S400 Paper

Table 6.2.4.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.4.2C Proficiency Level: Spek 1B S400 Paper

Level Count Percent

1 903 2.7%

2 6,471 19.7%

3 2,552 7.8%

4 3,320 10.1%

5 2,683 8.2%

6 16,976 51.6%

Total 32,905 100.0%

Table 6.2.4.2C

Proficiency Level Distribution: Spek 1B S400 Paper




Table 6.2.4.2E

Equating Summary: Spek 1B S400 Paper


Figure 6.2.4.2D

Test Characteristic Curve: Spek 1B S400 Paper


Figure 6.2.4.2E

Test Information Function: Spek 1B S400 Paper


52,916 6 0.906 1.426

SEM

Note that the test form is shared between Tier B and Tier C.

No. of Students No. of Tasks Cronbach's Alpha

Table 6.2.4.2F

Reliability: Spek 1B S400 Paper


Table 6.2.4.2G

Complete Task Analysis and Summary: Spek 1B S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.86 1.44

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 5.2% 8.6% 86.2% N/A N/A

Task 2 8.4% 29.3% 33.4% 20.7% 8.2%

Task 3 4.9% 9.0% 86.1% N/A N/A

Task 4 8.5% 24.9% 39.4% 22.0% 5.2%

Task 5 4.5% 7.0% 88.5% N/A N/A

Task 6 4.0% 16.1% 35.3% 31.1% 13.5%

Task 7 8.4% 29.3% 33.4% 20.7% 8.2%

Task 8 0.8% 8.7% 37.7% 37.8% 15.0%

Task 9 1.7% 12.9% 41.2% 31.6% 12.5%

Task 10 1.5% 10.8% 37.9% 35.6% 14.1%

Task 11 4.0% 16.1% 35.3% 31.1% 13.5%

Task 12 1.7% 12.1% 39.2% 33.8% 13.3%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score

Distribution by TaskTask

Raw Score


Table 6.2.4.2H

DIF Analysis and Summary: Spek 1B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 4 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.P 5_G1_C_S_14000_FINAL_Reces s _S400_P aper AA M AA O

3.P 3_G1_C_S_14007_FINAL_Lo s tto o th_S400_P aper AA F AA O

4.P 5_G1_C_S_14008_FINAL_Lo s tto o th_S400_P aper AA F AA H


6.P 5_G1_C_S_14006_FINAL_Birds nes t_S400_P aper AA F AA O



Name




6 212 23.98 188.02 235.98

7 235 23.47 211.53 258.47

8 254 22.45 231.55 276.45

9 255 22.45 232.55 277.45

10 267 21.94 245.06 288.94

11 268 21.94 246.06 289.94

12 279 21.43 257.57 300.43

13 291 21.43 269.57 312.43

14 291 21.43 269.57 312.43

15 301 21.43 279.57 322.43

16 312 20.92 291.08 332.92

17 323 20.41 302.59 343.41

18 349 19.39 329.61 368.39

19 371 19.39 351.61 390.39

20 390 19.39 370.61 409.39

21 391 19.39 371.61 410.39

22 391 19.39 371.61 410.39

23 391 19.39 371.61 410.39

24 391 19.39 371.61 410.39

25 391 19.39 371.61 410.39

26 391 19.39 371.61 410.39

27 391 19.39 371.61 410.39

28 391 19.39 371.61 410.39

29 391 19.39 371.61 410.39

30 391 19.39 371.61 410.39


Raw Score to Scale Score Conversion: Spek 1B S400 Paper

Table 6.2.4.2I


Proficiency


6 1.4 0.4

7 1.6 0.2

8 1.8 0.3

9 1.8 0.3

10 1.9 0.6

11 1.9 0.9

12 2.0 2.3

13 2.3 2.7

14 2.3 3.8

15 2.6 4.7

16 2.9 6.2

17 3.2 7.7

18 4.2 10.1

19 5.2 8.2

20 6.0 8.5

21 6.0 8.3

22 6.0 7.4

23 6.0 6.4

24 6.0 5.9

25 6.0 3.8

26 6.0 3.3

27 6.0 2.4

28 6.0 2.2

29 6.0 1.7

30 6.0 1.8


Table 6.2.4.2J

Raw Score to Proficiency Level Conversion: Spek 1B S400 Paper

Raw Score

Grade 1


6.2.4.3 Speaking 1C

0

500

1,000

1,500

2,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.2.4.3A Raw Scores: Spek 1C S400 Paper

Grade

No. of


1 20,011 6 30 21.89 4.58

Raw Score Descriptive Statistics: Spek 1C S400 Paper

Table 6.2.4.3A

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

212 234 256 278 300 322 344 366 388

Co

un

t

Scale Score

Figure 6.2.4.3B Scale Scores: Spek 1C S400 Paper

Grade

No. of


1 20,011 212 391 371.53 33.75

Scale Score Descriptive Statistics: Spek 1C S400 Paper

Table 6.2.4.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.2.4.3C Proficiency Level: Spek 1C S400 Paper

Level Count Percent

1 210 1.0%

2 2,170 10.8%

3 1,002 5.0%

4 1,545 7.7%

5 1,379 6.9%

6 13,705 68.5%

Total 20,011 100.0%

Table 6.2.4.3C

Proficiency Level Distribution: Spek 1C S400 Paper




Table 6.2.4.3E

Equating Summary: Spek 1C S400 Paper


Figure 6.2.4.3.D

Test Characteristic Curve: Spek 1C S400 Paper


Figure 6.2.4.3.E

Test Information Function: Spek 1C S400 Paper


52,916 6 0.906 1.426

Cronbach's AlphaNo. of Students SEM No. of Tasks


Table 6.2.4.3F

Reliability: Spek 1C S400 Paper


Table 6.2.4.3G

Complete Task Analysis and Summary: Spek 1C S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.86 1.44

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 5.2% 8.6% 86.2% N/A N/A

Task 2 8.4% 29.3% 33.4% 20.7% 8.2%

Task 3 4.9% 9.0% 86.1% N/A N/A

Task 4 8.5% 24.9% 39.4% 22.0% 5.2%

Task 5 4.5% 7.0% 88.5% N/A N/A

Task 6 4.0% 16.1% 35.3% 31.1% 13.5%

Task 7 8.4% 29.3% 33.4% 20.7% 8.2%

Task 8 0.8% 8.7% 37.7% 37.8% 15.0%

Task 9 1.7% 12.9% 41.2% 31.6% 12.5%

Task 10 1.5% 10.8% 37.9% 35.6% 14.1%

Task 11 4.0% 16.1% 35.3% 31.1% 13.5%

Task 12 1.7% 12.1% 39.2% 33.8% 13.3%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.2.4.3H

DIF Analysis and Summary: Spek 1C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 4 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.P 5_G1_C_S_14000_FINAL_Reces s _S400_P aper AA M AA O

3.P 3_G1_C_S_14007_FINAL_Lo s tto o th_S400_P aper AA F AA O

4.P 5_G1_C_S_14008_FINAL_Lo s tto o th_S400_P aper AA F AA H


6.P 5_G1_C_S_14006_FINAL_Birds nes t_S400_P aper AA F AA O


Name





6 212 23.98 188.02 235.98

7 235 23.47 211.53 258.47

8 254 22.45 231.55 276.45

9 255 22.45 232.55 277.45

10 267 21.94 245.06 288.94

11 268 21.94 246.06 289.94

12 279 21.43 257.57 300.43

13 291 21.43 269.57 312.43

14 291 21.43 269.57 312.43

15 301 21.43 279.57 322.43

16 312 20.92 291.08 332.92

17 323 20.41 302.59 343.41

18 349 19.39 329.61 368.39

19 371 19.39 351.61 390.39

20 390 19.39 370.61 409.39

21 391 19.39 371.61 410.39

22 391 19.39 371.61 410.39

23 391 19.39 371.61 410.39

24 391 19.39 371.61 410.39

25 391 19.39 371.61 410.39

26 391 19.39 371.61 410.39

27 391 19.39 371.61 410.39

28 391 19.39 371.61 410.39

29 391 19.39 371.61 410.39

30 391 19.39 371.61 410.39

Raw Score to Scale Score Conversion: Spek 1C S400 Paper

Table 6.2.4.3I



Proficiency


6 1.4 0.1

7 1.6 0.0

8 1.8 0.1

9 1.8 0.1

10 1.9 0.1

11 1.9 0.5

12 2.0 1.2

13 2.3 1.3

14 2.3 2.1

15 2.6 2.5

16 2.9 3.7

17 3.2 5.0

18 4.2 7.7

19 5.2 6.9

20 6.0 7.1

21 6.0 7.7

22 6.0 8.2

23 6.0 7.7

24 6.0 8.6

25 6.0 5.8

26 6.0 5.2

27 6.0 4.7

28 6.0 4.5

29 6.0 3.9

30 6.0 5.0


Table 6.2.4.3J

Raw Score to Proficiency Level Conversion: Spek 1C S400 Paper

Raw Score

Grade 1


6.3 Grade: 2

6.3.1 Listening 2


0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


2 10,176 1 18 14.07 3.54


Table 6.3.1.1A

0

1,000

2,000

3,000

4,000

5,000

121 140 159 178 197 216 235 254 273 292 311

Co

un

t

Scale Score


Grade

No. of


2 10,176 121 311 287.08 32.64



Table 6.3.1.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 1,433 14.1%

2 2,174 21.4%

3 1,899 18.7%

4 4,670 45.9%

5 n/a n/a

6 n/a n/a

Total 10,176 100.0%


Table 6.3.1.1C





Table 6.3.1.1E



0

2

4

6

8

10

12

14

16

18

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.3.1.1.D


0

1

2

3

4

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.3.1.1.E



39,624 18 .771 1.527

Table 6.3.1.1F



Cronbach's

Alpha SEM


Table 6.3.1.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -2.07 18 0.79 0.99 0.95

Infit

Mnsq

Outfit

Mnsq



3.L12A_9613_SIp3_ClassDirections_302_S400_Paper -2.81 Yes 0.87 0.99 0.92






9.L12A_6857_MAp3_MeasuringAnimals_203_S400_Paper -2.23 0.83 1.07 1.08

10.L12A_6730_SCp1_JumpRope_203_S400_Paper -3.59 Yes 0.93 0.84 0.55







17.L12A_9850_SIp3_ClassHelpers_302_S400_Paper -2.32 Yes 0.82 0.92 0.84




Name

Item

Difficulty


Fit

Statistics


Table 6.3.1.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 10 11 7

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group






6.L12A_10778_LAp3_MouseStory_302_S400_Paper A M A H



9.L12A_6857_MAp3_MeasuringAnimals_203_S400_Paper A M A H

10.L12A_6730_SCp1_JumpRope_203_S400_Paper A F A O



13.L12A_10687_SSp1_FruitTrees_302_S400_Paper A F A H

14.L12A_10689_SSp2_FruitTrees_302_S400_Paper A M A O

15.L12A_10691_SSp3_FruitTrees_302_S400_Paper A F A O

16.L12A_9848_SIp2_ClassHelpers_302_S400_Paper A M A H




Name



Scale Score

Grade 2

0 108^ 69.58 100.00^ 142.78

1 121 39.37 100.00^ 160.38

2 151 29.14 121.65 179.93

3 170 24.88 145.03 194.78

4 185 22.52 162.21 207.25

5 197 21.06 176.25 218.37

6 209 20.13 188.44 228.69

7 219 19.54 199.47 238.55

8 229 19.22 209.77 248.21

9 239 19.12 219.64 257.87

10 249 19.23 229.29 267.74

11 258 19.55 238.95 278.05

12 269 20.14 248.82 289.10

13 280 21.08 259.15 301.31

14 293 22.54 270.30 315.37

15 308 24.89 282.79 332.58

16

17

18

Table 6.3.1.1I

Raw Score


CSEM

Low

Bound

High

Bound

^ Truncated

311* 29.16* 297.67* 355.98*



Proficiency


0 1.0 0.0

1 1.1 0.0

2 1.3 0.0

3 1.4 0.3

4 1.6 0.4

5 1.6 1.0

6 1.7 2.1

7 1.8 2.6

8 1.9 3.6

9 1.9 4.1

10 2.1 4.3

11 2.3 4.8

12 2.7 5.5

13 2.9 6.8

14 3.4 8.4

15 3.9 10.3

16 4.0* 13.8

17 4.0* 16.8

18 4.0* 15.3

* Capped

Table 6.3.1.1J


Raw Score

Grade 2



0

2,000

4,000

6,000

8,000

0 2 4 6 8 10 12 14 16 18 20

Co

un

t

Raw Score


Grade

No. of


2 33,278 2 21 18.20 2.28


Table 6.3.1.2A

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

163 179 195 211 227 243 259 275 291 307 323

Co

un

t

Scale Score


Grade

No. of


2 33,278 163 324 321.29 9.96



Table 6.3.1.2B

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 119 0.4%

2 362 1.1%

3 1,843 5.5%

4 1,505 4.5%

5 29,449 88.5%

6 n/a n/a

Total 33,278 100.0%


Table 6.3.1.2C





Table 6.3.1.2E



0

3

6

9

12

15

18

21

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Ex

pecte

d R

aw

Sco

re

Ability Measure

Figure 6.3.1.2.D


0

1

2

3

4

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5In

form

ati

on

Ability Measure

Figure 6.3.1.2.E



65,503 21 .646 1.497

Table 6.3.1.2F



Cronbach's

Alpha SEM


Table 6.3.1.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -1.25 21 0.84 0.99 0.92

Infit

Mnsq

Outfit

Mnsq



3.L12B_9830_SIp4_EndSchoolDay_302_S400_Paper -1.49 Yes 0.91 1.01 1.03

4.L12B_10745_LAp2_BenjaminFranklin_302_S400_Paper -1.02 Yes 0.89 1.14 1.37

5.L12B_10746_LAp3_BenjaminFranklin_302_S400_Paper -1.32 0.87 0.94 0.83

6.L12B_10748_LAp4_BenjaminFranklin_302_S400_Paper 0.73 0.55 1.11 1.14


8.L12B_7062_MAp3_ShapeGame_203_S400_Paper 1.18 Yes 0.53 1.08 1.13



11.L12B_7353_SCp3_MixDrinks_203_S400_Paper -2.06 0.93 0.94 0.80







18.L12B_10802_LAp5_GrowingUp_302_S400_Paper -0.46 0.76 0.96 0.92

19.L12B_7654_MAp3_SchoolClothes_203_S400_Paper -0.64 Yes 0.83 0.94 0.87

20.L12B_7655_MAp4_SchoolClothes_203_S400_Paper 0.00 Yes 0.67 0.96 0.94

21.L12B_7656_MAp5_SchoolClothes_203_S400_Paper 0.33 Yes 0.67 0.99 0.99



Name

Item

Difficulty


Fit

Statistics


Table 6.3.1.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 10 12 9

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L12B_9828_SIp2_EndSchoolDay_302_S400_Paper A F A O



4.L12B_10745_LAp2_BenjaminFranklin_302_S400_Paper A F A H






10.L12B_7352_SCp2_MixDrinks_203_S400_Paper A F A H




14.L12B_10718_SSp3_CityWorkers_302_S400_Paper A F A H


16.L12B_10794_LAp3_GrowingUp_302_S400_Paper A M A H

17.L12B_10795_LAp4_GrowingUp_302_S400_Paper A F A O

18.L12B_10802_LAp5_GrowingUp_302_S400_Paper A M A O

19.L12B_7654_MAp3_SchoolClothes_203_S400_Paper A M A H

20.L12B_7655_MAp4_SchoolClothes_203_S400_Paper A F A H

21.L12B_7656_MAp5_SchoolClothes_203_S400_Paper A M A O


Name



Scale Score

Grade 2

0 108^ 69.77 100.00^ 153.76

1 132 39.73 92.57 172.03

2 163 29.66 133.22 192.54

3 183 25.51 157.32 208.33

4 199 23.21 175.29 221.71

5 212 21.75 190.15 233.65

6 224 20.76 203.13 244.65

7 235 20.06 214.89 255.01

8 245 19.57 225.82 264.96

9 255 19.25 236.16 274.66

10 265 19.07 246.09 284.24

11 275 19.04 255.78 293.87

12 285 19.16 265.37 303.68

13 295 19.43 274.99 313.84

14 305 19.89 284.80 324.57

15 316 20.58 294.97 336.13

16

17

18

19

20

21

Table 6.3.1.2I

Raw Score

Raw Score to Scale Score Conversion: List 2B S400 Paper

CSEM

Low

Bound

High

Bound

^ Truncated


324* 21.60* 305.76* 348.96*


Proficiency


0 0.0 0.0

1 1.2 0.0

2 1.4 0.0

3 1.5 0.0

4 1.7 0.0

5 1.8 0.0

6 1.8 0.1

7 1.9 0.1

8 1.9 0.2

9 2.2 0.2

10 2.5 0.4

11 2.8 0.5

12 3.1 1.0

13 3.5 1.6

14 3.8 2.9

15 4.4 4.5

16 5.0* 7.4

17 5.0* 11.2

18 5.0* 16.4

19 5.0* 21.0

20 5.0* 20.7

21 5.0* 11.8

* Capped

Table 6.3.1.2J


Raw Score

Grade 2



0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


2 37,379 1 21 17.37 2.35


Table 6.3.1.3A

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

145 170 195 220 245 270 295 320 345 370 395

Co

un

t

Scale Score


Grade

No. of


2 37,379 145 397 345.47 30.04


Table 6.3.1.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 42 0.1%

2 633 1.7%

3 3,702 9.9%

4 2,942 7.9%

5 10,089 27.0%

6 19,971 53.4%

Total 37,379 100.0%

Table 6.3.1.3C





Table 6.3.1.3E



0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.3.1.3.D


0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 6.3.1.3.E


57,140 21 .616 1.646

Table 6.3.1.3F



Cronbach's

Alpha SEM


Table 6.3.1.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -1.19 21 0.80 1.00 0.98

Infit

Mnsq

Outfit

Mnsq


2.L12C_10065_SIp4_Drawing_302_S400_Paper -2.51 Yes 0.96 0.96 0.78







9.L12C_10146_MAp5_BookClub_302_S400_Paper 1.07 0.35 0.99 1.00



12.L12C_7263_SCp5_DesertLife_203_S400_Paper -0.37 0.73 0.97 0.94






18.L12C_10788_LAp5_ProblemDay_302_S400_Paper -0.45 Yes 0.69 1.09 1.15

19.L12C_7223_MAp3_MeasureMe_203_S400_Paper -1.14 0.81 1.05 1.06

20.L12C_7224_MAp4_MeasureMe_203_S400_Paper -0.99 Yes 0.84 1.09 1.23

21.L12C_7225_MAp5_MeasureMe_203_S400_Paper 0.26 Yes 0.61 1.01 1.01



Name

Item

Difficulty


Fit

Statistics


Table 6.3.1.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 13 15 5

B 0 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L12C_10064_SIp3_Drawing_302_S400_Paper A F B O




5.L12C_10765_LAp4_FriendStory_302_S400_Paper A M A H



8.L12C_10145_MAp4_BookClub_302_S400_Paper A F A H


10.L12C_7261_SCp3_DesertLife_203_S400_Paper A M A H

11.L12C_7262_SCp4_DesertLife_203_S400_Paper A M A O

12.L12C_7263_SCp5_DesertLife_203_S400_Paper A F A H



15.L12C_10759_SSp5_TownWalk_302_S400_Paper A M A O

16.L12C_10786_LAp3_ProblemDay_302_S400_Paper A M A H



19.L12C_7223_MAp3_MeasureMe_203_S400_Paper A F A O

20.L12C_7224_MAp4_MeasureMe_203_S400_Paper A F A H

21.L12C_7225_MAp5_MeasureMe_203_S400_Paper A M A H


Name




0 108^ 69.46 100.00^ 166.77

1 145 39.16 105.63 183.96

2 174 28.84 145.29 202.98

3 193 24.52 168.27 217.31

4 207 22.12 185.03 229.27

5 219 20.61 198.63 239.85

6 230 19.61 210.36 249.58

7 240 18.94 220.90 258.79

8 249 18.51 230.65 267.66

9 258 18.25 239.88 276.39

10 267 18.15 248.79 285.09

11 276 18.19 257.53 293.91

12 285 18.36 266.24 302.96

13 294 18.69 275.03 312.40

14 303 19.20 284.05 322.44

15 313 19.94 293.48 333.35

16 325 21.01 303.53 345.54

17 337 22.58 314.54 359.70

18 352 25.04 327.06 377.15

19 367* 29.39 342.13 400.91

20 382* 39.66 362.15 441.48

21 397* 69.79 380.30 519.88

^ Truncated



Table 6.3.1.3I


Proficiency


0 1.0 0.0

1 1.3 0.0

2 1.5 0.0

3 1.6 0.0

4 1.7 0.0

5 1.8 0.0

6 1.9 0.0

7 1.9 0.1

8 2.1 0.1

9 2.3 0.2

10 2.6 0.4

11 2.9 0.9

12 3.1 1.8

13 3.4 3.0

14 3.8 5.1

15 4.2 7.9

16 5.0 11.8

17 5.5 15.2

18 6.0 17.5

19 6.0 17.5

20 6.0 12.9

21 6.0 5.6

Table 6.3.1.3J


Raw Score

Grade 2


6.3.2 Reading 2

6.3.2.1 Reading 2A

0

200

400

600

800

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score


Grade

No. of


2 10,006 2 24 14.17 5.07


Table 6.3.2.1A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

200 217 234 251 268 285 302

Co

un

t

Scale Score


Grade

No. of


2 10,006 200 303 277.83 22.24



Table 6.3.2.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 3,488 34.9%

2 2,504 25.0%

3 1,099 11.0%

4 2,915 29.1%

5 n/a n/a

6 n/a n/a

Total 10,006 100.0%


Table 6.3.2.1C





Table 6.3.2.1E



0

3

6

9

12

15

18

21

24

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.3.2.1.D


0

1

2

3

4

5

6

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 6.3.2.1.E



38,892 24 .795 2.153

Table 6.3.2.1F



Cronbach's

Alpha SEM


Table 6.3.2.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -2.06 24 0.55 1.00 0.99

Infit

Mnsq

Outfit

Mnsq
























24.R12A_5127_MAp3_SchoolStore_dode_Paper_400 -0.91 Yes 0.35 1.38 1.55



Name

Item

Difficulty


Fit

Statistics


Table 6.3.2.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 12 12 11 13

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.R12A_10640_SIp2_FavoriteThings_301_S400_Paper A F A H


4.R12A_8103_LAp1_CatAdventure_203_S400_Paper A F A O

5.R12A_8104_LAp2_CatAdventure_203_S400_Paper A M A O

6.R12A_8105_LAp3_CatAdventure_203_S400_Paper A F A H

7.R12A_9370_MAp1_LunchChoice_301_S400_Paper A F A H

8.R12A_9371_MAp2_LunchChoice_301_S400_Paper A F A O

9.R12A_9372_MAp3_LunchChoice_301_S400_Paper A M A O

10.R12A_7887_SCp1_Birds_dode_S400_Paper A M A O




14.R12A_6728_SSp2_HomesofthePast_203_S400_Paper A M A H



17.R12A_10643_SIp3_ClassNews_301_S400_Paper A F A H


19.R12A_8039_LAp1_Storybooks_203_S400_Paper A F A O



22.R12A_5125_MAp1_SchoolStore_dode_S400_Paper A M A O

23.R12A_5126_MAp2_SchoolStore_dode_S400_Paper A F A H

24.R12A_5127_MAp3_SchoolStore_dode_S400_Paper A M A H


Name



Scale Score

Grade 2

0 150^ 48.05 100.00^ 194.80

1 180 27.03 152.50 206.57

2 200 19.83 179.84 219.49

3 212 16.75 195.58 229.08

4 222 15.00 206.95 236.96

5 230 13.87 216.06 243.80

6 237 13.08 223.81 249.98

7 243 12.52 230.66 255.70

8 249 12.11 236.89 261.12

9 255 11.82 242.68 266.33

10 260 11.63 248.16 271.41

11 265 11.51 253.42 276.44

12 270 11.47 258.53 281.46

13 275 11.49 263.57 286.56

14 280 11.59 268.59 291.78

15 285 11.77 273.65 297.20

16 291 12.05 278.83 302.92

17 297 12.44 284.19 309.07

18

19

20

21

22

23

24

Table 6.3.2.1I

303* 315.81*289.84*12.98*

^ Truncated


CSEM Low Bound


High BoundRaw Score


Proficiency


0 1.0 0.0

1 1.3 0.0

2 1.4 0.0

3 1.5 0.1

4 1.6 0.5

5 1.7 1.5

6 1.7 2.8

7 1.8 4.4

8 1.8 5.5

9 1.9 7.2

10 1.9 6.6

11 1.9 6.1

12 2.2 6.4

13 2.4 6.2

14 2.7 6.2

15 2.9 6.2

16 3.3 5.7

17 3.6 5.3

18 4.0* 4.9

19 4.0* 5.0

20 4.0* 5.3

21 4.0* 4.5

22 4.0* 4.6

23 4.0* 3.4

24 4.0* 1.5

* Capped

Table 6.3.2.1J


Raw Score

Grade 2


6.3.2.2 Reading 2B

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


2 31,866 2 27 16.67 5.44


Table 6.3.2.2A

0

5,000

10,000

15,000

20,000

25,000

235 242 249 256 263 270 277 284 291 298 305 312

Co

un

t

Scale Score


Grade

No. of


2 31,866 235 312 305.34 11.08



Table 6.3.2.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 205 0.6%

2 1,973 6.2%

3 6,266 19.7%

4 3,487 10.9%

5 19,935 62.6%

6 n/a n/a

Total 31,866 100.0%


Table 6.3.2.2C





Table 6.3.2.2E



0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.3.2.2.D

Test Charateristic Curve: Read 2B S400 Paper

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.3.2.2.E



61,795 27 .823 2.295

Table 6.3.2.2F



Cronbach's

Alpha SEM


Table 6.3.2.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.65 27 0.56 1.00 0.99

Infit

Mnsq

Outfit

Mnsq




4.R12B_6886_LAp2_ZooTrip_203_Paper_400 -1.19 0.63 0.82 0.75
















20.R12B_8684_MAp4_PetSchedule_301_Paper_400 -0.39 0.49 1.16 1.17







27.R12B_6933_SSp4_WhenIGrowUp_203_Paper_400 0.17 0.45 1.05 1.05



Name

Item

Difficulty


Fit

Statistics


Table 6.3.2.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 13 14 12 15

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group




4.R12B_6886_LAp2_ZooTrip_203_S400_Paper A F A O





9.R12B_8379_MAp4_Balance_301_S400_Paper A F A O

10.R12B_7890_SCp2_AnimalMovement_dode_S400_Paper A M A H

11.R12B_7891_SCp3_AnimalMovement_dode_S400_Paper A M A O

12.R12B_7892_SCp4_AnimalMovement_dode_S400_Paper A F A H



15.R12B_8454_SSp4_HelpfulWorkers_203_S400_Paper A M A H




19.R12B_8683_MAp3_PetSchedule_301_S400_Paper A F A H



22.R12B_5290_SCp2_AnimalCoverings_dode_S400_Paper A F A O

23.R12B_5291_SCp3_AnimalCoverings_dode_S400_Paper A M A H

24.R12B_5292_SCp4_AnimalCoverings_dode_S400_Paper A M A O

25.R12B_6931_SSp2_WhenIGrowUp_203_S400_Paper A F A O




Name



Scale Score

Grade 2

0 150^ 47.88 135.54 231.31

1 216 26.76 189.04 242.56

2 235 19.46 215.91 254.82

3 247 16.33 231.15 263.81

4 257 14.53 242.04 271.10

5 264 13.36 250.65 277.37

6 270 12.53 257.91 282.97

7 276 11.94 264.25 288.12

8 281 11.49 269.96 292.94

9 286 11.16 275.22 297.54

10 291 10.91 280.14 301.97

11 296 10.74 284.82 306.30

12 300 10.64 289.32 310.59

13 304 10.58 293.69 314.86

14 309 10.59 298.00 319.17

15

16

17

18

19

20

21

22

23

24

25

26

27

Table 6.3.2.2I


Raw Score



^ Truncated

312* 10.64* 302.27* 323.56*


Proficiency


0 1.0 0.0

1 1.6 0.0

2 1.7 0.0

3 1.8 0.0

4 1.9 0.2

5 1.9 0.4

6 2.2 1.1

7 2.5 2.0

8 2.7 3.1

9 3.0 4.1

10 3.3 4.7

11 3.6 5.4

12 3.8 5.4

13 4.1 5.5

14 4.7 5.4

15 5.0* 5.6

16 5.0* 5.3

17 5.0* 5.6

18 5.0* 5.8

19 5.0* 5.7

20 5.0* 5.7

21 5.0* 5.6

22 5.0* 5.5

23 5.0* 5.3

24 5.0* 5.0

25 5.0* 3.9

26 5.0* 2.7

27 5.0* 1.0

* Capped

Table 6.3.2.2J


Raw Score

Grade 2


6.3.2.3 Reading 2C

0

500

1,000

1,500

2,000

2,500

3,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


2 36,130 2 27 18.17 4.61


Table 6.3.2.3A

0

500

1,000

1,500

2,000

2,500

3,000

228 241 254 267 280 293 306 319 332 345 358 371 384 397

Co

un

t

Scale Score


Grade

No. of


2 36,130 228 397 329.98 26.76


Table 6.3.2.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 169 0.5%

2 1,234 3.4%

3 4,923 13.6%

4 4,024 11.1%

5 7,612 21.1%

6 18,168 50.3%

Total 36,130 100.0%

Table 6.3.2.3C





Table 6.3.2.3E



0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Ex

pecte

d R

aw

Sco

re

Ability Measure

Figure 6.3.2.3.D

Test Charateristic Curve: Read 2C S400 Paper

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.3.2.3.E


54,862 27 .810 2.206

Table 6.3.2.3F



Cronbach's

Alpha SEM


Table 6.3.2.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.81 27 0.63 1.00 1.01

Infit

Mnsq

Outfit

Mnsq










10.R12C_5629_SCp3_Insects_dode_Paper_400 -1.99 Yes 0.80 0.93 0.85

11.R12C_5630_SCp4_Insects_dode_Paper_400 0.07 Yes 0.49 0.94 0.93

12.R12C_5631_SCp5_Insects_dode_Paper_400 -1.00 0.64 1.31 1.41



15.R12C_8829_SSp5_OurNeighborhood_203_Paper_400 -0.68 0.51 1.01 1.02




19.R12C_8838_MAp3_WeatherCalendar_301_Paper_400 -2.31 0.83 1.04 1.06




23.R12C_6602_SCp4_Leaves_mika_Paper_400 0.62 Yes 0.39 1.23 1.38


25.R12C_7746_SSp3_UrbanNeighborhood_203_Paper_400 0.29 Yes 0.46 1.01 1.01





Name

Item

Difficulty


Fit

Statistics


Table 6.3.2.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 13 14 17 10

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group




4.R12C_8267_LAp3_FishWish_203_S400_Paper A F A O

5.R12C_8268_LAp4_FishWish_203_S400_Paper A F A H

6.R12C_8269_LAp5_FishWish_203_S400_Paper A M A H



9.R12C_8651_MAp5_ClassTripSchedule_301_S400_Paper A F A O

10.R12C_5629_SCp3_Insects_dode_S400_Paper A M A H

11.R12C_5630_SCp4_Insects_dode_S400_Paper A F A O

12.R12C_5631_SCp5_Insects_dode_S400_Paper A M A O

13.R12C_8827_SSp3_OurNeighborhood_203_S400_Paper A M A O

14.R12C_8828_SSp4_OurNeighborhood_203_S400_Paper A M A H

15.R12C_8829_SSp5_OurNeighborhood_203_S400_Paper A F A H





20.R12C_8839_MAp4_WeatherCalendar_301_S400_Paper A F A O


22.R12C_6601_SCp3_Leaves_mika_S400_Paper A F A O

23.R12C_6602_SCp4_Leaves_mika_S400_Paper A M A H

24.R12C_6603_SCp5_Leaves_mika_S400_Paper A M A O

25.R12C_7746_SSp3_UrbanNeighborhood_203_S400_Paper A F A H




Name




0 150^ 48.07 127.20 223.35

1 208 27.07 181.05 235.19

2 228 19.85 208.46 248.17

3 241 16.76 224.24 257.76

4 251 14.98 235.63 265.60

5 259 13.81 244.74 272.36

6 265 12.99 252.45 278.42

7 272 12.38 259.23 283.99

8 277 11.93 265.35 289.22

9 283 11.59 271.01 294.19

10 288 11.34 276.31 298.99

11 293 11.16 281.35 303.67

12 297 11.04 286.20 308.28

13 302 10.98 290.92 312.88

14 307 10.97 295.56 317.50

15 311 11.02 300.16 322.20

16 316 11.12 304.77 327.01

17 321 11.29 309.42 332.00

18 326 11.53 314.19 337.24

19 331 11.85 319.11 342.81

20 337 12.29 324.27 348.85

21 343 12.88 329.76 355.51

22 349 13.69 335.71 363.09

23 357 14.84 342.35 372.03

24 367 16.61 350.02 383.24

25 377* 19.70 359.40 398.80

26 387* 26.94 372.11 425.99

27 397* 47.99 383.70 479.68

^ Truncated


Raw Score to Scale Score Conversion: Read 2C S400 Paper

Table 6.3.2.3I


Proficiency


0 1.0 0.0

1 1.5 0.0

2 1.7 0.0

3 1.8 0.0

4 1.9 0.0

5 1.9 0.1

6 1.9 0.3

7 2.3 0.5

8 2.5 1.2

9 2.8 1.7

10 3.1 2.3

11 3.4 2.9

12 3.6 3.9

13 3.9 4.5

14 4.4 5.3

15 4.9 5.8

16 5.2 6.3

17 5.5 7.1

18 5.7 7.6

19 6.0 7.8

20 6.0 7.6

21 6.0 7.8

22 6.0 7.4

23 6.0 6.7

24 6.0 5.8

25 6.0 4.0

26 6.0 2.3

27 6.0 1.0

Table 6.3.2.3J


Raw Score

Grade 2


6.3.3 Writing 2

6.3.3.1 Writing 2A

0

200

400

600

800

1,000

1,200

1,400

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Co

un

t

Raw Score


Grade

No. of


2 10,443 0 20 8.13 4.52


Table 6.3.3.1A

0

200

400

600

800

1,000

1,200

1,400

209 224 239 254 269 284 299 314 329 344

Co

un

t

Scale Score


Grade

No. of


2 10,443 209 347 260.66 27.44


Table 6.3.3.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 3,242 31.0%

2 5,365 51.4%

3 1,720 16.5%

4 116 1.1%

5 0 0.0%

6 0 0.0%

Total 10,443 100.0%

Table 6.3.3.1C





Table 6.3.3.1E



Figure 6.3.3.1D



Figure 6.3.3.1E



21,022 3 1.354


1 6,276 96 4 0

2 6,160 96 4 0

3 7,278 97 3 0

Cronbach's Alpha SEM

Table 6.3.3.1F


0.908

Reliability


Interrater

Reliability


Table 6.3.3.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.83 3 0.38 0.38

Infit

Mnsq

Outfit

Mnsq

0.78 Yes 0.43 0.41

0.81 Yes 0.34 0.35

0.89 Yes 0.36 0.37


0 7.2% 8.4% 13.8%

1 14.4% 11.4% 8.7%

2 8.1% 10.7% 9.3%

3 8.9% 20.5% 26.4%

4 30.9% 29.4% 31.1%

5 27.2% 16.8% 9.5%

6 3.3% 2.4% 1.1%

7 0.1% 0.3% 0.1%

8 0.0% 0.0% 0.0%

9 0.0% 0.0% 0.0%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

3.W23A_14259_MSp3_MS_GiraffeCheetah_P100_S400_Paper

Raw Score


Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.W23A_14257_SIp3_WritingTime_P100_S400_Paper

2.W23A_14258_LAp3_Umbrella_203_P100_A203_S400_Paper

Table 6.3.3.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23A_14257_SIp3_WritingTime_P 100_S400_P aper AA M AA H

2.W23A_14258_LAp3_Umbrella_203_P 100_A203_S400_P aper AA F AA O

3.W23A_14259_MSp3_MS_GiraffeCheetah_P 100_S400_P aper AA F AA O


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 209^ 18.97 193.03 230.97

1 216 14.30 201.70 230.30

2 225 9.95 215.05 234.95

3 234 7.77 226.23 241.77

4 243 6.84 236.16 249.84

5 249 6.84 242.16 255.84

6 252 6.84 245.16 258.84

7 255 6.84 248.16 261.84

8 258 7.15 250.85 265.15

9 261 7.15 253.85 268.15

10 267 7.46 259.54 274.46

11 273 8.09 264.91 281.09

12 282 8.40 273.60 290.40

13 290 8.40 281.60 298.40

14 299 8.40 290.60 307.40

15 314 8.09 305.91 322.09

16 330 7.46 322.54 337.46

17 334 7.46 326.54 341.46

18 339 7.15 331.85 346.15

19 343 7.15 335.85 350.15

20 347 6.84 340.16 353.84

21 351 6.84 344.16 357.84

22 354 6.84 347.16 360.84

23 357 6.53 350.47 363.53

24 359 6.53 352.47 365.53

25 361 6.53 354.47 367.53

26 363 6.53 356.47 369.53

27 365 6.53 358.47 371.53

28 367 6.53 360.47 373.53

29 368 6.53 361.47 374.53

30 370 6.53 363.47 376.53

31 373 6.53 366.47 379.53

32 378 6.84 371.16 384.84

33 387 7.77 379.23 394.77

Raw Score to Scale Score Conversion: Writ 2A S400 paper

Table 6.3.3.1I


Proficiency


0 1.0 5.6

1 1.2 5.6

2 1.4 6.3

3 1.6 5.3

4 1.8 4.3

5 1.9 4.0

6 2.0 4.1

7 2.1 4.7

8 2.2 5.6

9 2.3 6.2

10 2.5 8.6

11 2.7 10.5

12 2.9 11.7

13 3.1 8.7

14 3.4 5.4

15 3.9 2.4

16 4.4 0.8

17 4.5 0.2

18 4.7 0.1

19 4.9 0.0

20 4.9 0.0

Table 6.3.3.1J


Raw Score

Grade 2


6.3.3.2 Writing 2B

0

500

1,000

1,500

2,000

2,500

3,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51

Co

un

t

Raw Score


Grade

No. of


2 33,659 0 51 24.69 7.49


Table 6.3.3.2A

0

500

1,000

1,500

2,000

2,500

3,000

209 221 233 245 257 269 281 293 305 317 329

Co

un

t

Scale Score


Grade

No. of


2 33,659 209 335 285.03 20.69


Table 6.3.3.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 1,919 5.7%

2 12,332 36.6%

3 18,975 56.4%

4 433 1.3%

5 0 0.0%

6 0 0.0%

Total 33,659 100.0%

Table 6.3.3.2C





Table 6.3.3.2E



Figure 6.3.3.2D



Figure 6.3.3.2E



119,733 3 1.851


1 30,480 94 6 0

2 30,774 92 7 0

3 30,864 91 8 0

No. of Tasks

Interrater

Reliability

No. of Students Cronbach's Alpha

Table 6.3.3.2F


Reliability

SEM

0.929

Note that the test form is shared between 2B, 2C, 3B, and 3C.


Table 6.3.3.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.16 3 0.60 0.60

Infit

Mnsq

Outfit

Mnsq

0.19 Yes 0.85 0.87

0.41 Yes 0.57 0.58

-0.11 Yes 0.37 0.36


0 1.0% 1.4% 1.5%

1 1.0% 1.5% 1.3%

2 2.1% 3.2% 2.2%

3 7.5% 13.4% 6.3%

4 32.2% 31.0% 21.0%

5 38.4% 32.8% 34.2%

6 14.2% 12.8% 23.1%

7 3.2% 3.3% 8.2%

8 0.5% 0.5% 1.7%

9 0.1% 0.1% 0.4%

10 0.0% 0.0% 0.1%

11 0.0% 0.0% 0.0%


3.W23BC_14262_ITp5_Co mmunityP ark_P 100_A203_S400_P aper

Raw Score


Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.W23BC_14260_SIp4_Gro wnUpJ o bs _203_P 100_A203_S400_P aper

2.W23BC_14261_MSp5_P lants _MaBaP aLe_P 100_A203_S400_P aper

Table 6.3.3.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23BC_14260_SIp4_GrownUpJobs_203_P100_A203_S400_Paper AA M AA O

2 .W23BC_14261_MSp5_Plants_MaBaPaLe_P100_A203_S400_Paper AA F AA H

3 .W23BC_14262_ITp5_CommunityPark_P100_A203_S400_Paper AA F AA H



Name



Raw

Score

Scale

Score

CSEM Low

Bound

High

Bound

Raw

Score

Scale

Score

SE

Scaled

Low

Bound

High

Bound

0 209^ 13.68 195.32 222.68 34 313 7.77 305.23 320.77

1 223 8.09 214.91 231.09 35 315 7.77 307.23 322.77

2 231 6.84 224.16 237.84 36 317 7.77 309.23 324.77

3 235 6.84 228.16 241.84 37 319 7.77 311.23 326.77

4 238 6.84 231.16 244.84 38 319 7.77 311.23 326.77

5 241 6.84 234.16 247.84 39 321 7.46 313.54 328.46

6 242 6.84 235.16 248.84 40 323 7.46 315.54 330.46

7 244 6.84 237.16 250.84 41 324 7.46 316.54 331.46

8 245 7.15 237.85 252.15 42 326 7.46 318.54 333.46

9 247 7.15 239.85 254.15 43 328 7.15 320.85 335.15

10 248 7.15 240.85 255.15 44 329 7.15 321.85 336.15

11 251 7.46 243.54 258.46 45 330 7.15 322.85 337.15

12 253 7.46 245.54 260.46 46 332 7.15 324.85 339.15

13 254 7.46 246.54 261.46 47 332 7.15 324.85 339.15

14 257 7.77 249.23 264.77 48 333 7.15 325.85 340.15

15 259 7.77 251.23 266.77 49 334 7.15 326.85 341.15

16 260 7.77 252.23 267.77 50 335 7.15 327.85 342.15

17 261 7.77 253.23 268.77 51 335 7.15 327.85 342.15

18 264 8.09 255.91 272.09 52 336 7.15 328.85 343.15

19 267 8.09 258.91 275.09 53 337 6.84 330.16 343.84

20 268 8.09 259.91 276.09 54 337 6.84 330.16 343.84

21 271 8.09 262.91 279.09 55 338 6.84 331.16 344.84

22 275 8.40 266.60 283.40 56 339 6.84 332.16 345.84

23 279 8.40 270.60 287.40 57 339 6.84 332.16 345.84

24 283 8.40 274.60 291.40 58 340 6.84 333.16 346.84

25 286 8.40 277.60 294.40 59 341 6.84 334.16 347.84

26 288 8.09 279.91 296.09 60 342 6.84 335.16 348.84

27 292 8.09 283.91 300.09 61 343 6.84 336.16 349.84

28 294 8.09 285.91 302.09 62 344 6.84 337.16 350.84

29 297 8.09 288.91 305.09 63 345 6.84 338.16 351.84

30 301 8.09 292.91 309.09 64 347 6.53 340.47 353.53

31 305 8.09 296.91 313.09 65 351 6.53 344.47 357.53

32 307 8.09 298.91 315.09 66 373* 7.15 365.85 380.15

33 310 7.77 302.23 317.77 67 0 0.00 0.00 0.00


^ Truncated

*Adjusted

Table 6.3.3.2I



Proficiency


0 1.0 1.0

1 1.3 0.3

2 1.5 0.3

3 1.6 0.4

4 1.7 0.4

5 1.8 0.4

6 1.8 0.5

7 1.9 0.5

8 1.9 0.6

9 1.9 0.6

10 1.9 0.7

11 2.0 0.7

12 2.1 0.8

13 2.1 1.1

14 2.2 1.0

15 2.2 1.3

16 2.3 1.6

17 2.3 1.8

18 2.4 2.2

19 2.5 2.9

20 2.5 2.7

21 2.6 4.1

22 2.7 5.3

23 2.8 4.3

24 2.9 6.9

25 3.0 6.7

26 3.1 5.3

27 3.2 8.1

28 3.3 6.6

29 3.4 5.5

30 3.5 6.4

31 3.6 4.1

32 3.6 3.4

33 3.7 3.6

34 3.8 2.2

35 3.9 1.7

36 3.9 1.3

37 3.9 0.8

38 3.9 0.7

39 4.0 0.5

40 4.1 0.3

41 4.1 0.2

42 4.2 0.1

43 4.3 0.1

44 4.3 0.0

45 4.4 0.0

46 4.4 0.0

47 4.4 0.0

48 4.5 0.0

49 4.5 0.0

50 4.6 0.0

51 4.6 0.0


Table 6.3.3.2J


Raw Score

Grade 2


6.3.3.3 Writing 2C

0

1,000

2,000

3,000

4,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54

Co

un

t

Raw Score


..

Grade

No. of


2 37,693 0 55 29.07 5.68


Table 6.3.3.3A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

209 222 235 248 261 274 287 300 313 326 339 352

Co

un

t

Scale Score


Grade

No. of


2 37,693 209 353 297.33 15.93


Table 6.3.3.3B

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 271 0.7%

2 6,451 17.1%

3 29,466 78.2%

4 1,504 4.0%

5 1 0.0%

6 0 0.0%

Total 37,693 100.0%

Table 6.3.3.3C





Table 6.3.3.3E



Figure 6.3.3.3D



Figure 6.3.3.3E



119,733 3 1.851


1 30,480 94 6 0

2 30,774 92 7 0

3 30,864 91 8 0

Reliability


Table 6.3.3.3F


SEM

0.929


Interrater

Reliability


Table 6.3.3.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.16 3 0.60 0.60

Infit

Mnsq

Outfit

Mnsq

0.19 Yes 0.85 0.87

0.41 Yes 0.57 0.58

-0.11 Yes 0.37 0.36


0 1.0% 1.4% 1.5%

1 1.0% 1.5% 1.3%

2 2.1% 3.2% 2.2%

3 7.5% 13.4% 6.3%

4 32.2% 31.0% 21.0%

5 38.4% 32.8% 34.2%

6 14.2% 12.8% 23.1%

7 3.2% 3.3% 8.2%

8 0.5% 0.5% 1.7%

9 0.1% 0.1% 0.4%

10 0.0% 0.0% 0.1%

11 0.0% 0.0% 0.0%



Raw Score


Task Type

ECR

Name

Task

Difficulty


Fit Statistics



Table 6.3.3.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23BC_14260_SIp4_GrownUpJobs_203_P100_A203_S400_Paper AA M AA O

2 .W23BC_14261_MSp5_Plants_MaBaPaLe_P100_A203_S400_Paper AA F AA H

3 .W23BC_14262_ITp5_CommunityPark_P100_A203_S400_Paper AA F AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

Score

SE

Scaled

Low

Bound

High

Bound

0 209^ 13.68 195.32 222.68 34 313 7.77 305.23 320.77

1 223 8.09 214.91 231.09 35 315 7.77 307.23 322.77

2 231 6.84 224.16 237.84 36 317 7.77 309.23 324.77

3 235 6.84 228.16 241.84 37 319 7.77 311.23 326.77

4 238 6.84 231.16 244.84 38 319 7.77 311.23 326.77

5 241 6.84 234.16 247.84 39 321 7.46 313.54 328.46

6 242 6.84 235.16 248.84 40 323 7.46 315.54 330.46

7 244 6.84 237.16 250.84 41 324 7.46 316.54 331.46

8 245 7.15 237.85 252.15 42 326 7.46 318.54 333.46

9 247 7.15 239.85 254.15 43 328 7.15 320.85 335.15

10 248 7.15 240.85 255.15 44 329 7.15 321.85 336.15

11 251 7.46 243.54 258.46 45 330 7.15 322.85 337.15

12 253 7.46 245.54 260.46 46 332 7.15 324.85 339.15

13 254 7.46 246.54 261.46 47 332 7.15 324.85 339.15

14 257 7.77 249.23 264.77 48 333 7.15 325.85 340.15

15 259 7.77 251.23 266.77 49 334 7.15 326.85 341.15

16 260 7.77 252.23 267.77 50 335 7.15 327.85 342.15

17 261 7.77 253.23 268.77 51 335 7.15 327.85 342.15

18 264 8.09 255.91 272.09 52 336 7.15 328.85 343.15

19 267 8.09 258.91 275.09 53 337 6.84 330.16 343.84

20 268 8.09 259.91 276.09 54 337 6.84 330.16 343.84

21 271 8.09 262.91 279.09 55 338 6.84 331.16 344.84

22 275 8.40 266.60 283.40 56 339 6.84 332.16 345.84

23 279 8.40 270.60 287.40 57 339 6.84 332.16 345.84

24 283 8.40 274.60 291.40 58 340 6.84 333.16 346.84

25 286 8.40 277.60 294.40 59 341 6.84 334.16 347.84

26 288 8.09 279.91 296.09 60 342 6.84 335.16 348.84

27 292 8.09 283.91 300.09 61 343 6.84 336.16 349.84

28 294 8.09 285.91 302.09 62 344 6.84 337.16 350.84

29 297 8.09 288.91 305.09 63 345 6.84 338.16 351.84

30 301 8.09 292.91 309.09 64 347 6.53 340.47 353.53

31 305 8.09 296.91 313.09 65 351 6.53 344.47 357.53

32 307 8.09 298.91 315.09 66 373* 7.15 365.85 380.15

33 310 7.77 302.23 317.77 67 0 0.00 0.00 0.00


^ Truncated

*Adjusted

Table 6.3.3.3I



Proficiency


0 1.0 0.2

1 1.3 0.0

2 1.5 0.0

3 1.6 0.0

4 1.7 0.0

5 1.8 0.0

6 1.8 0.1

7 1.9 0.0

8 1.9 0.1

9 1.9 0.1

10 1.9 0.1

11 2.0 0.1

12 2.1 0.2

13 2.1 0.2

14 2.2 0.2

15 2.2 0.3

16 2.3 0.4

17 2.3 0.4

18 2.4 0.7

19 2.5 1.1

20 2.5 1.0

21 2.6 1.8

22 2.7 2.9

23 2.8 2.7

24 2.9 5.2

25 3.0 5.8

26 3.1 5.0

27 3.2 8.1

28 3.3 7.8

29 3.4 7.1

30 3.5 9.5

31 3.6 6.6

32 3.6 6.1

33 3.7 6.9

34 3.8 4.2

35 3.9 3.9

36 3.9 3.2

37 3.9 2.1

38 3.9 1.9

39 4.0 1.3

40 4.1 0.8

41 4.1 0.6

42 4.2 0.5

43 4.3 0.3

44 4.3 0.2

45 4.4 0.2

46 4.4 0.1

47 4.4 0.1

48 4.5 0.0

49 4.5 0.0

50 4.6 0.0

51 4.6 0.0

52 4.6 0.0

53 4.6 0.0

54 4.6 0.0

55 4.7 0.0


Table 6.3.3.3J


Raw Score

Grade 2


6.3.4 Speaking 2

6.3.4.1 Speaking 2A

0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


2 10,330 0 18 10.36 4.48


Table 6.3.4.1A

0

500

1,000

1,500

2,000

2,500

3,000

174 192 210 228 246 264 282 300 318 336 354 372 390

Co

un

t

Scale Score


Grade

No. of


2 10,330 174 391 311.47 74.06


Table 6.3.4.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 3,404 33.0%

2 1,801 17.4%

3 1,558 15.1%

4 0 0.0%

5 0 0.0%

6 3,567 34.5%

Total 10,330 100.0%

Table 6.3.4.1C





Table 6.3.4.1E



Figure 6.3.4.1D



Figure 6.3.4.1E



20,812 6 0.906 1.365

SEM

Table 6.3.4.1F




Table 6.3.4.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq

1.P1_G23_PA_S_14035_Freetime_S400_Paper A 1 -4.30 Yes 0.74 0.35

2.P3_G23_AC_S_14036_Freetime_S400_Paper A* 3 0.76 Yes 0.71 0.76

3.P1_G23_PA_S_14201_Vege_S400_Paper A 1 -3.55 Yes 0.61 0.34

4.P3_G23_A_S_14202_FINAL_Vege_S400_Paper A 3 0.92 Yes 0.57 0.60

5.P1_G23_PA_S_14021_Ladybug_S400_Paper A 1 -4.22 Yes 0.60 0.33

6.P3_G23_AC_S_14022_Ladybug_S400_Paper A* 3 1.36 Yes 0.69 0.71

7.P3_G23_AC_S_14043_Freetime_S400_Paper B/C* 3 0.76 Yes 0.71 0.76

8.P5_G23_C_S_14044_FINAL_Freetime_S400_Paper B/C 5 2.59 Yes 0.77 0.80

9.P3_G23_C_S_14049_FINAL_Travelwest_S400_Paper B/C 3 2.43 Yes 0.59 0.61


11.P3_G23_AC_S_14037_Ladybug_S400_Paper B/C* 3 1.36 Yes 0.69 0.71

12.P5_G23_C_S_14038_FINAL_Ladybug_S400_Paper B/C 5 1.91 Yes 0.63 0.65

0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%

Note that this table includes all tasks across tiers for this cluster, and that Cluster 2 and Cluster 3 share the same form.

Task Type

ECR


Name TierFit Statistics

TaskRaw Score

PL

Task

Difficulty

(in logits)

Anchored

?

Raw Score



Table 6.3.4.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 4 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G23_P A_S_14035_Free time_S400_P aper AA F AA O

2.P 3_G23_AC_S_14036_Free time_S400_P aper AA F AA O

3.P 1_G23_P A_S_14201_Vege_S400_P aper AA F AA O

4.P 3_G23_A_S_14202_FINAL_Vege_S400_P aper AA M AA H

5.P 1_G23_P A_S_14021_Ladybug_S400_P aper AA F AA O

6.P 3_G23_AC_S_14022_Ladybug_S400_P aper AA M AA H

Note that this table includes all tasks across tiers for this cluster, and that Cluster 2 and Cluster 3 share the

same form.


Name



0 174 29.59 144.41 203.59

1 174 29.59 144.41 203.59

2 174 29.59 144.41 203.59

3 174 29.59 144.41 203.59

4 174 29.59 144.41 203.59

5 211 23.98 187.02 234.98

6 234 23.47 210.53 257.47

7 254 22.45 231.55 276.45

8 254 22.45 231.55 276.45

9 268 21.94 246.06 289.94

10 291 21.43 269.57 312.43

11 312 20.92 291.08 332.92

12 337 19.39 317.61 356.39

13 390 19.39 370.61 409.39

14 391 19.39 371.61 410.39

15 391 19.39 371.61 410.39

16 391 19.39 371.61 410.39

17 391 19.39 371.61 410.39

18 391 19.39 371.61 410.39


Table 6.3.4.1I


Proficiency


0 1.0 6.7

1 1.0 1.4

2 1.0 1.3

3 1.0 1.6

4 1.0 1.5

5 1.3 1.9

6 1.5 3.8

7 1.7 3.3

8 1.7 4.5

9 1.8 6.9

10 2.1 8.1

11 2.7 9.4

12 3.7 15.1

13 6.0 10.0

14 6.0 9.2

15 6.0 7.6

16 6.0 3.6

17 6.0 2.3

18 6.0 1.9

Table 6.3.4.1J


Raw Score

Grade 2


6.3.4.2 Speaking 2B

0

1,000

2,000

3,000

4,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


2 33,376 6 30 20.27 4.46


Table 6.3.4.2A

0

5,000

10,000

15,000

20,000

212 229 246 263 280 297 314 331 348 365 382

Co

un

t

Scale Score


Grade

No. of


2 33,376 212 391 370.42 35.86


Table 6.3.4.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 1,209 3.6%

2 3,413 10.2%

3 1,919 5.7%

4 2,217 6.6%

5 3,387 10.1%

6 21,231 63.6%

Total 33,376 100.0%

Table 6.3.4.2C





Table 6.3.4.2E



Figure 6.3.4.2D



Figure 6.3.4.2E



118,880 6 0.912 1.339


Table 6.3.4.2F


SEM


Cronbach's Alpha


Table 6.3.4.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.3.4.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 3_G23_AC_S_14043_Free time_S400_P aper AA F AA H

2.P 5_G23_C_S_14044_FINAL_Free time_S400_P aper AA F AA H

3.P 3_G23_C_S_14049_FINAL_Travelwes t_S400_P aper AA F AA O

4.P 5_G23_C_S_14050_FINAL_Travelwes t_S400_P aper AA M AA H

5.P 3_G23_AC_S_14037_Ladybug_S400_P aper AA M AA O

6.P 5_G23_C_S_14038_FINAL_Ladybug_S400_P aper AA M AA O


same form.


Name




6 212 23.98 188.02 235.98

7 235 23.47 211.53 258.47

8 254 22.45 231.55 276.45

9 255 22.45 232.55 277.45

10 267 21.94 245.06 288.94

11 279 21.43 257.57 300.43

12 280 21.43 258.57 301.43

13 292 21.43 270.57 313.43

14 302 20.92 281.08 322.92

15 313 20.92 292.08 333.92

16 324 20.41 303.59 344.41

17 350 19.39 330.61 369.39

18 385 19.39 365.61 404.39

19 390 19.39 370.61 409.39

20 391 19.39 371.61 410.39

21 391 19.39 371.61 410.39

22 391 19.39 371.61 410.39

23 391 19.39 371.61 410.39

24 391 19.39 371.61 410.39

25 391 19.39 371.61 410.39

26 391 19.39 371.61 410.39

27 391 19.39 371.61 410.39

28 391 19.39 371.61 410.39

29 391 19.39 371.61 410.39

30 391 19.39 371.61 410.39


Table 6.3.4.2I



Proficiency


6 1.3 0.3

7 1.5 0.1

8 1.7 0.2

9 1.7 0.3

10 1.8 0.3

11 1.9 0.5

12 1.9 1.9

13 2.2 2.4

14 2.5 3.5

15 2.8 4.3

16 3.1 5.7

17 4.2 6.6

18 5.9 10.1

19 6.0 8.1

20 6.0 8.9

21 6.0 8.4

22 6.0 7.6

23 6.0 6.5

24 6.0 6.8

25 6.0 4.2

26 6.0 3.6

27 6.0 3.0

28 6.0 2.5

29 6.0 1.9

30 6.0 2.1


Table 6.3.4.2J


Raw Score

Grade 2


6.3.4.3 Speaking 2C

0

1,000

2,000

3,000

4,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


2 37,499 6 30 22.74 4.29


Table 6.3.4.3A

0

5,000

10,000

15,000

20,000

25,000

30,000

212 229 246 263 280 297 314 331 348 365 382

Co

un

t

Scale Score


Grade

No. of


2 37,499 212 391 382.99 22.85


Table 6.3.4.3B

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 312 0.8%

2 1,375 3.7%

3 1,032 2.8%

4 1,432 3.8%

5 2,439 6.5%

6 30,909 82.4%

Total 37,499 100.0%

Table 6.3.4.3C





Table 6.3.4.3E



Figure 6.3.4.3D



Figure 6.3.4.3E



118,880 6 0.912 1.339

No. of Tasks Cronbach's Alpha


Table 6.3.4.3F


No. of Students SEM


Table 6.3.4.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.3.4.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group








same form.


Name




6 212 23.98 188.02 235.98

7 235 23.47 211.53 258.47

8 254 22.45 231.55 276.45

9 255 22.45 232.55 277.45

10 267 21.94 245.06 288.94

11 279 21.43 257.57 300.43

12 280 21.43 258.57 301.43

13 292 21.43 270.57 313.43

14 302 20.92 281.08 322.92

15 313 20.92 292.08 333.92

16 324 20.41 303.59 344.41

17 350 19.39 330.61 369.39

18 385 19.39 365.61 404.39

19 390 19.39 370.61 409.39

20 391 19.39 371.61 410.39

21 391 19.39 371.61 410.39

22 391 19.39 371.61 410.39

23 391 19.39 371.61 410.39

24 391 19.39 371.61 410.39

25 391 19.39 371.61 410.39

26 391 19.39 371.61 410.39

27 391 19.39 371.61 410.39

28 391 19.39 371.61 410.39

29 391 19.39 371.61 410.39

30 391 19.39 371.61 410.39


Table 6.3.4.3I



Proficiency


6 1.3 0.1

7 1.5 0.0

8 1.7 0.0

9 1.7 0.0

10 1.8 0.1

11 1.9 0.2

12 1.9 0.4

13 2.2 0.7

14 2.5 1.2

15 2.8 1.7

16 3.1 2.8

17 4.2 3.8

18 5.9 6.5

19 6.0 6.4

20 6.0 7.6

21 6.0 8.0

22 6.0 8.3

23 6.0 8.0

24 6.0 9.2

25 6.0 6.5

26 6.0 6.3

27 6.0 5.7

28 6.0 5.6

29 6.0 4.6

30 6.0 6.2


Table 6.3.4.3J


Raw Score

Grade 2


6.4 Grade: 3

6.4.1 Listening 3


0

200

400

600

800

1,000

1,200

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


3 10,382 1 18 11.77 3.62


Table 6.4.1.1A

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

171 188 205 222 239 256 273 290 307 324

Co

un

t

Scale Score


Grade

No. of


3 10,382 171 325 311.90 21.85



Table 6.4.1.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 263 2.5%

2 1,879 18.1%

3 2,419 23.3%

4 5,821 56.1%

5 n/a n/a

6 n/a n/a

Total 10,382 100.0%


Table 6.4.1.1C





Table 6.4.1.1E



0

3

6

9

12

15

18

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.4.1.1.D


0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 6.4.1.1.E



23,663 18 .761 1.786

Table 6.4.1.1F



Cronbach's

Alpha SEM


Table 6.4.1.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.44 18 0.66 0.99 0.97

Infit

Mnsq

Outfit

Mnsq

1.L35A_9697_SIp1_GymClass_302_S400_Paper -3.51 Yes 0.96 0.91 0.46


3.L35A_9699_SIp3_GymClass_302_S400_Paper -0.02 0.67 1.07 1.11

4.L35A_10677_LAp2_CardStory_302_S400_Paper -1.97 Yes 0.83 0.91 0.77

5.L35A_10679_LAp3_CardStory_302_S400_Paper 0.08 0.62 1.13 1.23

6.L35A_10682_LAp4_CardStory_302_S400_Paper 0.47 Yes 0.52 1.10 1.15

7.L35A_6742_MAp1_PetChart_203_S400_Paper -1.50 0.79 0.83 0.69

8.L35A_6743_MAp2_PetChart_203_S400_Paper 0.47 0.47 1.06 1.12


10.L35A_6812_SCp1_Lava_203_S400_Paper 0.43 0.53 1.00 1.01

11.L35A_6813_SCp2_Lava_203_S400_Paper -0.71 0.75 1.00 1.00


13.L35A_10668_SSp2_Mayans_302_S400_Paper -0.25 Yes 0.71 1.01 1.03

14.L35A_10674_SSp3_Mayans_302_S400_Paper 0.08 Yes 0.60 1.02 1.01

15.L35A_10675_SSp4_Mayans_302_S400_Paper 0.62 0.53 0.95 0.93

16.L35A_9807_SIp2_Weekend_302_S400_Paper -0.92 Yes 0.72 1.09 1.15


18.L35A_9809_SIp4_Weekend_302_S400_Paper 0.08 0.60 0.88 0.82



Name

Item

Difficulty


Fit

Statistics


Table 6.4.1.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 10 10 7

B 0 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L35A_9697_SIp1_GymClass_302_S400_Paper A F A H


3.L35A_9699_SIp3_GymClass_302_S400_Paper A M A H

4.L35A_10677_LAp2_CardStory_302_S400_Paper A M A H

5.L35A_10679_LAp3_CardStory_302_S400_Paper A F A O

6.L35A_10682_LAp4_CardStory_302_S400_Paper A F A H

7.L35A_6742_MAp1_PetChart_203_S400_Paper A M B O

8.L35A_6743_MAp2_PetChart_203_S400_Paper A M A H

9.L35A_6744_MAp3_PetChart_203_S400_Paper A F A O

10.L35A_6812_SCp1_Lava_203_S400_Paper A M A H


12.L35A_6814_SCp3_Lava_203_S400_Paper A M A O

13.L35A_10668_SSp2_Mayans_302_S400_Paper A M A O

14.L35A_10674_SSp3_Mayans_302_S400_Paper A F A O

15.L35A_10675_SSp4_Mayans_302_S400_Paper A F A H

16.L35A_9807_SIp2_Weekend_302_S400_Paper A F A O

17.L35A_9808_SIp3_Weekend_302_S400_Paper A F A H



Name



Scale Score

Grade 3

0 112^ 70.26 100.00^ 188.79

1 171 40.95 130.06 211.97

2 206 31.61 174.15 237.37

3 228 26.79 201.34 254.92

4 245 23.97 221.18 269.11

5 259 22.15 237.08 281.37

6 272 20.93 250.60 292.45

7 283 20.11 262.59 302.81

8 293 19.59 273.57 312.75

9 303 19.32 283.89 322.53

10 313 19.28 293.83 332.38

11 323 19.48 303.60 342.56

12

13

14

15

16

17

18

Table 6.4.1.1I


Raw Score CSEM

Low

Bound High Bound

^ Truncated


353.36*313.44*19.96*325*


Proficiency


0 1.0 0.0

1 1.4 0.0

2 1.7 0.3

3 1.8 0.7

4 1.9 1.5

5 2.1 2.9

6 2.4 3.9

7 2.7 5.5

8 2.9 5.8

9 3.3 7.1

10 3.6 8.0

11 3.9 8.3

12 4.0* 9.2

13 4.0* 10.1

14 4.0* 10.1

15 4.0* 9.7

16 4.0* 8.5

17 4.0* 5.7

18 4.0* 2.7

* Capped

Table 6.4.1.1J


Raw Score

Grade 3



0

500

1,000

1,500

2,000

2,500

3,000

3,500

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


3 21,586 1 21 15.24 2.96


Table 6.4.1.2A

0

5,000

10,000

15,000

20,000

162 184 206 228 250 272 294 316 338

Co

un

t

Scale Score


Grade

No. of


3 21,586 162 340 333.85 14.03



Table 6.4.1.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 50 0.2%

2 818 3.8%

3 2,933 13.6%

4 1,807 8.4%

5 15,978 74.0%

6 n/a n/a

Total 21,586 100.0%


Table 6.4.1.2C





Table 6.4.1.2E



0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.4.1.2.D


0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.4.1.2.E



45,258 21 .662 1.749

Table 6.4.1.2F



Cronbach's

Alpha SEM


Table 6.4.1.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.29 21 0.76 0.99 0.94

Infit

Mnsq

Outfit

Mnsq

1.L35B_9876_SIp2_LibraryBooks_302_S400_Paper -1.71 0.95 0.98 0.99


3.L35B_9878_SIp4_LibraryBooks_302_S400_Paper -2.34 Yes 0.95 0.92 0.61

4.L35B_10677_LAp2_CardStory_302_S400_Paper -1.97 Yes 0.95 0.94 0.73

5.L35B_10679_LAp3_CardStory_302_S400_Paper 0.71 0.68 1.12 1.18

6.L35B_10682_LAp4_CardStory_302_S400_Paper 0.47 Yes 0.69 0.99 0.98

7.L35B_6883_MAp2_Height_203_S400_Paper -3.14 0.97 0.97 0.78

8.L35B_6884_MAp3_Height_203_S400_Paper 0.12 0.79 0.97 0.92

9.L35B_6885_MAp4_Height_203_S400_Paper 1.25 Yes 0.56 1.05 1.08

10.L35B_6915_SCp2_NaturalResources_203_S400_Paper -2.42 0.97 0.94 0.61

11.L35B_6917_SCp3_NaturalResources_203_S400_Paper 0.85 0.58 0.99 0.99


13.L35B_10668_SSp2_Mayans_302_S400_Paper -0.71 0.85 1.02 1.00

14.L35B_10674_SSp3_Mayans_302_S400_Paper 0.08 Yes 0.75 0.94 0.88


16.L35B_10701_LAp3_SoupStory_302_S400_Paper 1.44 Yes 0.52 1.12 1.18

17.L35B_10703_LAp4_SoupStory_302_S400_Paper -0.98 0.89 0.98 0.97

18.L35B_10708_LAp5_SoupStory_302_S400_Paper 1.04 0.56 0.98 0.98

19.L35B_7185_MAp3_FarmFractions_203_S400_Paper -0.04 0.78 0.98 0.96

20.L35B_7186_MAp4_FarmFractions_203_S400_Paper 0.80 Yes 0.63 0.99 0.99




Name

Item

Difficulty


Fit

Statistics


Table 6.4.1.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 13 11 10

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L35B_9876_SIp2_LibraryBooks_302_S400_Paper A F A H

2.L35B_9877_SIp3_LibraryBooks_302_S400_Paper A M A H


4.L35B_10677_LAp2_CardStory_302_S400_Paper A M A H

5.L35B_10679_LAp3_CardStory_302_S400_Paper A F A H


7.L35B_6883_MAp2_Height_203_S400_Paper A M A O

8.L35B_6884_MAp3_Height_203_S400_Paper A F A O


10.L35B_6915_SCp2_NaturalResources_203_S400_Paper A F A H

11.L35B_6917_SCp3_NaturalResources_203_S400_Paper A M A O


13.L35B_10668_SSp2_Mayans_302_S400_Paper A M A O

14.L35B_10674_SSp3_Mayans_302_S400_Paper A F A O


16.L35B_10701_LAp3_SoupStory_302_S400_Paper A F A H



19.L35B_7185_MAp3_FarmFractions_203_S400_Paper A F A H

20.L35B_7186_MAp4_FarmFractions_203_S400_Paper A F A O



Name



Scale Score

Grade 3

0 112^ 70.29 100.00^ 182.70

1 162 40.59 121.44 202.63

2 194 30.70 163.67 225.07

3 216 26.59 189.31 242.48

4 233 24.25 208.73 257.23

5 248 22.70 224.90 270.29

6 261 21.57 239.03 282.18

7 272 20.72 251.76 293.21

8 284 20.07 263.48 303.63

9 294 19.59 274.41 313.60

10 304 19.26 284.78 323.31

11 314 19.07 294.73 332.88

12 323 19.04 304.42 342.50

13 333 18.86 324.22 361.94

14

15

16

17

18

19

20

21


Table 6.4.1.2I

Raw Score to Scale Score Conversion: List 3B S400 Paper

Raw Score CSEM

Low

Bound

High

Bound

^Truncated

19.48* 323.59* 362.56*340*


Proficiency


0 1.0 0.0

1 1.4 0.0

2 1.6 0.0

3 1.7 0.0

4 1.9 0.1

5 1.9 0.1

6 2.2 0.3

7 2.4 0.6

8 2.7 1.2

9 2.9 1.8

10 3.3 2.8

11 3.7 4.3

12 3.9 6.4

13 4.6 8.4

14 5.0* 11.0

15 5.0* 12.4

16 5.0* 13.4

17 5.0* 13.1

18 5.0* 11.3

19 5.0* 7.9

20 5.0* 3.8

21 5.0* 1.1

* Capped

Table 6.4.1.2J


Raw Score

Grade 3



0

500

1,000

1,500

2,000

2,500

3,000

3,500

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


3 26,421 1 21 13.43 3.15


Table 6.4.1.3A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

213 232 251 270 289 308 327 346 365 384 403 422 441 460

Co

un

t

Scale Score


Grade

No. of


3 26,421 213 469 373.12 32.05


Table 6.4.1.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 7 0.0%

2 192 0.7%

3 1,631 6.2%

4 1,230 4.7%

5 6,761 25.6%

6 16,600 62.8%

Total 26,421 100.0%

Table 6.4.1.3C





Table 6.4.1.3E



0

3

6

9

12

15

18

21

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Ex

pecte

d R

aw

Sco

re

Ability Measure

Figure 6.4.1.3.D


0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

In

form

ati

on

Ability Measure

Figure 6.4.1.3.E


67,059 21 .650 1.866

Table 6.4.1.3F



Cronbach's

Alpha SEM


Table 6.4.1.3G


Item Type

Average

Item

Difficulty

(in logits)

No.

of

Item

s

Aver

age

P-

valu

e

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.72 21 0.70 1.00 0.96

Infit

Mnsq

Outfit

Mnsq

1.L35C_10185_SIp3_AfterSchool_302_S400_Paper 1.10 0.65 1.11 1.17

2.L35C_10187_SIp4_AfterSchool_302_S400_Paper -1.43 0.94 0.98 0.90


4.L35C_10734_LAp3_FarmStory_302_S400_Paper 0.21 Yes 0.83 1.02 1.07

5.L35C_10737_LAp4_FarmStory_302_S400_Paper -1.38 Yes 0.93 0.93 0.70

6.L35C_10743_LAp5_FarmStory_302_S400_Paper 0.52 0.79 0.92 0.84

7.L35C_7119_MAp3_PlaygroundFractions_203_S400_Paper 1.71 Yes 0.49 1.02 1.04

8.L35C_7120_MAp4_PlaygroundFractions_203_S400_Paper 2.27 0.45 1.00 1.02


10.L35C_7252_SCp3_Penguins_203_S400_Paper 0.34 Yes 0.79 1.00 1.00

11.L35C_7253_SCp4_Penguins_203_S400_Paper 0.19 0.80 0.97 0.90


13.L35C_10796_SSp3_ColonialTrade_302_S400_Paper -0.14 Yes 0.89 0.96 0.85

14.L35C_10797_SSp4_ColonialTrade_302_S400_Paper 2.19 Yes 0.40 1.02 1.05


16.L35C_10698_LAp3_TreeStory_302_S400_Paper 0.43 0.74 0.97 0.96

17.L35C_10705_LAp4_TreeStory_302_S400_Paper 0.16 Yes 0.82 0.96 0.90


19.L35C_10085_MAp3_Recipe_302_S400_Paper 1.44 Yes 0.55 1.06 1.09

20.L35C_10086_MAp4_Recipe_302_S400_Paper 1.11 0.66 1.00 0.99


*No equating was performed for S303 and S400. Information on anchored items and their P-values

can be found in S302 Annual Technical Report, Table H.

Name

Item

Difficulty

(in logits)

Anc

hore

d? P-value

Fit

Statistics


Table 6.4.1.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 12 8 12 9

B 1 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L35C_10185_SIp3_AfterSchool_302_S400_Paper A M A O

2.L35C_10187_SIp4_AfterSchool_302_S400_Paper A F A H


4.L35C_10734_LAp3_FarmStory_302_S400_Paper A F A H



7.L35C_7119_MAp3_PlaygroundFractions_203_S400_Paper A M A H

8.L35C_7120_MAp4_PlaygroundFractions_203_S400_Paper A F A H

9.L35C_7121_MAp5_PlaygroundFractions_203_S400_Paper A M A O

10.L35C_7252_SCp3_Penguins_203_S400_Paper A M A O



13.L35C_10796_SSp3_ColonialTrade_302_S400_Paper B M A H

14.L35C_10797_SSp4_ColonialTrade_302_S400_Paper A M A O

15.L35C_10798_SSp5_ColonialTrade_302_S400_Paper A M A H

16.L35C_10698_LAp3_TreeStory_302_S400_Paper A M A H

17.L35C_10705_LAp4_TreeStory_302_S400_Paper A F A H

18.L35C_10707_LAp5_TreeStory_302_S400_Paper A F A O

19.L35C_10085_MAp3_Recipe_302_S400_Paper A M A H

20.L35C_10086_MAp4_Recipe_302_S400_Paper A M A O

21.L35C_10087_MAp5_Recipe_302_S400_Paper A F A H


Name




0 120^ 69.87 100.00^ 234.32

1 213 39.83 173.13 252.79

2 244 29.59 214.00 273.18

3 263 25.23 238.06 288.51

4 278 22.72 255.75 301.18

5 291 21.09 270.09 312.27

6 302 19.98 282.39 322.34

7 313 19.21 293.35 331.76

8 322 18.68 303.41 340.77

9 331 18.35 312.85 349.55

10 340 18.18 321.89 358.26

11 349 18.17 330.68 367.02

12 358 18.29 339.39 375.97

13 367 18.57 348.14 385.28

14 376 19.03 357.07 395.12

15 386 19.72 366.35 405.78

16 397 20.73 376.19 417.65

17 409 22.25 386.91 431.40

18 424 24.65 399.03 448.33

19 439* 28.95 413.54 471.45

20 454* 39.24 432.77 511.25

21 469* 69.50 450.10 589.11

^Truncated



Table 6.4.1.3I


Proficiency


0 1.0 0.0

1 1.7 0.0

2 1.9 0.0

3 2.2 0.1

4 2.6 0.2

5 2.9 0.5

6 3.2 1.0

7 3.6 1.9

8 3.9 3.3

9 4.4 4.7

10 5.0 6.5

11 5.3 8.5

12 5.7 10.5

13 6.0 11.6

14 6.0 12.3

15 6.0 11.6

16 6.0 10.4

17 6.0 7.6

18 6.0 5.3

19 6.0 2.8

20 6.0 1.0

21 6.0 0.3

Table 6.4.1.3J


Raw Score

Grade 3


6.4.2 Reading 3

6.4.2.1 Reading 3A

0

200

400

600

800

1,000

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score


Grade

No. of


3 10,166 1 24 12.55 4.84


Table 6.4.2.1A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

212 224 236 248 260 272 284 296 308 320

Co

un

t

Scale Score


Grade

No. of


3 10,166 212 320 300.82 18.60



Table 6.4.2.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 1,542 15.2%

2 3,350 33.0%

3 1,810 17.8%

4 3,464 34.1%

5 n/a n/a

6 n/a n/a

Total 10,166 100.0%


Table 6.4.2.1C





Table 6.4.2.1E



0

3

6

9

12

15

18

21

24

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.4.2.1.D


0

1

2

3

4

5

6

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.4.2.1.E



23,203 24 .834 2.087

Table 6.4.2.1F



Cronbach's

Alpha SEM


Table 6.4.2.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.73 24 0.56 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R35A_8210_SIp1_GameDay_301_Paper_400 -2.74 0.84 0.88 0.64



4.R35A_6715_LAp1_BenFranklin_203_Paper_400 -1.30 Yes 0.67 0.83 0.74

5.R35A_6716_LAp2_BenFranklin_203_Paper_400 0.09 Yes 0.50 0.84 0.80


7.R35A_8129_MAp1_ButterflyMiles_301_Paper_400 -1.63 0.71 0.98 0.92



10.R35A_2850_SCp1_Clouds_Paper_400 -1.95 Yes 0.80 0.95 0.79



13.R35A_3296_SSp1_InventionsinMusic_jc_Paper_400 -1.87 Yes 0.77 0.96 0.89


15.R35A_3298_SSp3_InventionsinMusic_jc_Paper_400 0.31 Yes 0.39 1.15 1.23

16.R35A_8264_SIp2_WellnessWeek_301_Paper_400 -1.21 0.65 0.99 1.08


18.R35A_8266_SIp4_WellnessWeek_301_Paper_400 0.53 0.31 1.42 1.67

19.R35A_6739_LAp1_JosephStrauss_203_Paper_400 -0.55 Yes 0.47 0.91 0.89

20.R35A_6740_LAp2_JosephStrauss_203_Paper_400 0.13 Yes 0.47 0.95 0.94


22.R35A_8132_MAp1_InsectEggs_301_Paper_400 -1.47 0.68 0.94 0.84





Name

Item

Difficulty


Fit

Statistics


Table 6.4.2.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 13 12 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R35A_8210_SIp1_GameDay_301_S400_Paper A M A H

2.R35A_8211_SIp2_GameDay_301_S400_Paper A F A H


4.R35A_6715_LAp1_BenFranklin_203_S400_Paper A F A H

5.R35A_6716_LAp2_BenFranklin_203_S400_Paper A M A O

6.R35A_6717_LAp3_BenFranklin_203_S400_Paper A F A O

7.R35A_8129_MAp1_ButterflyMiles_301_S400_Paper A F A H


9.R35A_8131_MAp3_ButterflyMiles_301_S400_Paper A M A H

10.R35A_2850_SCp1_Clouds_S400_Paper A F A O

11.R35A_2851_SCp2_Clouds_S400_Paper A M A O


13.R35A_3296_SSp1_InventionsinMusic_jc_S400_Paper A F A H


15.R35A_3298_SSp3_InventionsinMusic_jc_S400_Paper A F A O

16.R35A_8264_SIp2_WellnessWeek_301_S400_Paper A F A H

17.R35A_8265_SIp3_WellnessWeek_301_S400_Paper A M A O

18.R35A_8266_SIp4_WellnessWeek_301_S400_Paper A M A H

19.R35A_6739_LAp1_JosephStrauss_203_S400_Paper A F A O


21.R35A_6741_LAp3_JosephStrauss_203_S400_Paper A M A O

22.R35A_8132_MAp1_InsectEggs_301_S400_Paper A M A O

23.R35A_8133_MAp2_InsectEggs_301_S400_Paper A M A H



Name



Scale Score

Grade 3

0 158^ 48.08 131.01 227.18

1 212 27.11 184.87 239.09

2 232 19.93 212.34 252.20

3 245 16.89 228.22 261.99

4 255 15.16 239.74 270.06

5 263 14.04 249.02 277.11

6 270 13.27 256.95 283.49

7 277 12.72 263.98 289.42

8 283 12.32 270.40 295.03

9 288 12.03 276.38 300.44

10 294 11.84 282.04 305.72

11 299 11.72 287.49 310.94

12 304 11.68 292.80 316.16

13 310 11.70 298.03 321.43

14 315 11.80 303.23 326.84

15

16

17

18

19

20

21

22

23

24

Table 6.4.2.1I

320*

^ Truncated


11.98* 308.49* 332.44*


Raw

Score CSEM

Low

Bound High Bound


Proficiency


0 1.0 0.0

1 1.4 0.0

2 1.6 0.1

3 1.7 0.4

4 1.8 1.2

5 1.9 2.4

6 1.9 4.8

7 1.9 6.2

8 2.2 7.9

9 2.4 8.8

10 2.7 8.3

11 2.9 7.9

12 3.1 6.9

13 3.4 5.9

14 3.7 5.0

15 4.0* 5.4

16 4.0* 4.8

17 4.0* 4.5

18 4.0* 4.5

19 4.0* 4.3

20 4.0* 3.8

21 4.0* 2.8

22 4.0* 2.3

23 4.0* 1.2

24 4.0* 0.5

Table 6.4.2.1J

* Capped


Raw Score

Grade 3


6.4.2.2 Reading 3B

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


3 20,782 1 27 13.79 4.83


Table 6.4.2.2A

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

238 253 268 283 298 313 328

Co

un

t

Scale Score


Grade

No. of


3 20,782 238 328 321.47 11.17



Table 6.4.2.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 93 0.4%

2 1,838 8.8%

3 3,773 18.2%

4 3,024 14.6%

5 12,054 58.0%

6 n/a n/a

Total 20,782 100.0%


Table 6.4.2.2C





Table 6.4.2.2E



0

3

6

9

12

15

18

21

24

27

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 6.4.2.2.D

Test Characteristic Curve: Read 3B S400 Paper

0

1

2

3

4

5

6

7

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 6.4.2.2.E



43,557 27 .803 2.265

Table 6.4.2.2F



Cronbach's

Alpha SEM


Table 6.4.2.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.43 27 0.56 1.00 1.00

Infit

Mnsq

Outfit

Mnsq

1.R35B_8355_SIp2_BikeSafety_301_Paper_400 -0.11 0.70 0.91 0.86



4.R35B_6910_LAp2_ZebraStripes_203_Paper_400 -0.81 Yes 0.76 0.92 0.91

5.R35B_6911_LAp3_ZebraStripes_203_Paper_400 0.76 Yes 0.52 0.91 0.91

6.R35B_6912_LAp4_ZebraStripes_203_Paper_400 -0.31 Yes 0.72 0.89 0.82

7.R35B_8344_MAp2_PlayPerimeter_301_Paper_400 -1.21 0.82 0.91 0.83

8.R35B_8345_MAp3_PlayPerimeter_301_Paper_400 1.21 0.35 1.10 1.16

9.R35B_8346_MAp4_PlayPerimeter_301_Paper_400 1.06 0.41 1.13 1.20

10.R35B_7922_SCp2_Geysers_Paper_400 -0.63 0.77 0.88 0.74

11.R35B_7923_SCp3_Geysers_Paper_400 0.98 Yes 0.47 1.04 1.04

12.R35B_7924_SCp4_Geysers_Paper_400 0.97 Yes 0.51 1.00 1.01

13.R35B_6907_SSp2_IroquoisandHopi_203_Paper_400 -0.49 0.75 0.90 0.84

14.R35B_6908_SSp3_IroquoisandHopi_203_Paper_400 0.43 0.55 0.93 0.89

15.R35B_6909_SSp4_IroquoisandHopi_203_Paper_400 0.82 0.46 1.02 1.04

16.R35B_7229_LAp3_CarverandFord_203_Paper_400 0.59 Yes 0.57 0.87 0.83

17.R35B_7230_LAp4_CarverandFord_203_Paper_400 -0.09 Yes 0.63 0.87 0.81

18.R35B_7285_LAp5_CarverandFord_203_Paper_400 0.64 Yes 0.48 1.00 1.00

19.R35B_9257_MAp3_Angles_301_Paper_400 0.63 0.53 1.11 1.13



22.R35B_7919_SCp2_Rocks_mika_Paper_400 0.39 Yes 0.63 0.95 0.90



25.R35B_3305_SSp2_Antarctica_jc_Paper_400 -0.49 0.83 0.99 1.04

26.R35B_3306_SSp3_Antarctica_jc_Paper_400 1.27 0.38 0.99 1.04

27.R35B_3307_SSp4_Antarctica_jc_Paper_400 1.73 0.35 1.13 1.26



Name

Item

Difficulty


Fit

Statistics


Table 6.4.2.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 9 18 15 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R35B_8355_SIp2_BikeSafety_301_S400_Paper A F A H

2.R35B_8356_SIp3_BikeSafety_301_S400_Paper A F A O


4.R35B_6910_LAp2_ZebraStripes_203_S400_Paper A F A H

5.R35B_6911_LAp3_ZebraStripes_203_S400_Paper A F A O


7.R35B_8344_MAp2_PlayPerimeter_301_S400_Paper A F A H



10.R35B_7922_SCp2_Geysers_S400_Paper A M A O


12.R35B_7924_SCp4_Geysers_S400_Paper A F A H

13.R35B_6907_SSp2_IroquoisandHopi_203_S400_Paper A M A H

14.R35B_6908_SSp3_IroquoisandHopi_203_S400_Paper A F A O

15.R35B_6909_SSp4_IroquoisandHopi_203_S400_Paper A M A O

16.R35B_7229_LAp3_CarverandFord_203_S400_Paper A M A O

17.R35B_7230_LAp4_CarverandFord_203_S400_Paper A F A H


19.R35B_9257_MAp3_Angles_301_S400_Paper A M A O



22.R35B_7919_SCp2_Rocks_mika_S400_Paper A F A H


24.R35B_7921_SCp4_Rocks_mika_S400_Paper A F A O

25.R35B_3305_SSp2_Antarctica_jc_S400_Paper A F A H


27.R35B_3307_SSp4_Antarctica_jc_S400_Paper A M A O


Name



Scale Score

Grade 3

0 158^ 47.98 159.70 255.66

1 240 26.93 213.38 267.23

2 260 19.69 240.53 279.91

3 273 16.60 256.09 289.30

4 282 14.84 267.29 296.96

5 290 13.68 276.23 303.59

6 297 12.87 283.80 309.54

7 303 12.28 290.46 315.02

8 308 11.84 296.49 320.17

9 314 11.50 302.06 325.06

10 319 11.25 307.28 329.78

11 323 11.07 312.25 334.38

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

328* 338.92*317.02*10.95*

^ Truncated


Table 6.4.2.2I


Raw Score CSEM Low Bound High Bound


Proficiency


0 1.0 0.0

1 1.7 0.0

2 1.8 0.1

3 1.9 0.4

4 2.0 0.8

5 2.4 1.6

6 2.7 2.6

7 2.9 3.8

8 3.3 5.2

9 3.6 6.2

10 3.8 6.8

11 4.3 7.2

12 5.0* 7.4

13 5.0* 7.5

14 5.0* 7.4

15 5.0* 7.2

16 5.0* 6.8

17 5.0* 6.3

18 5.0* 5.1

19 5.0* 4.2

20 5.0* 3.5

21 5.0* 3.0

22 5.0* 2.3

23 5.0* 1.9

24 5.0* 1.2

25 5.0* 0.9

26 5.0* 0.4

27 5.0* 0.1

* Capped

Table 6.4.2.2J


Raw Score

Grade 3


6.4.2.3 Reading 3C

0

500

1,000

1,500

2,000

2,500

3,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


3 25,146 0 27 10.92 4.27


Table 6.4.2.3A

0

500

1,000

1,500

2,000

2,500

3,000

158 181 204 227 250 273 296 319 342 365 388 411 434

Co

un

t

Scale Score


Grade

No. of


3 25,146 158 448 349.34 21.36


Table 6.4.2.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 15 0.1%

2 275 1.1%

3 1,533 6.1%

4 1,546 6.1%

5 9,698 38.6%

6 12,079 48.0%

Total 25,146 100.0%

Table 6.4.2.3C





Table 6.4.2.3E



0

3

6

9

12

15

18

21

24

27

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.4.2.3.D

Test Characteristic Curve: Read 3C S400 Paper

0

1

2

3

4

5

6

7

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 6.4.2.3.E


64,071 27 .771 2.350

Table 6.4.2.3F



Cronbach's

Alpha SEM


Table 6.4.2.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.45 27 0.48 1.00 1.01

Infit

Mnsq

Outfit

Mnsq

1.R35C_8655_SIp3_SportsOpinion_301_Paper_400 0.71 0.60 0.91 0.88



4.R35C_7762_LAp3_BrunelDavinci_203_Paper_400 -0.10 Yes 0.75 0.97 0.93

5.R35C_7763_LAp4_BrunelDavinci_203_Paper_400 1.20 Yes 0.56 0.92 0.89


7.R35C_9352_MAp3_RoofAngles_301_Paper_400 1.23 0.52 1.09 1.13



10.R35C_7925_SCp3_Tides_Paper_400 1.40 Yes 0.46 0.92 0.90

11.R35C_7926_SCp4_Tides_Paper_400 -0.79 Yes 0.81 0.99 0.98


13.R35C_7217_SSp3_StetsonHat_203_Paper_400 2.31 Yes 0.34 1.04 1.07



16.R35C_7156_LAp3_StainedGlass_203_Paper_400 0.58 Yes 0.66 0.88 0.82



19.R35C_8606_MAp3_JarContents_301_Paper_400 1.77 0.40 1.11 1.14



22.R35C_7931_SCp3_Glaciers_pasz_Paper_400 1.66 Yes 0.44 0.97 0.95


24.R35C_7933_SCp5_Glaciers_pasz_Paper_400 1.53 0.51 0.92 0.91

25.R35C_7159_SSp3_EleanorRoosevelt_203_Paper_400 1.64 Yes 0.49 1.00 0.99





Name

Item

Difficulty


Fit

Statistics


Table 6.4.2.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 15 12 12 15

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R35C_8655_SIp3_SportsOpinion_301_S400_Paper A F A H

2.R35C_8736_SIp4_SportsOpinion_301_S400_Paper A M A H


4.R35C_7762_LAp3_BrunelDavinci_203_S400_Paper A M A H



7.R35C_9352_MAp3_RoofAngles_301_S400_Paper A F A O


9.R35C_9354_MAp5_RoofAngles_301_S400_Paper A F A H

10.R35C_7925_SCp3_Tides_S400_Paper A M A O

11.R35C_7926_SCp4_Tides_S400_Paper A F A O


13.R35C_7217_SSp3_StetsonHat_203_S400_Paper A M A O


15.R35C_7219_SSp5_StetsonHat_203_S400_Paper A F A O

16.R35C_7156_LAp3_StainedGlass_203_S400_Paper A F A O

17.R35C_7157_LAp4_StainedGlass_203_S400_Paper A F A H


19.R35C_8606_MAp3_JarContents_301_S400_Paper A M A O

20.R35C_8607_MAp4_JarContents_301_S400_Paper A M A H


22.R35C_7931_SCp3_Glaciers_pasz_S400_Paper A F A O

23.R35C_7932_SCp4_Glaciers_pasz_S400_Paper A M A O

24.R35C_7933_SCp5_Glaciers_pasz_S400_Paper A F A H

25.R35C_7159_SSp3_EleanorRoosevelt_203_S400_Paper A F A H

26.R35C_7160_SSp4_EleanorRoosevelt_203_S400_Paper A M A O

27.R35C_7161_SSp5_EleanorRoosevelt_203_S400_Paper A M A H


Name



Raw Score

Scale

Score CSEM Low Bound High Bound

0 175^ 48.11 186.78 283.01

1 268 27.11 240.71 294.93

2 288 19.85 268.20 307.89

3 301 16.70 283.98 317.39

4 310 14.87 295.33 325.07

5 318 13.66 304.33 331.65

6 325 12.80 311.90 337.50

7 331 12.16 318.51 342.84

8 336 11.69 324.45 347.82

9 341 11.32 329.90 352.54

10 346 11.05 334.98 357.08

11 351 10.86 339.78 361.50

12 355 10.73 344.39 365.85

13 360 10.65 348.86 370.17

14 364 10.64 353.23 374.50

15 368 10.67 357.56 378.90

16 373 10.77 361.87 383.41

17 377 10.93 366.24 388.09

18 382 11.16 370.69 393.00

19 387 11.48 375.29 398.24

20 392 11.91 380.11 403.93

21 398 12.50 385.23 410.23

22 404 13.31 390.80 417.42

23 412 14.47 397.03 425.98

24 421 16.27 404.25 436.78

25 430* 19.39 413.15 451.94

26 439* 26.70 425.31 478.71

27 448* 47.85 436.45 532.15

Raw Score to Scale Score Conversion: Read 3C S400 Paper

^ Truncated


Table 6.4.2.3I


Proficiency


0 1.0 0.0

1 1.9 0.1

2 2.4 0.3

3 2.9 0.8

4 3.4 2.2

5 3.9 3.9

6 4.6 6.1

7 5.2 8.3

8 5.4 10.0

9 5.7 10.0

10 5.9 10.2

11 6.0 9.2

12 6.0 7.8

13 6.0 6.6

14 6.0 5.4

15 6.0 4.4

16 6.0 3.4

17 6.0 2.7

18 6.0 2.4

19 6.0 1.8

20 6.0 1.3

21 6.0 1.1

22 6.0 0.7

23 6.0 0.5

24 6.0 0.3

25 6.0 0.2

26 6.0 0.1

27 6.0 0.0

Table 6.4.2.3J


Raw Score

Grade 3


6.4.3 Writing 3

6.4.3.1 Writing 3A

0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Co

un

t

Raw Score


Grade

No. of


3 10,579 0 20 10.57 4.07


Table 6.4.3.1A

0

500

1,000

1,500

2,000

215 228 241 254 267 280 293 306 319 332 345

Co

un

t

Scale Score


Grade

No. of


3 10,579 215 347 276.37 26.25


Table 6.4.3.1B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 2,954 27.9%

2 5,182 49.0%

3 2,114 20.0%

4 329 3.1%

5 0 0.0%

6 0 0.0%

Total 10,579 100.0%

Table 6.4.3.1C





Table 6.4.3.1E



Figure 6.4.3.1D



Figure 6.4.3.1E



21,022 3 1.354


1 5,172 95 5 0

2 5,193 96 4 0

3 5,648 96 4 0

Interrater

Reliability

SEM

0.908

Cronbach's Alpha

Table 6.4.3.1F


Reliability



Table 6.4.3.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.83 3 0.38 0.38

Infit

Mnsq

Outfit

Mnsq

0.78 Yes 0.43 0.41

0.81 Yes 0.34 0.35

0.89 Yes 0.36 0.37


0 7.2% 8.4% 13.8%

1 14.4% 11.4% 8.7%

2 8.1% 10.7% 9.3%

3 8.9% 20.5% 26.4%

4 30.9% 29.4% 31.1%

5 27.2% 16.8% 9.5%

6 3.3% 2.4% 1.1%

7 0.1% 0.3% 0.1%

8 0.0% 0.0% 0.0%

9 0.0% 0.0% 0.0%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.W23A_14257_SIp3_WritingTime_P100_S400_Paper

2.W23A_14258_LAp3_Umbrella_203_P100_A203_S400_Paper

3.W23A_14259_MSp3_MS_GiraffeCheetah_P100_S400_Paper

Raw Score


Table 6.4.3.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23A_14257_SIp3_WritingTime_P 100_S400_P aper AA M AA H

2.W23A_14258_LAp3_Umbrella_203_P 100_A203_S400_P aper AA F AA O

3.W23A_14259_MSp3_MS_GiraffeCheetah_P 100_S400_P aper AA F AA O


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 215^ 14.62 197.38 226.62

1 216 14.30 201.70 230.30

2 225 9.95 215.05 234.95

3 234 7.77 226.23 241.77

4 243 6.84 236.16 249.84

5 249 6.84 242.16 255.84

6 252 6.84 245.16 258.84

7 255 6.84 248.16 261.84

8 258 7.15 250.85 265.15

9 261 7.15 253.85 268.15

10 267 7.46 259.54 274.46

11 273 8.09 264.91 281.09

12 282 8.40 273.60 290.40

13 290 8.40 281.60 298.40

14 299 8.40 290.60 307.40

15 314 8.09 305.91 322.09

16 330 7.46 322.54 337.46

17 334 7.46 326.54 341.46

18 339 7.15 331.85 346.15

19 343 7.15 335.85 350.15

20 347 6.84 340.16 353.84

21 351 6.84 344.16 357.84

22 354 6.84 347.16 360.84

23 357 6.53 350.47 363.53

24 359 6.53 352.47 365.53

25 361 6.53 354.47 367.53

26 363 6.53 356.47 369.53

27 365 6.53 358.47 371.53

28 367 6.53 360.47 373.53

29 368 6.53 361.47 374.53

30 370 6.53 363.47 376.53

31 373 6.53 366.47 379.53

26 378 6.84 371.16 384.84

27 387 7.77 379.23 394.77

^ Truncated

Raw Score to Scale Score Conversion: Writ 3A S400 Paper

Table 6.4.3.1I


Proficiency


0 1.0 2.5

1 1.0 2.2

2 1.2 2.9

3 1.4 2.5

4 1.6 2.2

5 1.7 2.2

6 1.8 2.6

7 1.8 2.6

8 1.9 3.4

9 1.9 4.8

10 2.1 6.9

11 2.3 10.6

12 2.6 14.9

13 2.8 16.6

14 3.1 13.4

15 3.5 6.6

16 4.0 2.1

17 4.1 0.7

18 4.3 0.2

19 4.4 0.0

20 4.6 0.0

Table 6.4.3.1J


Raw Score

Grade 3


6.4.3.2 Writing 3B

0

500

1,000

1,500

2,000

2,500

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51

Co

un

t

Raw Score


Grade

No. of


3 21,826 0 52 28.44 7.02


Table 6.4.3.2A

0

500

1,000

1,500

2,000

2,500

215 232 249 266 283 300 317 334 351 368 385

Co

un

t

Scale Score


Grade

No. of


3 21,826 215 385 333.07 25.09


Table 6.4.3.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 410 1.9%

2 1,379 6.3%

3 4,874 22.3%

4 13,330 61.1%

5 1,821 8.3%

6 12 0.1%

Total 21,826 100.0%

Table 6.4.3.2C





Table 6.4.3.2E


Note: No equating was performed for Series 400 Paper. Figure 6.4.3.2D



Figure 6.4.3.2E



119,733 3 1.851


1 20,482 94 6 0

2 20,612 92 8 0

3 20,700 93 7 0

No. of Tasks Cronbach's Alpha SEM

0.929

Table 6.4.3.2F


Interrater

Reliability

Reliability

No. of Students



Table 6.4.3.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.16 3 0.60 0.60

Infit

Mnsq

Outfit

Mnsq

0.19 Yes 0.85 0.87

0.41 Yes 0.57 0.58

-0.11 Yes 0.37 0.36


0 1.0% 1.4% 1.5%

1 1.0% 1.5% 1.3%

2 2.1% 3.2% 2.2%

3 7.5% 13.4% 6.3%

4 32.2% 31.0% 21.0%

5 38.4% 32.8% 34.2%

6 14.2% 12.8% 23.1%

7 3.2% 3.3% 8.2%

8 0.5% 0.5% 1.7%

9 0.1% 0.1% 0.4%

10 0.0% 0.0% 0.1%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics




Raw Score



Table 6.4.3.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23BC_14260_SIp4_Gro wnUpJ o bs _203_P 100_A203_S400_P aper AA M AA O

2.W23BC_14261_MSp5_P lants _MaBaP aLe_P 100_A203_S400_P aper AA F AA H

3.W23BC_14262_ITp5_Co mmunityP ark_P 100_A203_S400_P aper AA F AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 215^ 14.62 199.38 228.62 34 353 6.84 346.16 359.84

1 235 7.46 227.54 242.46 35 356 6.53 349.47 362.53

2 246 6.84 239.16 252.84 36 357 6.53 350.47 363.53

3 252 6.84 245.16 258.84 37 360 6.53 353.47 366.53

4 257 6.84 250.16 263.84 38 362 6.53 355.47 368.53

5 260 7.15 252.85 267.15 39 364 6.53 357.47 370.53

6 262 7.15 254.85 269.15 40 366 6.53 359.47 372.53

7 264 7.46 256.54 271.46 41 368 6.53 361.47 374.53

8 267 7.46 259.54 274.46 42 370 6.53 363.47 376.53

9 269 7.77 261.23 276.77 43 371 6.53 364.47 377.53

10 270 7.77 262.23 277.77 44 373 6.53 366.47 379.53

11 273 8.09 264.91 281.09 45 375 6.84 368.16 381.84

12 274 8.09 265.91 282.09 46 376 6.84 369.16 382.84

13 277 8.09 268.91 285.09 47 379 6.84 372.16 385.84

14 279 8.09 270.91 287.09 48 380 7.15 372.85 387.15

15 281 8.40 272.60 289.40 49 382 7.15 374.85 389.15

16 284 8.40 275.60 292.40 50 384 7.46 376.54 391.46

17 286 8.40 277.60 294.40 51 384 7.46 376.54 391.46

18 289 8.40 280.60 297.40 52 385 7.46 377.54 392.46

19 292 8.40 283.60 300.40 53 386 7.46 378.54 393.46

20 297 8.40 288.60 305.40 54 387 7.77 379.23 394.77

21 300 8.09 291.91 308.09 55 388 7.77 380.23 395.77

22 306 8.09 297.91 314.09 56 388 7.77 380.23 395.77

23 310 8.09 301.91 318.09 57 389 8.09 380.91 397.09

24 316 8.09 307.91 324.09 58 390 8.09 381.91 398.09

25 323 7.77 315.23 330.77 59 391 8.40 382.60 399.40

26 327 7.77 319.23 334.77 60 392 8.40 383.60 400.40

27 331 7.46 323.54 338.46 61 393 8.71 384.29 401.71

28 334 7.46 326.54 341.46 62 395 9.02 385.98 404.02

29 338 7.15 330.85 345.15 63 396 9.02 386.98 405.02

30 342 7.15 334.85 349.15 64 399 9.95 389.05 408.95

31 345 6.84 338.16 351.84 65 403 10.88 392.12 413.88

32 347 6.84 340.16 353.84 66 412 13.68 398.32 425.68

33 350 6.84 343.16 356.84 67 0 0.00 0.00 0.00


^ Truncated

Table 6.4.3.2I



Proficiency


0 1.0 0.8

1 1.4 0.2

2 1.6 0.2

3 1.8 0.2

4 1.9 0.2

5 1.9 0.2

6 1.9 0.2

7 2.0 0.2

8 2.1 0.2

9 2.2 0.3

10 2.2 0.2

11 2.3 0.2

12 2.3 0.3

13 2.4 0.4

14 2.5 0.4

15 2.5 0.5

16 2.6 0.7

17 2.7 0.7

18 2.8 0.8

19 2.9 1.2

20 3.0 1.1

21 3.1 1.8

22 3.3 2.8

23 3.4 2.5

24 3.6 4.9

25 3.8 4.8

26 3.9 4.4

27 4.0 7.7

28 4.1 6.7

29 4.3 7.2

30 4.4 9.4

31 4.5 6.0

32 4.6 5.8

33 4.7 7.0

34 4.8 4.2

35 4.9 3.7

36 4.9 3.4

37 5.0 2.2

38 5.1 1.8

39 5.2 1.4

40 5.3 0.9

41 5.3 0.7

42 5.4 0.4

43 5.5 0.3

44 5.6 0.2

45 5.7 0.1

46 5.7 0.1

47 5.8 0.1

48 5.9 0.1

49 5.9 0.0

50 6.0 0.0

51 6.0 0.0

52 6.0 0.0


Table 6.4.3.2J


Raw Score

Grade 3


6.4.3.3 Writing 3C

0

500

1,000

1,500

2,000

2,500

3,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51

Co

un

t

Raw Score


Grade

No. of


3 26,555 0 53 31.37 5.69


Table 6.4.3.3A

0

500

1,000

1,500

2,000

2,500

3,000

215 232 249 266 283 300 317 334 351 368 385

Co

un

t

Scale Score


Grade

No. of


3 26,555 215 386 343.05 18.38


Table 6.4.3.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 87 0.3%

2 453 1.7%

3 3,712 14.0%

4 17,965 67.7%

5 4,307 16.2%

6 31 0.1%

Total 26,555 100.0%

Table 6.4.3.3C





Table 6.4.3.3E



Figure 6.4.3.3D



Figure 6.4.3.3E



119,733 3 1.851


1 20,482 94 6 0

2 20,612 92 8 0

3 20,700 93 7 0

Table 6.4.3.3F


Reliability

Interrater

Reliability

SEMNo. of Students No. of Tasks Cronbach's Alpha

0.929



Table 6.4.3.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.16 3 0.60 0.60

Infit

Mnsq

Outfit

Mnsq

0.19 Yes 0.85 0.87

0.41 Yes 0.57 0.58

-0.11 Yes 0.37 0.36


0 1.0% 1.4% 1.5%

1 1.0% 1.5% 1.3%

2 2.1% 3.2% 2.2%

3 7.5% 13.4% 6.3%

4 32.2% 31.0% 21.0%

5 38.4% 32.8% 34.2%

6 14.2% 12.8% 23.1%

7 3.2% 3.3% 8.2%

8 0.5% 0.5% 1.7%

9 0.1% 0.1% 0.4%

10 0.0% 0.0% 0.1%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics




Raw Score



Table 6.4.3.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W23BC_14260_SIp4_Gro wnUpJ o bs _203_P 100_A203_S400_P aper AA M AA O

2.W23BC_14261_MSp5_P lants _MaBaP aLe_P 100_A203_S400_P aper AA F AA H

3.W23BC_14262_ITp5_Co mmunityP ark_P 100_A203_S400_P aper AA F AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 215^ 14.62 199.38 228.62 34 353 6.84 346.16 359.84

1 235 7.46 227.54 242.46 35 356 6.53 349.47 362.53

2 246 6.84 239.16 252.84 36 357 6.53 350.47 363.53

3 252 6.84 245.16 258.84 37 360 6.53 353.47 366.53

4 257 6.84 250.16 263.84 38 362 6.53 355.47 368.53

5 260 7.15 252.85 267.15 39 364 6.53 357.47 370.53

6 262 7.15 254.85 269.15 40 366 6.53 359.47 372.53

7 264 7.46 256.54 271.46 41 368 6.53 361.47 374.53

8 267 7.46 259.54 274.46 42 370 6.53 363.47 376.53

9 269 7.77 261.23 276.77 43 371 6.53 364.47 377.53

10 270 7.77 262.23 277.77 44 373 6.53 366.47 379.53

11 273 8.09 264.91 281.09 45 375 6.84 368.16 381.84

12 274 8.09 265.91 282.09 46 376 6.84 369.16 382.84

13 277 8.09 268.91 285.09 47 379 6.84 372.16 385.84

14 279 8.09 270.91 287.09 48 380 7.15 372.85 387.15

15 281 8.40 272.60 289.40 49 382 7.15 374.85 389.15

16 284 8.40 275.60 292.40 50 384 7.46 376.54 391.46

17 286 8.40 277.60 294.40 51 384 7.46 376.54 391.46

18 289 8.40 280.60 297.40 52 385 7.46 377.54 392.46

19 292 8.40 283.60 300.40 53 386 7.46 378.54 393.46

20 297 8.40 288.60 305.40 54 387 7.77 379.23 394.77

21 300 8.09 291.91 308.09 55 388 7.77 380.23 395.77

22 306 8.09 297.91 314.09 56 388 7.77 380.23 395.77

23 310 8.09 301.91 318.09 57 389 8.09 380.91 397.09

24 316 8.09 307.91 324.09 58 390 8.09 381.91 398.09

25 323 7.77 315.23 330.77 59 391 8.40 382.60 399.40

26 327 7.77 319.23 334.77 60 392 8.40 383.60 400.40

27 331 7.46 323.54 338.46 61 393 8.71 384.29 401.71

28 334 7.46 326.54 341.46 62 395 9.02 385.98 404.02

29 338 7.15 330.85 345.15 63 396 9.02 386.98 405.02

30 342 7.15 334.85 349.15 64 399 9.95 389.05 408.95

31 345 6.84 338.16 351.84 65 403 10.88 392.12 413.88

32 347 6.84 340.16 353.84 66 412 13.68 398.32 425.68

33 350 6.84 343.16 356.84 67 0 0.00 0.00 0.00


^ Truncated

Table 6.4.3.3I



Proficiency


0 1.0 0.2

1 1.4 0.0

2 1.6 0.0

3 1.8 0.0

4 1.9 0.0

5 1.9 0.0

6 1.9 0.0

7 2.0 0.0

8 2.1 0.1

9 2.2 0.0

10 2.2 0.1

11 2.3 0.0

12 2.3 0.1

13 2.4 0.1

14 2.5 0.1

15 2.5 0.1

16 2.6 0.2

17 2.7 0.2

18 2.8 0.3

19 2.9 0.5

20 3.0 0.4

21 3.1 0.8

22 3.3 1.5

23 3.4 1.5

24 3.6 3.1

25 3.8 3.4

26 3.9 3.3

27 4.0 6.5

28 4.1 5.9

29 4.3 6.4

30 4.4 9.4

31 4.5 6.5

32 4.6 6.9

33 4.7 9.0

34 4.8 5.7

35 4.9 5.9

36 4.9 5.4

37 5.0 3.7

38 5.1 3.4

39 5.2 2.6

40 5.3 1.8

41 5.3 1.4

42 5.4 1.1

43 5.5 0.7

44 5.6 0.5

45 5.7 0.4

46 5.7 0.2

47 5.8 0.2

48 5.9 0.1

49 5.9 0.0

50 6.0 0.1

51 6.0 0.0

52 6.0 0.0

53 6.0 0.0


Table 6.4.3.3J


Raw Score

Grade 3


6.4.4 Speaking 3

6.4.4.1 Speaking 3A

0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


3 10,482 0 18 11.59 4.34


Table 6.4.4.1A

0

500

1,000

1,500

2,000

175 191 207 223 239 255 271 287 303 319 335 351 367 383 399

Co

un

t

Scale Score


Grade

No. of


3 10,482 175 403 320.57 71.81


Table 6.4.4.1B

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 3,123 29.8%

2 2,281 21.8%

3 1,229 11.7%

4 0 0.0%

5 1,154 11.0%

6 2,695 25.7%

Total 10,482 100.0%

Table 6.4.4.1C





Table 6.4.4.1E



Figure 6.4.4.1D



Figure 6.4.4.1E



20,812 6 0.906 1.365

Table 6.4.4.1F


No. of Students No. of Tasks SEMCronbach's Alpha


Table 6.4.4.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.4.4.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 4 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G23_P A_S_14035_Free time_S400_P aper AA F AA O

2.P 3_G23_AC_S_14036_Free time_S400_P aper AA F AA O

3.P 1_G23_P A_S_14201_Vege_S400_P aper AA F AA O

4.P 3_G23_A_S_14202_FINAL_Vege_S400_P aper AA M AA H

5.P 1_G23_P A_S_14021_Ladybug_S400_P aper AA F AA O

6.P 3_G23_AC_S_14022_Ladybug_S400_P aper AA M AA H


same form.


Name



0 175 24.49 150.51 199.49

1 175 24.49 150.51 199.49

2 175 24.49 150.51 199.49

3 175 24.49 150.51 199.49

4 175 24.49 150.51 199.49

5 175 24.49 150.51 199.49

6 235 22.45 212.55 257.45

7 236 22.45 213.55 258.45

8 259 19.39 239.61 278.39

9 260 19.39 240.61 279.39

10 273 18.88 254.12 291.88

11 295 19.39 275.61 314.39

12 315 20.92 294.08 335.92

13 344 23.47 320.53 367.47

14 376 23.98 352.02 399.98

15 402 25.00 377.00 427.00

16 403 25.00 378.00 428.00

17 403 25.00 378.00 428.00

18 403 25.00 378.00 428.00


Table 6.4.4.1I


Proficiency


0 1.0 4.3

1 1.0 1.1

2 1.0 1.1

3 1.0 0.9

4 1.0 1.2

5 1.0 1.4

6 1.5 2.9

7 1.5 2.4

8 1.7 3.4

9 1.7 5.3

10 1.8 5.8

11 2.1 7.7

12 2.7 14.1

13 3.9 11.7

14 5.4 11.0

15 6.0 10.6

16 6.0 6.4

17 6.0 4.2

18 6.0 4.5

Table 6.4.4.1J


Raw Score

Grade 3


6.4.4.2 Speaking 3B

0

500

1,000

1,500

2,000

2,500

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


3 21,610 6 30 21.55 4.45


Table 6.4.4.2A

0

2,000

4,000

6,000

8,000

10,000

175 191 207 223 239 255 271 287 303 319 335 351 367 383 399

Co

un

t

Scale Score


Grade

No. of


3 21,610 175 403 373.92 40.32


Table 6.4.4.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 1,209 5.6%

2 2,450 11.3%

3 1,952 9.0%

4 1,556 7.2%

5 1,830 8.5%

6 12,613 58.4%

Total 21,610 100.0%

Table 6.4.4.2C





Table 6.4.4.2E



Figure 6.4.4.2D



Figure 6.4.4.2E



118,880 6 0.912 1.339


Table 6.4.4.2F





Table 6.4.4.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.4.4.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group








same form.


Name




6 175 24.49 150.51 199.49

7 235 22.45 212.55 257.45

8 236 22.45 213.55 258.45

9 259 19.39 239.61 278.39

10 259 19.39 239.61 278.39

11 272 18.88 253.12 290.88

12 272 18.88 253.12 290.88

13 284 18.88 265.12 302.88

14 285 18.88 266.12 303.88

15 306 19.90 286.10 325.90

16 314 20.92 293.08 334.92

17 324 21.94 302.06 345.94

18 335 23.47 311.53 358.47

19 357 23.98 333.02 380.98

20 375 23.98 351.02 398.98

21 402 25.00 377.00 427.00

22 402 25.00 377.00 427.00

23 403 25.00 378.00 428.00

24 403 25.00 378.00 428.00

25 403 25.00 378.00 428.00

26 403 25.00 378.00 428.00

27 403 25.00 378.00 428.00

28 403 25.00 378.00 428.00

29 403 25.00 378.00 428.00

30 403 25.00 378.00 428.00


Table 6.4.4.2I



Proficiency


6 1.0 0.2

7 1.5 0.1

8 1.5 0.2

9 1.7 0.1

10 1.7 0.2

11 1.8 0.3

12 1.8 1.1

13 1.9 1.4

14 1.9 2.0

15 2.4 2.8

16 2.7 3.7

17 2.9 4.8

18 3.5 9.0

19 4.5 7.2

20 5.3 8.5

21 6.0 8.3

22 6.0 7.9

23 6.0 7.9

24 6.0 8.4

25 6.0 5.7

26 6.0 5.3

27 6.0 4.4

28 6.0 3.7

29 6.0 3.2

30 6.0 3.7


Table 6.4.4.2J


Raw Score

Grade 3


6.4.4.3 Speaking 3C

0

500

1,000

1,500

2,000

2,500

3,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


3 26,395 6 30 23.59 4.13


Table 6.4.4.3A

0

5,000

10,000

15,000

20,000

175 193 211 229 247 265 283 301 319 337 355 373 391 409 427

Co

un

t

Scale Score


Grade

No. of


3 26,395 175 428 388.18 29.09


Table 6.4.4.3B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Level Count Percent

1 391 1.5%

2 1,415 5.4%

3 1,484 5.6%

4 1,449 5.5%

5 1,749 6.6%

6 19,907 75.4%

Total 26,395 100.0%

Table 6.4.4.3C





Table 6.4.4.3E



Figure 6.4.4.3D



Figure 6.4.4.3E



118,880 6 0.912 1.339


Table 6.4.4.3F





Table 6.4.4.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.59

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 7.8% 9.6% 82.7% N/A N/A

Task 2 1.9% 6.2% 31.1% 37.6% 23.3%

Task 3 8.9% 11.9% 79.2% N/A N/A

Task 4 11.6% 23.7% 33.4% 23.4% 7.9%

Task 5 9.1% 11.3% 79.6% N/A N/A

Task 6 2.4% 9.0% 28.9% 36.4% 23.4%

Task 7 1.9% 6.2% 31.1% 37.6% 23.3%

Task 8 1.9% 11.8% 35.1% 34.5% 16.7%

Task 9 0.5% 7.5% 39.4% 36.4% 16.1%

Task 10 1.1% 10.2% 35.2% 36.2% 17.2%

Task 11 2.4% 9.0% 28.9% 36.4% 23.4%

Task 12 0.8% 9.3% 35.8% 37.1% 17.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.4.4.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group








same form.


Name




6 175 24.49 150.51 199.49

7 235 22.45 212.55 257.45

8 236 22.45 213.55 258.45

9 259 19.39 239.61 278.39

10 259 19.39 239.61 278.39

11 272 18.88 253.12 290.88

12 272 18.88 253.12 290.88

13 284 18.88 265.12 302.88

14 285 18.88 266.12 303.88

15 306 19.90 286.10 325.90

16 314 20.92 293.08 334.92

17 324 21.94 302.06 345.94

18 335 23.47 311.53 358.47

19 357 23.98 333.02 380.98

20 375 23.98 351.02 398.98

21 402 25.00 377.00 427.00

22 402 25.00 377.00 427.00

23 403 25.00 378.00 428.00

24 403 25.00 378.00 428.00

25 403 25.00 378.00 428.00

26 403 25.00 378.00 428.00

27 403 25.00 378.00 428.00

28 403 25.00 378.00 428.00

29 403 25.00 378.00 428.00

30 403 25.00 378.00 428.00


Table 6.4.4.3I



Proficiency


6 1.0 0.0

7 1.5 0.0

8 1.5 0.0

9 1.7 0.0

10 1.7 0.0

11 1.8 0.1

12 1.8 0.3

13 1.9 0.4

14 1.9 0.7

15 2.4 1.1

16 2.7 1.7

17 2.9 2.5

18 3.5 5.6

19 4.5 5.5

20 5.3 6.6

21 6.0 7.2

22 6.0 7.8

23 6.0 8.1

24 6.0 9.6

25 6.0 7.1

26 6.0 7.4

27 6.0 7.1

28 6.0 6.9

29 6.0 6.0

30 6.0 8.2


Table 6.4.4.3J


Raw Score

Grade 3


6.5 Grades: 4–5

6.5.1 Listening 4–5

6.5.1.1 Listening 4–5A

0

200

400

600

800

1,000

1,200

1,400

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score

Figure 6.5.1.1A Raw Scores: List 4-5A S400 Paper

Grade

No. of


4 7,143 1 18 11.99 3.64

5 6,138 1 18 12.20 3.69

Total 13,281 1 18 12.09 3.67

Raw Score Descriptive Statistics: List 4-5A S400 Paper

Table 6.5.1.1A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

171 187 203 219 235 251 267 283 299 315 331 347

Co

un

t

Scale Score

Figure 6.5.1.1B Scale Scores: List 4-5A S400 Paper

Grade

No. of


4 7,143 171 338 319.80 25.63

5 6,138 171 350 326.18 29.01

Total 13,281 171 350 322.75 27.43


Scale Score Descriptive Statistics: List 4-5A S400 Paper

Table 6.5.1.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.1.1C Proficiency Level: List 4-5A S400 Paper

Count Percent Count Percent Count Percent

1 344 4.8% 492 8.0% 836 6.3%

2 1,542 21.6% 1,531 24.9% 3,073 23.1%

3 1,742 24.4% 1,540 25.1% 3,282 24.7%

4 3,515 49.2% 2,575 42.0% 6,090 45.9%

5 n/a n/a n/a n/a n/a n/a


Total 7,143 100.0% 6,138 100.0% 13,281 100.0%


Table 6.5.1.1C

Level

TotalGrade 5Grade 4

Proficiency Level Distribution: List 4-5A S400 Paper




Table 6.5.1.1E

Equating Summary: List 4-5A S400 Paper


0

3

6

9

12

15

18

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.5.1.1.D

Test Characteristic Curve: List 4-5A S400 Paper

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 6.5.1.1.E

Test Information Function: List 4-5A S400 Paper


23,663 18 .761 1.786

SEM

Table 6.5.1.1F

Reliability: List 4-5A S400 Paper


Cronbach's

Alpha


Table 6.5.1.1G

Complete Item Analysis and Summary: List 4-5A S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.44 18 0.66 0.99 0.97

Infit

Mnsq

Outfit

Mnsq



3.L35A_9699_SIp3_GymClass_302_S400_Paper -0.02 0.67 1.07 1.11

4.L35A_10677_LAp2_CardStory_302_S400_Paper -1.97 Yes 0.83 0.91 0.77

5.L35A_10679_LAp3_CardStory_302_S400_Paper 0.08 0.62 1.13 1.23

6.L35A_10682_LAp4_CardStory_302_S400_Paper 0.47 Yes 0.52 1.10 1.15

7.L35A_6742_MAp1_PetChart_203_S400_Paper -1.50 0.79 0.83 0.69




11.L35A_6813_SCp2_Lava_203_S400_Paper -0.71 0.75 1.00 1.00


13.L35A_10668_SSp2_Mayans_302_S400_Paper -0.25 Yes 0.71 1.01 1.03

14.L35A_10674_SSp3_Mayans_302_S400_Paper 0.08 Yes 0.60 1.02 1.01

15.L35A_10675_SSp4_Mayans_302_S400_Paper 0.62 0.53 0.95 0.93



18.L35A_9809_SIp4_Weekend_302_S400_Paper 0.08 0.60 0.88 0.82



Name

Item

Difficulty


Fit

Statistics


Table 6.5.1.1H

DIF Analysis and Summary: List 4-5A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 10 10 7

B 0 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group



3.L35A_9699_SIp3_GymClass_302_S400_Paper A M A H

4.L35A_10677_LAp2_CardStory_302_S400_Paper A M A H

5.L35A_10679_LAp3_CardStory_302_S400_Paper A F A O

6.L35A_10682_LAp4_CardStory_302_S400_Paper A F A H

7.L35A_6742_MAp1_PetChart_203_S400_Paper A M B O

8.L35A_6743_MAp2_PetChart_203_S400_Paper A M A H

9.L35A_6744_MAp3_PetChart_203_S400_Paper A F A O



12.L35A_6814_SCp3_Lava_203_S400_Paper A M A O

13.L35A_10668_SSp2_Mayans_302_S400_Paper A M A O

14.L35A_10674_SSp3_Mayans_302_S400_Paper A F A O

15.L35A_10675_SSp4_Mayans_302_S400_Paper A F A H


17.L35A_9808_SIp3_Weekend_302_S400_Paper A F A H



Name



Grade 5 Grade 4

0 120^ 116^ 70.26 100.00^ 188.79

1 171 171 40.95 130.06 211.97

2 206 206 31.61 174.15 237.37

3 228 228 26.79 201.34 254.92

4 245 245 23.97 221.18 269.11

5 259 259 22.15 237.08 281.37

6 272 272 20.93 250.60 292.45

7 283 283 20.11 262.59 302.81

8 293 293 19.59 273.57 312.75

9 303 303 19.32 283.89 322.53

10 313 313 19.28 293.83 332.38

11 323 323 19.48 303.60 342.56

12 333 333 19.96 313.44 353.36

13 344 20.81* 323.62* 365.23*

14

15

16

17

18

378.87**

^ Truncated


** Applies to all capped grade 5 scores

338*350** 22.20** 334.48**

Table 6.5.1.1I

Raw Score to Scale Score Conversion: List 4-5A S400 Paper

Raw Score

Scale Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.4 0.0

2 1.6 0.1 1.6 0.2

3 1.7 0.5 1.8 0.6

4 1.8 1.0 1.9 1.4

5 1.9 2.6 1.9 2.6

6 1.9 3.7 2.2 3.8

7 2.2 4.5 2.5 4.8

8 2.4 6.2 2.7 6.3

9 2.7 6.9 2.9 6.6

10 2.9 7.3 3.2 7.6

11 3.2 7.8 3.5 8.1

12 3.5 8.7 3.9 8.7

13 3.8 8.6 4.0* 9.7

14 4.0* 9.5 4.0* 10.0

15 4.0* 9.4 4.0* 9.8

16 4.0* 9.8 4.0* 9.2

17 4.0* 8.5 4.0* 7.4

18 4.0* 4.7 4.0* 3.0

* Capped

Table 6.5.1.1J

Raw Score to Proficiency Level Conversion: List 4-5A S400 Paper

Raw Score

Grade 5 Grade 4


6.5.1.2 Listening 4–5B

0

1,000

2,000

3,000

4,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score

Figure 6.5.1.2A Raw Scores: List 4-5B S400 Paper

Grade

No. of


4 14,760 1 21 16.41 2.87

5 8,913 1 21 16.96 2.92

Total 23,673 1 21 16.62 2.90

Raw Score Descriptive Statistics: List 4-5B S400 Paper

Table 6.5.1.2A

0

2,000

4,000

6,000

8,000

10,000

12,000

162 179 196 213 230 247 264 281 298 315 332 349 366

Co

un

t

Scale Score

Figure 6.5.1.2B Scale Scores: List 4-5B S400 Paper

Grade

No. of


4 14,760 162 355 348.18 15.85

5 8,913 162 368 358.66 19.31

Total 23,673 162 368 352.12 17.96


Scale Score Descriptive Statistics: List 4-5B S400 Paper

Table 6.5.1.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.1.2C Proficiency Level: List 4-5B S400 Paper


1 73 0.5% 79 0.9% 152 0.6%

2 523 3.5% 412 4.6% 935 3.9%

3 1,552 10.5% 1,050 11.8% 2,602 11.0%

4 2,535 17.2% 1,693 19.0% 4,228 17.9%

5 10,077 68.3% 5,679 63.7% 15,756 66.6%


Total 14,760 100.0% 8,913 100.0% 23,673 100.0%


Table 6.5.1.2C

Level

TotalGrade 5Grade 4

Proficiency Level Distribution: List 4-5B S400 Paper



Table 6.5.1.2E

Equating Summary: List 4–5B S400 Paper


0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.5.1.2.D

Test Characteristic Curve: List 4-5B S400 Paper

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.5.1.2.E

Test Information Function: List 4-5B S400 Paper



45,258 21 .662 1.749

Table 6.5.1.2F

Reliability: List 4-5B S400 Paper


Cronbach's

Alpha SEM

Table 6.5.1.2G

Complete Item Analysis and Summary: List 4-5B S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.29 21 0.76 0.99 0.94

Infit

Mnsq

Outfit

Mnsq



3.L35B_9878_SIp4_LibraryBooks_302_S400_Paper -2.34 Yes 0.95 0.92 0.61

4.L35B_10677_LAp2_CardStory_302_S400_Paper -1.97 Yes 0.95 0.94 0.73

5.L35B_10679_LAp3_CardStory_302_S400_Paper 0.71 0.68 1.12 1.18

6.L35B_10682_LAp4_CardStory_302_S400_Paper 0.47 Yes 0.69 0.99 0.98

7.L35B_6883_MAp2_Height_203_S400_Paper -3.14 0.97 0.97 0.78

8.L35B_6884_MAp3_Height_203_S400_Paper 0.12 0.79 0.97 0.92

9.L35B_6885_MAp4_Height_203_S400_Paper 1.25 Yes 0.56 1.05 1.08


11.L35B_6917_SCp3_NaturalResources_203_S400_Paper 0.85 0.58 0.99 0.99


13.L35B_10668_SSp2_Mayans_302_S400_Paper -0.71 0.85 1.02 1.00



16.L35B_10701_LAp3_SoupStory_302_S400_Paper 1.44 Yes 0.52 1.12 1.18

17.L35B_10703_LAp4_SoupStory_302_S400_Paper -0.98 0.89 0.98 0.97

18.L35B_10708_LAp5_SoupStory_302_S400_Paper 1.04 0.56 0.98 0.98

19.L35B_7185_MAp3_FarmFractions_203_S400_Paper -0.04 0.78 0.98 0.96





Name

Item

Difficulty


Fit

Statistics


Table 6.5.1.2H

DIF Analysis and Summary: List 4-5B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 13 11 10

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L35B_9876_SIp2_LibraryBooks_302_S400_Paper A F A H




5.L35B_10679_LAp3_CardStory_302_S400_Paper A F A H


7.L35B_6883_MAp2_Height_203_S400_Paper A M A O



10.L35B_6915_SCp2_NaturalResources_203_S400_Paper A F A H



13.L35B_10668_SSp2_Mayans_302_S400_Paper A M A O






19.L35B_7185_MAp3_FarmFractions_203_S400_Paper A F A H




Name



Grade 5 Grade 4

0 120^ 116^ 70.29 100.00^ 182.70

1 162 162 40.59 121.44 202.63

2 194 194 30.70 163.67 225.07

3 216 216 26.59 189.31 242.48

4 233 233 24.25 208.73 257.23

5 248 248 22.70 224.90 270.29

6 261 261 21.57 239.03 282.18

7 272 272 20.72 251.76 293.21

8 284 284 20.07 263.48 303.63

9 294 294 19.59 274.41 313.60

10 304 304 19.26 284.78 323.31

11 314 314 19.07 294.73 332.88

12 323 323 19.04 304.42 342.50

13 333 333 18.86 324.22 361.94

14 343 343 19.48 323.59 362.56

15 353 353 20.05 333.40 373.50

16 365 20.95* 343.65* 385.56*

17

18

19

20

21

Table 6.5.1.2I

Raw Score to Scale Score Conversion: List 4-5B S400 Paper

Raw Score

Scale Score


399.42**

^Truncated



355*368** 22.38** 354.66**


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.3 0.0

2 1.5 0.0 1.5 0.0

3 1.6 0.0 1.7 0.0

4 1.7 0.1 1.8 0.1

5 1.8 0.1 1.9 0.2

6 1.9 0.2 1.9 0.3

7 1.9 0.4 2.2 0.4

8 2.2 0.5 2.5 0.7

9 2.5 0.9 2.7 1.0

10 2.7 1.4 2.9 1.4

11 2.9 1.8 3.2 2.1

12 3.2 2.7 3.5 3.4

13 3.5 3.6 3.9 5.0

14 3.8 5.4 4.3 7.3

15 4.2 8.1 4.9 9.9

16 4.9 10.9 5.0* 13.0

17 5.0* 13.9 5.0* 15.3

18 5.0* 15.5 5.0* 15.1

19 5.0* 15.4 5.0* 13.1

20 5.0* 12.3 5.0* 8.5

21 5.0* 6.6 5.0* 3.3

* Capped

Table 6.5.1.2J

Raw Score to Proficiency Level Conversion: List 4-5B S400 Paper

Raw Score

Grade 5 Grade 4


6.5.1.3 Listening 4–5C

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score

Figure 6.5.1.3A Raw Scores: List 4-5C S400 Paper

Grade

No. of


4 22,093 3 21 15.01 2.96

5 18,546 2 21 15.87 2.78

Total 40,639 2 21 15.40 2.91

Raw Score Descriptive Statistics: List 4-5C S400 Paper

Table 6.5.1.3A

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

244 264 284 304 324 344 364 384 404 424 444 464

Co

un

t

Scale Score

Figure 6.5.1.3B Scale Scores: List 4-5C S400 Paper

Grade

No. of


4 22,093 263 469 389.80 32.29

5 18,546 244 469 399.42 31.80

Total 40,639 244 469 394.19 32.42

Scale Score Descriptive Statistics: List 4-5C S400 Paper

Table 6.5.1.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.1.3C Proficiency Level: List 4-5C S400 Paper


1 4 0.0% 3 0.0% 7 0.0%

2 144 0.7% 120 0.6% 264 0.6%

3 918 4.2% 1,247 6.7% 2,165 5.3%

4 1,702 7.7% 2,051 11.1% 3,753 9.2%

5 5,874 26.6% 3,996 21.5% 9,870 24.3%

6 13,451 60.9% 11,129 60.0% 24,580 60.5%

Total 22,093 100.0% 18,546 100.0% 40,639 100.0%

Table 6.5.1.3C

Level

TotalGrade 5Grade 4

Proficiency Level Distribution: List 4-5C S400 Paper



Table 6.5.1.3E



0

3

6

9

12

15

18

21

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Ex

pecte

d R

aw

Sco

re

Ability Measure

Figure 6.5.1.3.D

Test Characteristic Curve: List 4-5C S400 Paper

0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

In

form

ati

on

Ability Measure

Figure 6.5.1.3.E

Test Information Function: List 4-5C S400 Paper


67,059 21 .650 1.866

Table 6.5.1.3F

Reliability: List 4-5C S400 Paper


Cronbach's

Alpha SEM

Table 6.5.1.3G

Complete Item Analysis and Summary: List 4-5C S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.72 21 0.70 1.00 0.96

Infit

Mnsq

Outfit

Mnsq


2.L35C_10187_SIp4_AfterSchool_302_S400_Paper -1.43 0.94 0.98 0.90


4.L35C_10734_LAp3_FarmStory_302_S400_Paper 0.21 Yes 0.83 1.02 1.07

5.L35C_10737_LAp4_FarmStory_302_S400_Paper -1.38 Yes 0.93 0.93 0.70

6.L35C_10743_LAp5_FarmStory_302_S400_Paper 0.52 0.79 0.92 0.84

7.L35C_7119_MAp3_PlaygroundFractions_203_S400_Paper 1.71 Yes 0.49 1.02 1.04




11.L35C_7253_SCp4_Penguins_203_S400_Paper 0.19 0.80 0.97 0.90


13.L35C_10796_SSp3_ColonialTrade_302_S400_Paper -0.14 Yes 0.89 0.96 0.85



16.L35C_10698_LAp3_TreeStory_302_S400_Paper 0.43 0.74 0.97 0.96



19.L35C_10085_MAp3_Recipe_302_S400_Paper 1.44 Yes 0.55 1.06 1.09





Name

Item

Difficulty


Fit

Statistics


Table 6.5.1.3H

DIF Analysis and Summary: List 4-5C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 12 8 12 9

B 1 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.L35C_10187_SIp4_AfterSchool_302_S400_Paper A F A H





7.L35C_7119_MAp3_PlaygroundFractions_203_S400_Paper A M A H

8.L35C_7120_MAp4_PlaygroundFractions_203_S400_Paper A F A H

9.L35C_7121_MAp5_PlaygroundFractions_203_S400_Paper A M A O




13.L35C_10796_SSp3_ColonialTrade_302_S400_Paper B M A H

14.L35C_10797_SSp4_ColonialTrade_302_S400_Paper A M A O

15.L35C_10798_SSp5_ColonialTrade_302_S400_Paper A M A H

16.L35C_10698_LAp3_TreeStory_302_S400_Paper A M A H

17.L35C_10705_LAp4_TreeStory_302_S400_Paper A F A H

18.L35C_10707_LAp5_TreeStory_302_S400_Paper A F A O

19.L35C_10085_MAp3_Recipe_302_S400_Paper A M A H

20.L35C_10086_MAp4_Recipe_302_S400_Paper A M A O

21.L35C_10087_MAp5_Recipe_302_S400_Paper A F A H


Name




0 120^ 69.87 100.00^ 234.32

1 213 39.83 173.13 252.79

2 244 29.59 214.00 273.18

3 263 25.23 238.06 288.51

4 278 22.72 255.75 301.18

5 291 21.09 270.09 312.27

6 302 19.98 282.39 322.34

7 313 19.21 293.35 331.76

8 322 18.68 303.41 340.77

9 331 18.35 312.85 349.55

10 340 18.18 321.89 358.26

11 349 18.17 330.68 367.02

12 358 18.29 339.39 375.97

13 367 18.57 348.14 385.28

14 376 19.03 357.07 395.12

15 386 19.72 366.35 405.78

16 397 20.73 376.19 417.65

17 409 22.25 386.91 431.40

18 424 24.65 399.03 448.33

19 439* 28.95 413.54 471.45

20 454* 39.24 432.77 511.25

21 469* 69.50 450.10 589.11

^Truncated


Raw Score to Scale Score Conversion: List 4-5C S400 Paper

Table 6.5.1.3I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.6 0.0 1.7 0.0

2 1.8 0.0 1.9 0.0

3 1.9 0.0 1.9 0.0

4 2.1 0.0 2.3 0.1

5 2.4 0.1 2.6 0.2

6 2.7 0.2 2.9 0.4

7 2.9 0.4 3.2 0.8

8 3.1 0.7 3.5 1.3

9 3.4 1.1 3.8 2.1

10 3.7 1.8 4.1 3.1

11 3.9 3.0 4.7 4.6

12 4.5 4.4 5.1 6.7

13 4.9 6.6 5.4 8.8

14 5.3 9.4 5.8 11.1

15 5.6 12.2 6.0 13.2

16 6.0 14.6 6.0 13.7

17 6.0 15.2 6.0 13.2

18 6.0 13.3 6.0 10.4

19 6.0 9.7 6.0 6.5

20 6.0 5.5 6.0 3.0

21 6.0 1.7 6.0 0.9

Table 6.5.1.3J

Raw Score to Proficiency Level Conversion: List 4-5C S400 Paper

Raw Score

Grade 5 Grade 4


6.5.2 Reading 4–5

6.5.2.1 Reading 4–5A

0

200

400

600

800

1,000

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score

Figure 6.5.2.1A Raw Scores: Read 4-5A S400 Paper

Grade

No. of


4 6,994 2 24 13.84 5.09

5 6,043 1 24 14.68 5.33

Total 13,037 1 24 14.23 5.22

Raw Score Descriptive Statistics: Read 4-5A S400 Paper

Table 6.5.2.1A

0

500

1,000

1,500

2,000

2,500

212 229 246 263 280 297 314 331 348

Co

un

t

Scale Score

Figure 6.5.2.1B Scale Scores: Read 4-5A S400 Paper

Grade

No. of


4 6,994 232 336 310.39 23.02

5 6,043 212 350 317.40 27.36

Total 13,037 212 350 313.64 25.37


Scale Score Descriptive Statistics: Read 4-5A S400 Paper

Table 6.5.2.1B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.2.1C Proficiency Level: Read 4-5A S400 Paper


1 1,718 24.6% 1,989 32.9% 3,707 28.4%

2 2,128 30.4% 1,614 26.7% 3,742 28.7%

3 1,132 16.2% 977 16.2% 2,109 16.2%

4 2,016 28.8% 1,463 24.2% 3,479 26.7%



Total 6,994 100.0% 6,043 100.0% 13,037 100.0%


Table 6.5.2.1C

Level

Grade 4 Grade 5 Total

Proficiency Level Distribution: Read 4-5A S400 Paper



Table 6.5.2.1E

Equating Summary: Read 4–5A S400 Paper


0

3

6

9

12

15

18

21

24

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.5.2.1.D

Test Characteristic Curve: Read 4-5A S400 Paper

0

1

2

3

4

5

6

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 6.5.2.1.E

Test Information Function: Read 4-5A S400 Paper



23,203 24 .834 2.087

Table 6.5.2.1F

Reliability: Read 4-5A S400 Paper


Cronbach's

Alpha SEM

Table 6.5.2.1G

Complete Item Analysis and Summary: Read 4-5A S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.73 24 0.56 1.00 0.99

Infit

Mnsq

Outfit

Mnsq




4.R35A_6715_LAp1_BenFranklin_203_Paper_400 -1.30 Yes 0.67 0.83 0.74











15.R35A_3298_SSp3_InventionsinMusic_jc_Paper_400 0.31 Yes 0.39 1.15 1.23



18.R35A_8266_SIp4_WellnessWeek_301_Paper_400 0.53 0.31 1.42 1.67

19.R35A_6739_LAp1_JosephStrauss_203_Paper_400 -0.55 Yes 0.47 0.91 0.89








Name

Item

Difficulty


Fit

Statistics


Table 6.5.2.1H

DIF Analysis and Summary: Read 4-5A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 13 12 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.R35A_8211_SIp2_GameDay_301_S400_Paper A F A H


4.R35A_6715_LAp1_BenFranklin_203_S400_Paper A F A H

5.R35A_6716_LAp2_BenFranklin_203_S400_Paper A M A O

6.R35A_6717_LAp3_BenFranklin_203_S400_Paper A F A O



9.R35A_8131_MAp3_ButterflyMiles_301_S400_Paper A M A H


11.R35A_2851_SCp2_Clouds_S400_Paper A M A O




15.R35A_3298_SSp3_InventionsinMusic_jc_S400_Paper A F A O

16.R35A_8264_SIp2_WellnessWeek_301_S400_Paper A F A H

17.R35A_8265_SIp3_WellnessWeek_301_S400_Paper A M A O

18.R35A_8266_SIp4_WellnessWeek_301_S400_Paper A M A H



21.R35A_6741_LAp3_JosephStrauss_203_S400_Paper A M A O


23.R35A_8133_MAp2_InsectEggs_301_S400_Paper A M A H



Name



Grade 5 Grade 4

0 175^ 166^ 48.08 131.01 227.18

1 212 212 27.11 184.87 239.09

2 232 232 19.93 212.34 252.20

3 245 245 16.89 228.22 261.99

4 255 255 15.16 239.74 270.06

5 263 263 14.04 249.02 277.11

6 270 270 13.27 256.95 283.49

7 277 277 12.72 263.98 289.42

8 283 283 12.32 270.40 295.03

9 288 288 12.03 276.38 300.44

10 294 294 11.84 282.04 305.72

11 299 299 11.72 287.49 310.94

12 304 304 11.68 292.80 316.16

13 310 310 11.70 298.03 321.43

14 315 315 11.80 303.23 326.84

15 320 320 11.98 308.49 332.44

16 326 326 12.25 313.85 338.35

17 332 332 12.64 319.41 344.68

18 338 13.18* 325.26* 351.63*

19 346 13.95 331.55 359.46

20

21

22

23

24

Table 6.5.2.1I

368.65**

336*

350** 15.08** 338.49**

^ Truncated



Raw Score to Scale Score Conversion: Read 4-5A S400 Paper


Scale Score


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.4 0.0

2 1.4 0.1 1.5 0.1

3 1.6 0.2 1.6 0.3

4 1.6 0.7 1.7 0.6

5 1.7 1.7 1.8 1.6

6 1.7 3.0 1.8 3.9

7 1.8 4.0 1.9 4.8

8 1.9 5.3 1.9 6.0

9 1.9 5.6 1.9 7.3

10 1.9 6.4 2.1 7.0

11 1.9 6.1 2.3 7.1

12 2.1 5.8 2.5 5.9

13 2.3 5.4 2.8 5.3

14 2.5 5.0 2.9 5.1

15 2.7 5.3 3.2 5.7

16 2.9 5.2 3.5 5.4

17 3.2 5.3 3.8 5.1

18 3.5 4.9 4.0* 5.5

19 3.8 5.9 4.0* 5.4

20 4.0* 6.1 4.0* 5.7

21 4.0* 5.8 4.0* 5.0

22 4.0* 5.7 4.0* 3.8

23 4.0* 4.5 4.0* 2.6

24 4.0* 2.2 4.0* 0.8

Table 6.5.2.1J

* Capped

Raw Score to Proficiency Level Conversion: Read 4-5A S400 Paper

Raw

Score

Grade 5 Grade 4


6.5.2.2 Reading 4–5B

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score

Figure 6.5.2.2A Raw Scores: Read 4-5B S400 Paper

Grade

No. of


4 14,139 1 27 15.81 4.94

5 8,637 2 27 17.03 5.18

Total 22,776 1 27 16.27 5.06

Raw Score Descriptive Statistics: Read 4-5B S400 Paper

Table 6.5.2.2A

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

238 251 264 277 290 303 316 329 342 355

Co

un

t

Scale Score

Figure 6.5.2.2B Scale Scores: Read 4-5B S400 Paper

Grade

No. of


4 14,139 238 343 333.83 14.04

5 8,637 258 355 342.15 17.06

Total 22,776 238 355 336.99 15.78


Scale Score Descriptive Statistics: Read 4-5B S400 Paper

Table 6.5.2.2B

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.2.2C Proficiency Level: Read 4-5B S400

Paper



1 226 1.6% 351 4.1% 577 2.5%

2 1,425 10.1% 1,457 16.9% 2,882 12.7%

3 2,930 20.7% 2,570 29.8% 5,500 24.1%

4 1,964 13.9% 587 6.8% 2,551 11.2%

5 7,594 53.7% 3,672 42.5% 11,266 49.5%


Total 14,139 100.0% 8,637 100.0% 22,776 100.0%


Table 6.5.2.2C

Level


Proficiency Level Distribution: Read 4-5B S400 Paper



Table 6.5.2.2E

Equating Summary: Read 4–5B S400 Paper


0

3

6

9

12

15

18

21

24

27

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 6.5.2.2.D

Test Characteristic Curve: Read 4-5B S400 Paper

0

1

2

3

4

5

6

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 6.5.2.2.E

Test Information Function: Read 4-5B S400 Paper


43,557 27 .803 2.265

Table 6.5.2.2F

Reliability: Read 4-5B S400 Paper


Cronbach's

Alpha SEM


Table 6.5.2.2G

Complete Item Analysis and Summary: Read 4-5B S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.43 27 0.56 1.00 1.00

Infit

Mnsq

Outfit

Mnsq

1.R35B_8355_SIp2_BikeSafety_301_S400_Paper -0.11 0.70 0.91 0.86



4.R35B_6910_LAp2_ZebraStripes_203_S400_Paper -0.81 Yes 0.76 0.92 0.91

5.R35B_6911_LAp3_ZebraStripes_203_S400_Paper 0.76 Yes 0.52 0.91 0.91

6.R35B_6912_LAp4_ZebraStripes_203_S400_Paper -0.31 Yes 0.72 0.89 0.82

7.R35B_8344_MAp2_PlayPerimeter_301_S400_Paper -1.21 0.82 0.91 0.83

8.R35B_8345_MAp3_PlayPerimeter_301_S400_Paper 1.21 0.35 1.10 1.16

9.R35B_8346_MAp4_PlayPerimeter_301_S400_Paper 1.06 0.41 1.13 1.20

10.R35B_7922_SCp2_Geysers_S400_Paper -0.63 0.77 0.88 0.74

11.R35B_7923_SCp3_Geysers_S400_Paper 0.98 Yes 0.47 1.04 1.04

12.R35B_7924_SCp4_Geysers_S400_Paper 0.97 Yes 0.51 1.00 1.01

13.R35B_6907_SSp2_IroquoisandHopi_203_S400_Paper -0.49 0.75 0.90 0.84

14.R35B_6908_SSp3_IroquoisandHopi_203_S400_Paper 0.43 0.55 0.93 0.89

15.R35B_6909_SSp4_IroquoisandHopi_203_S400_Paper 0.82 0.46 1.02 1.04

16.R35B_7229_LAp3_CarverandFord_203_S400_Paper 0.59 Yes 0.57 0.87 0.83

17.R35B_7230_LAp4_CarverandFord_203_S400_Paper -0.09 Yes 0.63 0.87 0.81

18.R35B_7285_LAp5_CarverandFord_203_S400_Paper 0.64 Yes 0.48 1.00 1.00

19.R35B_9257_MAp3_Angles_301_S400_Paper 0.63 0.53 1.11 1.13



22.R35B_7919_SCp2_Rocks_mika_S400_Paper 0.39 Yes 0.63 0.95 0.90



25.R35B_3305_SSp2_Antarctica_jc_S400_Paper -0.49 0.83 0.99 1.04

26.R35B_3306_SSp3_Antarctica_jc_S400_Paper 1.27 0.38 0.99 1.04

27.R35B_3307_SSp4_Antarctica_jc_S400_Paper 1.73 0.35 1.13 1.26



Name

Item

Difficulty


Fit

Statistics


Table 6.5.2.2H

DIF Analysis and Summary: Read 4-5B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 9 18 15 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.R35B_8356_SIp3_BikeSafety_301_S400_Paper A F A O



5.R35B_6911_LAp3_ZebraStripes_203_S400_Paper A F A O







12.R35B_7924_SCp4_Geysers_S400_Paper A F A H

13.R35B_6907_SSp2_IroquoisandHopi_203_S400_Paper A M A H

14.R35B_6908_SSp3_IroquoisandHopi_203_S400_Paper A F A O

15.R35B_6909_SSp4_IroquoisandHopi_203_S400_Paper A M A O

16.R35B_7229_LAp3_CarverandFord_203_S400_Paper A M A O








24.R35B_7921_SCp4_Rocks_mika_S400_Paper A F A O



27.R35B_3307_SSp4_Antarctica_jc_S400_Paper A M A O


Name



Grade 5 Grade 4

0 175^ 166^ 48.00 157.60 253.59

1 238 238 26.96 211.30 265.22

2 258 258 19.74 238.51 277.99

3 271 271 16.66 254.13 287.46

4 280 280 14.90 265.40 295.20

5 288 288 13.75 274.41 301.91

6 295 295 12.94 282.05 307.92

7 301 301 12.34 288.78 313.46

8 307 307 11.89 294.86 318.64

9 312 312 11.55 300.48 323.58

10 317 317 11.29 305.75 328.33

11 322 322 11.10 310.76 332.95

12 327 327 10.96 315.57 337.49

13 331 331 10.89 320.23 342.01

14 336 336 10.86 324.80 346.53

15 340 340 10.89 329.32 351.10

16 345 10.97* 333.83* 355.78*

17 349 11.12 338.37 360.62

18 354 11.34 343.00 365.68

19

20

21

22

23

24

25

26

27

Table 6.5.2.2I

Raw Score to Scale Score Conversion: Read 4-5B S400 Paper


^ Truncated



343*

371.06**347.77**359** 11.65**

Scale Score


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.5 0.0 1.6 0.0

2 1.7 0.1 1.7 0.1

3 1.8 0.1 1.8 0.1

4 1.8 0.3 1.9 0.4

5 1.9 0.7 1.9 0.9

6 1.9 1.2 2.2 1.5

7 1.9 1.7 2.4 2.1

8 2.2 2.2 2.6 2.9

9 2.4 2.9 2.8 3.6

10 2.6 3.6 3.1 4.4

11 2.8 4.0 3.3 4.9

12 2.9 4.1 3.6 5.3

13 3.1 4.6 3.8 6.2

14 3.4 5.6 4.0 7.0

15 3.5 6.0 4.6 6.9

16 3.8 6.4 5.0* 7.3

17 3.9 7.1 5.0* 7.4

18 4.8 6.8 5.0* 7.5

19 5.0* 7.2 5.0* 7.0

20 5.0* 6.9 5.0* 6.0

21 5.0* 6.6 5.0* 5.3

22 5.0* 5.8 5.0* 4.2

23 5.0* 5.2 5.0* 3.6

24 5.0* 4.2 5.0* 2.4

25 5.0* 3.5 5.0* 1.7

26 5.0* 2.2 5.0* 1.0

27 5.0* 0.9 5.0* 0.4

* Capped

Table 6.5.2.2J

Raw Score to Proficiency Level Conversion: Read 4-5B S400 Paper

Raw Score

Grade 5 Grade 4


6.5.2.3 Reading 4–5C

0

500

1,000

1,500

2,000

2,500

3,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score

Figure 6.5.2.3A Raw Scores: Read 4-5C S400 Paper

Grade

No. of


4 21,099 0 27 13.32 4.73

5 17,827 1 27 15.04 4.94

Total 38,926 0 27 14.11 4.90

Raw Score Descriptive Statistics: Read 4-5C S400 Paper

Table 6.5.2.3A

0

500

1,000

1,500

2,000

2,500

3,000

166 191 216 241 266 291 316 341 366 391 416 441

Co

un

t

Scale Score

Figure 6.5.2.3B Scale Scores: Read 4-5C S400 Paper

Grade

No. of


4 21,099 166 448 361.09 23.43

5 17,827 268 448 369.67 25.08

Total 38,926 166 448 365.02 24.57

Scale Score Descriptive Statistics: Read 4-5C S400 Paper

Table 6.5.2.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.2.3C Proficiency Level: Read 4-5C S400 Paper



Table 6.5.2.3E

Equating Summary: Read 4–5C S400 Paper


0

3

6

9

12

15

18

21

24

27

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.5.2.3.D

Test Characteristic Curve: Read 4-5C S400 Paper

0

1

2

3

4

5

6

7

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 6.5.2.3.E

Test Information Function: Read 4-5C S400 Paper


1 19 0.1% 32 0.2% 51 0.1%

2 243 1.2% 591 3.3% 834 2.1%

3 2,006 9.5% 2,884 16.2% 4,890 12.6%

4 2,576 12.2% 1,164 6.5% 3,740 9.6%

5 4,955 23.5% 4,974 27.9% 9,929 25.5%

6 11,300 53.6% 8,182 45.9% 19,482 50.0%

Total 21,099 100.0% 17,827 100.0% 38,926 100.0%

Table 6.5.2.3C

Level


Proficiency Level Distribution: Read 4-5C S400 Paper


64,071 27 .771 2.350

Table 6.5.2.3F

Reliability: Read 4-5C S400 Paper


Cronbach's

Alpha SEM

Table 6.5.2.3G

Complete Item Analysis and Summary: Read 4-5C S400 Paper

Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.45 27 0.48 1.00 1.01

Infit

Mnsq

Outfit

Mnsq




4.R35C_7762_LAp3_BrunelDavinci_203_Paper_400 -0.10 Yes 0.75 0.97 0.93







11.R35C_7926_SCp4_Tides_Paper_400 -0.79 Yes 0.81 0.99 0.98













24.R35C_7933_SCp5_Glaciers_pasz_Paper_400 1.53 0.51 0.92 0.91






Name

Item

Difficulty


Fit

Statistics


Table 6.5.2.3H

DIF Analysis and Summary: Read 4-5C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 15 12 12 15

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R35C_8655_SIp3_SportsOpinion_301_S400_Paper A F A H








9.R35C_9354_MAp5_RoofAngles_301_S400_Paper A F A H


11.R35C_7926_SCp4_Tides_S400_Paper A F A O




15.R35C_7219_SSp5_StetsonHat_203_S400_Paper A F A O


17.R35C_7157_LAp4_StainedGlass_203_S400_Paper A F A H



20.R35C_8607_MAp4_JarContents_301_S400_Paper A M A H


22.R35C_7931_SCp3_Glaciers_pasz_S400_Paper A F A O

23.R35C_7932_SCp4_Glaciers_pasz_S400_Paper A M A O

24.R35C_7933_SCp5_Glaciers_pasz_S400_Paper A F A H

25.R35C_7159_SSp3_EleanorRoosevelt_203_S400_Paper A F A H

26.R35C_7160_SSp4_EleanorRoosevelt_203_S400_Paper A M A O

27.R35C_7161_SSp5_EleanorRoosevelt_203_S400_Paper A M A H


Name




0 175^ 48.11 186.78 283.01

1 268 27.11 240.71 294.93

2 288 19.85 268.20 307.89

3 301 16.70 283.98 317.39

4 310 14.87 295.33 325.07

5 318 13.66 304.33 331.65

6 325 12.80 311.90 337.50

7 331 12.16 318.51 342.84

8 336 11.69 324.45 347.82

9 341 11.32 329.90 352.54

10 346 11.05 334.98 357.08

11 351 10.86 339.78 361.50

12 355 10.73 344.39 365.85

13 360 10.65 348.86 370.17

14 364 10.64 353.23 374.50

15 368 10.67 357.56 378.90

16 373 10.77 361.87 383.41

17 377 10.93 366.24 388.09

18 382 11.16 370.69 393.00

19 387 11.48 375.29 398.24

20 392 11.91 380.11 403.93

21 398 12.50 385.23 410.23

22 404 13.31 390.80 417.42

23 412 14.47 397.03 425.98

24 421 16.27 404.25 436.78

25 430* 19.39 413.15 451.94

26 439* 26.70 425.31 478.71

27 448* 47.85 436.45 532.15

Raw Score to Scale Score Conversion: Read 4-5C S400 Paper

^ Truncated


Table 6.5.2.3I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0

1 1.7 0.0 1.8 0.0

2 1.9 0.0 1.9 0.1

3 1.9 0.2 2.4 0.3

4 2.3 0.4 2.8 0.9

5 2.6 1.1 3.1 1.8

6 2.9 1.8 3.5 2.9

7 3.1 2.8 3.8 4.8

8 3.4 3.4 4.0 5.7

9 3.6 4.5 4.7 6.5

10 3.8 5.5 5.2 7.5

11 4.2 6.5 5.5 8.0

12 5.0 6.5 5.7 8.0

13 5.3 6.8 6.0 7.7

14 5.5 7.1 6.0 7.4

15 5.8 7.5 6.0 6.9

16 6.0 7.1 6.0 5.9

17 6.0 6.7 6.0 5.6

18 6.0 6.2 6.0 4.8

19 6.0 5.8 6.0 3.8

20 6.0 4.9 6.0 3.3

21 6.0 4.2 6.0 2.5

22 6.0 3.5 6.0 2.1

23 6.0 2.7 6.0 1.4

24 6.0 2.2 6.0 1.1

25 6.0 1.4 6.0 0.6

26 6.0 0.8 6.0 0.3

27 6.0 0.3 6.0 0.1

Table 6.5.2.3J

Raw Score to Proficiency Level Conversion: Read 4-5C S400 Paper

Raw Score

Grade 5 Grade 4


6.5.3 Writing 4–5

6.5.3.1 Writing 4–5A

0

500

1,000

1,500

2,000

2,500

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Co

un

t

Raw Score

Figure 6.5.3.1A Raw Scores: Writ 4-5A S400 Paper

Grade

No. of


4 7,272 0 18 8.88 3.96

5 6,223 0 19 9.14 4.00

Total 13,495 0 19 9.00 3.98

Raw Score Descriptive Statistics: Writ 4-5A S400 Paper

Table 6.5.3.1A

0

500

1,000

1,500

2,000

221 234 247 260 273 286 299 312 325 338 351 364

Co

un

t

Scale Score

Figure 6.5.3.1B Scale Scores: Writ 4-5A S400 Paper

Grade

No. of


4 7,272 221 367 324.64 32.89

5 6,223 227 372 325.57 32.32

Total 13,495 221 372 325.07 32.63

Scale Score Descriptive Statistics: Writ 4-5A S400 Paper

Table 6.5.3.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.3.1C Proficiency Level: Writ 4-5A S400 Paper


1 633 8.7% 820 13.2% 1,453 10.8%

2 1,092 15.0% 902 14.5% 1,994 14.8%

3 2,387 32.8% 3,416 54.9% 5,803 43.0%

4 3,160 43.5% 1,085 17.4% 4,245 31.5%

5 0 0.0% 0 0.0% 0 0.0%

6 0 0.0% 0 0.0% 0 0.0%

Total 7,272 100.0% 6,223 100.0% 13,495 100.0%

Table 6.5.3.1C

Level


Proficiency Level Distribution: Writ 4-5A S400 Paper




Table 6.5.3.1E

Equating Summary: Writ 4–5A S400 Paper


Figure 6.5.3.1D

Test Characteristic Curve: Writ 4–5A S400 Paper


Figure 6.5.3.1E

Test Information Function: Writ 4–5A S400 Paper


13,495 3 1.367


1 7,826 96 4 0

2 6,704 97 3 0

3 7,112 98 2 0

Interrater

Reliability

0.882

Table 6.5.3.1F

Reliability: Writ 4-5A S400 Paper

Reliability

No. of Students No. of Tasks Cronbach's Alpha SEM


Table 6.5.3.1G

Complete Task Analysis and Summary: Writ 4-5A S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

2.58 3 0.35 0.37

Infit

Mnsq

Outfit

Mnsq

2.59 Yes 0.46 0.46

2.53 Yes 0.30 0.33

2.63 Yes 0.31 0.32


0 14.2% 7.2% 10.9%

1 7.0% 7.7% 5.6%

2 8.7% 11.4% 8.5%

3 20.6% 30.9% 37.4%

4 30.0% 36.1% 33.7%

5 14.8% 5.7% 3.5%

6 4.4% 0.8% 0.4%

7 0.3% 0.1% 0.0%

8 0.0% 0.0% 0.0%

9 0.0% 0.0% 0.0%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.W45A_14266_14658_SIp2_Dis mis s a lRules _kawo _P 3_S400_P aper

2.W45A_14267_14656_LAp3_Umbrella_P 3_S400_P aper

3.W45A_14270_14657_MSp4_P atte rns InNature_pale_P 3_S400_P aper

Raw Score


Table 6.5.3.1H

DIF Analysis and Summary: Writ 4-5A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 1 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W45A_14266_14658_SIp2_Dis mis s a lRules _kawo _P 3_S400_P aper AA M AA H

2.W45A_14267_14656_LAp3_Umbrella_P 3_S400_P aper AA F AA H

3.W45A_14270_14657_MSp4_P atte rns InNature_pale_P 3_S400_P aper AA M AA O


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 227 47.27 179.73 274.27

1 264 10.88 253.12 274.88

2 278 9.02 268.98 287.02

3 286 9.64 276.36 295.64

4 294 10.57 283.43 304.57

5 298 11.19 286.81 309.19

6 306 11.82 294.18 317.82

7 313 12.13 300.87 325.13

8 321 11.82 309.18 332.82

9 329 11.51 317.49 340.51

10 334 11.51 322.49 345.51

11 340 11.51 328.49 351.51

12 347 11.19 335.81 358.19

13 353 11.19 341.81 364.19

14 361 10.57 350.43 371.57

15 366 10.26 355.74 376.26

16 368 10.26 357.74 378.26

17 369 10.26 358.74 379.26

18 371 9.95 361.05 380.95

19 372 9.95 362.05 381.95

20 373 9.95 363.05 382.95

21 375 9.95 365.05 384.95

22 376 9.95 366.05 385.95

23 377 9.64 367.36 386.64

24 378 9.64 368.36 387.64

25 378 9.64 368.36 387.64

26 379 9.64 369.36 388.64

27 379 9.64 369.36 388.64

28 380 9.64 370.36 389.64

29 381 9.64 371.36 390.64

30 381 9.64 371.36 390.64

31 382 9.64 372.36 391.64

32 384 9.33 374.67 393.33

33 387 9.33 377.67 396.33

Raw Score to Scale Score Conversion: Writ 4-5A S400 Paper

Table 6.5.3.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 4.7 1.0 5.2

1 1.6 3.1 1.9 3.5

2 1.9 2.3 2.2 2.9

3 1.9 3.1 2.5 2.8

4 2.2 2.8 2.7 2.9

5 2.4 3.3 2.8 3.2

6 2.6 4.2 2.9 3.2

7 2.8 4.2 3.2 4.0

8 3.1 5.3 3.5 5.4

9 3.3 8.6 3.7 9.2

10 3.5 11.2 3.8 14.2

11 3.7 14.4 4.1 16.0

12 3.9 15.3 4.3 13.8

13 4.1 9.4 4.5 8.0

14 4.4 4.7 4.6 3.6

15 4.5 2.2 4.7 1.4

16 4.6 0.7 4.7 0.4

17 4.6 0.2 4.8 0.2

18 4.7 0.1 4.9 0.0

19 4.7 0.0 4.9 0.0

Table 6.5.3.1J

Raw Score to Proficiency Level Conversion: Writ 4-5A S400 Paper

Raw Score

Grade 5 Grade 4


6.5.3.2 Writing 4–5B

0

500

1,000

1,500

2,000

2,500

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48

Co

un

t

Raw Score

Figure 6.5.3.2A Raw Scores: Writ 4-5B S400 Paper

Grade

No. of


4 14,862 0 48 25.11 6.86

5 8,969 0 48 26.79 7.03

Total 23,831 0 48 25.74 6.97

Raw Score Descriptive Statistics: Writ 4-5B S400 Paper

Table 6.5.3.2A

0

200

400

600

800

1,000

1,200

1,400

221 238 255 272 289 306 323 340 357 374 391

Co

un

t

Scale Score

Figure 6.5.3.2B Scale Scores: Writ 4-5B S400 Paper

Grade

No. of


4 14,862 221 397 350.66 22.67

5 8,969 227 398 354.02 22.45

Total 23,831 221 398 351.93 22.64

Scale Score Descriptive Statistics: Writ 4-5B S400 Paper

Table 6.5.3.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.3.2C Proficiency Level: Writ 4-5B S400 Paper


1 194 1.3% 160 1.8% 354 1.5%

2 519 3.5% 318 3.5% 837 3.5%

3 1,771 11.9% 2,070 23.1% 3,841 16.1%

4 11,074 74.5% 6,081 67.8% 17,155 72.0%

5 1,302 8.8% 340 3.8% 1,642 6.9%

6 2 0.0% 0 0.0% 2 0.0%

Total 14,862 100.0% 8,969 100.0% 23,831 100.0%

Table 6.5.3.2C

Level


Proficiency Level Distribution: Writ 4-5B S400 Paper



Table 6.5.3.2E

Equating Summary: Writ 4–5B S400 Paper


Figure 6.5.3.2D

Test Characteristic Curve: Writ 4–5B S400 Paper


Figure 6.5.3.2E

Test Information Function: Writ 4–5B S400 Paper



64,634 3 1.917


1 27,508 92 7 0

2 27,340 95 5 0

3 27,452 94 6 0

Reliability

Table 6.5.3.2F

Reliability: Writ 4-5B S400 Paper

SEM

0.906

Cronbach's AlphaNo. of Students No. of Tasks

Interrater

Reliability

Note that the test form is shared between 4-5B and 4-5C.

Table 6.5.3.2G

Complete Task Analysis and Summary: Writ 4-5B S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

2.34 3 0.69 0.66

Infit

Mnsq

Outfit

Mnsq

2.02 Yes 1.01 0.99

2.90 Yes 0.60 0.61

2.09 Yes 0.44 0.39


0 1.2% 1.3% 2.8%

1 0.6% 0.6% 0.4%

2 1.8% 1.8% 1.2%

3 6.2% 18.3% 5.9%

4 24.2% 46.9% 22.3%

5 33.8% 24.8% 33.0%

6 26.5% 5.9% 26.8%

7 5.1% 0.5% 6.2%

8 0.5% 0.0% 1.2%

9 0.0% 0.0% 0.1%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

1.WR45BC_14272_SIp2_Fie ldTripRules _MaEs SaNa_P 100_A301_S400_P aper

2.WR45BC_14273_MSp3_TheP lane ts _J eCaDaKi_P 100_A203_P aper_S400_P aper

3.WR45BC_14274_ITp4_Medieva lTimes _jude_P 100_A203_P aper_S400_P aper

Raw Score



Table 6.5.3.2H

DIF Analysis and Summary: Writ 4-5B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W R45BC_14272_S Ip 2_Field Trip Ru les _MaEs S aNa_P 100_A301_S 400_P ap er AA F AA O

2.W R45BC_14273_MS p 3_Th eP lan ets _J eCaDaKi_P 100_A203_P ap er_S 400_P ap er AA F AA H

3.W R45BC_14274_ITp 4_Med ievalTim es _ju d e_P 100_A203_P ap er_S 400_P ap er AA M AA O



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 227^ 47.27 178.73 273.27 34 374 9.95 364.05 383.95

1 257 13.37 243.63 270.37 35 376 9.95 366.05 385.95

2 274 9.02 264.98 283.02 36 379 9.64 369.36 388.64

3 283 9.33 273.67 292.33 37 381 9.64 371.36 390.64

4 289 9.95 279.05 298.95 38 382 9.64 372.36 391.64

5 291 10.26 280.74 301.26 39 384 9.33 374.67 393.33

6 295 10.88 284.12 305.88 40 386 9.33 376.67 395.33

7 297 11.19 285.81 308.19 41 389 9.33 379.67 398.33

8 298 11.19 286.81 309.19 42 391 9.02 381.98 400.02

9 301 11.51 289.49 312.51 43 393 9.02 383.98 402.02

10 305 11.82 293.18 316.82 44 394 9.02 384.98 403.02

11 309 11.82 297.18 320.82 45 395 9.02 385.98 404.02

12 314 12.13 301.87 326.13 46 396 9.02 386.98 405.02

13 317 12.13 304.87 329.13 47 397 9.02 387.98 406.02

14 321 11.82 309.18 332.82 48 398 9.02 388.98 407.02

15 324 11.82 312.18 335.82 49 399 9.02 389.98 408.02

16 327 11.82 315.18 338.82 50 400 9.02 390.98 409.02

17 329 11.51 317.49 340.51 51 401 9.02 391.98 410.02

18 331 11.51 319.49 342.51 52 402 9.02 392.98 411.02

19 334 11.51 322.49 345.51 53 403 9.02 393.98 412.02

20 337 11.51 325.49 348.51 54 404 9.33 394.67 413.33

21 339 11.51 327.49 350.51 55 404 9.33 394.67 413.33

22 341 11.51 329.49 352.51 56 405 9.33 395.67 414.33

23 345 11.19 333.81 356.19 57 406 9.33 396.67 415.33

24 347 11.19 335.81 358.19 58 407 9.33 397.67 416.33

25 350 11.19 338.81 361.19 59 408 9.64 398.36 417.64

26 353 11.19 341.81 364.19 60 409 9.64 399.36 418.64

27 356 10.88 345.12 366.88 61 411 9.95 401.05 420.95

28 358 10.88 347.12 368.88 62 412 9.95 402.05 421.95

29 361 10.57 350.43 371.57 63 414 10.26 403.74 424.26

30 364 10.57 353.43 374.57 64 417 10.88 406.12 427.88

31 367 10.26 356.74 377.26 65 421 11.82 409.18 432.82

32 370 10.26 359.74 380.26 66 430 15.24 414.76 445.24

33 371 9.95 361.05 380.95 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 4-5B S400 Paper

^ Truncated

Table 6.5.3.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 1.1 1.0 1.3

1 1.5 0.1 2.3 0.2

2 1.8 0.2 2.4 0.3

3 1.9 0.3 2.4 0.3

4 2.1 0.3 2.5 0.2

5 2.1 0.2 2.6 0.2

6 2.3 0.2 2.7 0.5

7 2.3 0.2 2.8 0.3

8 2.4 0.4 2.8 0.5

9 2.5 0.4 2.9 0.6

10 2.6 0.4 2.9 0.6

11 2.7 0.4 3.1 0.6

12 2.9 0.6 3.2 0.8

13 2.9 0.4 3.3 0.7

14 3.1 0.5 3.4 0.7

15 3.2 0.8 3.5 0.9

16 3.3 0.8 3.6 1.0

17 3.3 0.8 3.7 1.0

18 3.4 1.2 3.8 1.8

19 3.5 1.7 3.9 2.3

20 3.6 1.5 3.9 2.1

21 3.7 2.6 4.0 3.4

22 3.7 3.9 4.1 5.0

23 3.9 3.5 4.2 5.0

24 3.9 5.7 4.3 7.8

25 4.0 6.5 4.4 7.9

26 4.1 5.5 4.5 6.8

27 4.2 6.9 4.6 8.1

28 4.3 8.4 4.7 8.4

29 4.4 6.9 4.8 6.7

30 4.5 6.7 4.8 5.6

31 4.6 7.6 4.9 5.8

32 4.7 6.1 4.9 4.2

33 4.7 4.8 5.0 2.7

34 4.8 4.2 5.1 2.6

35 4.9 2.3 5.2 1.2

36 4.9 2.0 5.4 0.8

37 5.0 1.5 5.5 0.6

38 5.0 0.7 5.5 0.3

39 5.1 0.6 5.6 0.3

40 5.2 0.4 5.7 0.1

41 5.4 0.2 5.8 0.1

42 5.5 0.2 5.9 0.1

43 5.6 0.1 5.9 0.0

44 5.6 0.0 5.9 0.0

45 5.7 0.0 6.0 0.0

46 5.7 0.1 6.0 0.0

47 5.8 0.0 6.0 0.0

48 5.8 0.0 6.0 0.0


Table 6.5.3.2J

Raw Score to Proficiency Level Conversion: Writ 4-5B S400 Paper

Raw Score

Grade 5 Grade 4


6.5.3.3 Writing 4–5C

0

1,000

2,000

3,000

4,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48

Co

un

t

Raw Score

Figure 6.5.3.3A Raw Scores: Writ 4-5C S400 Paper

Grade

No. of


4 22,194 0 50 28.07 5.51

5 18,609 0 50 29.98 5.28

Total 40,803 0 50 28.94 5.49

Raw Score Descriptive Statistics: Writ 4-5C S400 Paper

Table 6.5.3.3A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

221 238 255 272 289 306 323 340 357 374 391

Co

un

t

Scale Score

Figure 6.5.3.3B Scale Scores: Writ 4-5C S400 Paper

Grade

No. of


4 22,194 221 398 359.18 15.91

5 18,609 227 400 363.15 14.81

Total 40,803 221 400 360.99 15.54

Scale Score Descriptive Statistics: Writ 4-5C S400 Paper

Table 6.5.3.3B


0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.3.3C Proficiency Level: Writ 4-5C S400 Paper


1 71 0.3% 57 0.3% 128 0.3%

2 187 0.8% 149 0.8% 336 0.8%

3 1,241 5.6% 1,919 10.3% 3,160 7.7%

4 16,578 74.7% 14,957 80.4% 31,535 77.3%

5 4,099 18.5% 1,527 8.2% 5,626 13.8%

6 18 0.1% 0 0.0% 18 0.0%

Total 22,194 100.0% 18,609 100.0% 40,803 100.0%

Table 6.5.3.3C

Level


Proficiency Level Distribution: Writ 4-5C S400 Paper



Table 6.5.3.3E

Equating Summary: Writ 4–5C S400 Paper


Figure 6.5.3.3D

Test Characteristic Curve: Writ 4–5C S400 Paper


Figure 6.5.3.3E

Test Information Function: Writ 4–5C S400 Paper



64,634 3 1.917


1 27,508 92 7 0

2 27,340 95 5 0

3 27,452 94 6 0

No. of Tasks Cronbach's Alpha

Table 6.5.3.3F

Reliability: Writ 4-5C S400 Paper

Reliability

No. of Students SEM

0.906

Interrater

Reliability


Table 6.5.3.3G

Complete Task Analysis and Summary: Writ 4-5C S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

2.34 3 0.69 0.66

Infit

Mnsq

Outfit

Mnsq

2.02 Yes 1.01 0.99

2.90 Yes 0.60 0.61

2.09 Yes 0.44 0.39


0 1.2% 1.3% 2.8%

1 0.6% 0.6% 0.4%

2 1.8% 1.8% 1.2%

3 6.2% 18.3% 5.9%

4 24.2% 46.9% 22.3%

5 33.8% 24.8% 33.0%

6 26.5% 5.9% 26.8%

7 5.1% 0.5% 6.2%

8 0.5% 0.0% 1.2%

9 0.0% 0.0% 0.1%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.WR45BC_14272_SIp2_Fie ldTripRules _MaEs SaNa_P 100_A301_S400_P aper

2.WR45BC_14273_MSp3_TheP lane ts _J eCaDaKi_P 100_A203_S400_P aper

3.WR45BC_14274_ITp4_Medieva lTimes _jude_P 100_A203_S400_P aper

Raw Score



Table 6.5.3.3H

DIF Analysis and Summary: Writ 4-5C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.WR45BC_14272_SIp2_Fie ldTripRules _MaEs SaNa_P 100_A301_S400_P aper AA F AA O

2.WR45BC_14273_MSp3_TheP lanets _J eCaDaKi_P 100_A203_S400_P aper AA F AA H

3.WR45BC_14274_ITp4_MedievalTimes _jude_P 100_A203_S400_P aper AA M AA O



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 227^ 47.27 178.73 273.27 34 374 9.95 364.05 383.95

1 257 13.37 243.63 270.37 35 376 9.95 366.05 385.95

2 274 9.02 264.98 283.02 36 379 9.64 369.36 388.64

3 283 9.33 273.67 292.33 37 381 9.64 371.36 390.64

4 289 9.95 279.05 298.95 38 382 9.64 372.36 391.64

5 291 10.26 280.74 301.26 39 384 9.33 374.67 393.33

6 295 10.88 284.12 305.88 40 386 9.33 376.67 395.33

7 297 11.19 285.81 308.19 41 389 9.33 379.67 398.33

8 298 11.19 286.81 309.19 42 391 9.02 381.98 400.02

9 301 11.51 289.49 312.51 43 393 9.02 383.98 402.02

10 305 11.82 293.18 316.82 44 394 9.02 384.98 403.02

11 309 11.82 297.18 320.82 45 395 9.02 385.98 404.02

12 314 12.13 301.87 326.13 46 396 9.02 386.98 405.02

13 317 12.13 304.87 329.13 47 397 9.02 387.98 406.02

14 321 11.82 309.18 332.82 48 398 9.02 388.98 407.02

15 324 11.82 312.18 335.82 49 399 9.02 389.98 408.02

16 327 11.82 315.18 338.82 50 400 9.02 390.98 409.02

17 329 11.51 317.49 340.51 51 401 9.02 391.98 410.02

18 331 11.51 319.49 342.51 52 402 9.02 392.98 411.02

19 334 11.51 322.49 345.51 53 403 9.02 393.98 412.02

20 337 11.51 325.49 348.51 54 404 9.33 394.67 413.33

21 339 11.51 327.49 350.51 55 404 9.33 394.67 413.33

22 341 11.51 329.49 352.51 56 405 9.33 395.67 414.33

23 345 11.19 333.81 356.19 57 406 9.33 396.67 415.33

24 347 11.19 335.81 358.19 58 407 9.33 397.67 416.33

25 350 11.19 338.81 361.19 59 408 9.64 398.36 417.64

26 353 11.19 341.81 364.19 60 409 9.64 399.36 418.64

27 356 10.88 345.12 366.88 61 411 9.95 401.05 420.95

28 358 10.88 347.12 368.88 62 412 9.95 402.05 421.95

29 361 10.57 350.43 371.57 63 414 10.26 403.74 424.26

30 364 10.57 353.43 374.57 64 417 10.88 406.12 427.88

31 367 10.26 356.74 377.26 65 421 11.82 409.18 432.82

32 370 10.26 359.74 380.26 66 430 15.24 414.76 445.24

33 371 9.95 361.05 380.95 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 4-5C S400 Paper

^ Truncated

Table 6.5.3.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.2 1.0 0.3

1 1.5 0.0 2.3 0.0

2 1.8 0.0 2.4 0.0

3 1.9 0.0 2.4 0.1

4 2.1 0.0 2.5 0.1

5 2.1 0.1 2.6 0.1

6 2.3 0.0 2.7 0.1

7 2.3 0.0 2.8 0.1

8 2.4 0.0 2.8 0.1

9 2.5 0.1 2.9 0.1

10 2.6 0.1 2.9 0.2

11 2.7 0.1 3.1 0.2

12 2.9 0.1 3.2 0.3

13 2.9 0.2 3.3 0.3

14 3.1 0.2 3.4 0.3

15 3.2 0.2 3.5 0.4

16 3.3 0.3 3.6 0.4

17 3.3 0.2 3.7 0.4

18 3.4 0.3 3.8 0.8

19 3.5 0.6 3.9 1.2

20 3.6 0.5 3.9 1.2

21 3.7 1.0 4.0 2.0

22 3.7 1.8 4.1 3.3

23 3.9 1.9 4.2 3.3

24 3.9 3.3 4.3 5.2

25 4.0 4.7 4.4 6.6

26 4.1 4.5 4.5 6.6

27 4.2 6.2 4.6 7.5

28 4.3 8.5 4.7 9.6

29 4.4 8.1 4.8 8.0

30 4.5 7.9 4.8 7.5

31 4.6 9.9 4.9 8.6

32 4.7 8.3 4.9 6.7

33 4.7 7.1 5.0 5.0

34 4.8 7.3 5.1 5.2

35 4.9 4.3 5.2 2.5

36 4.9 3.7 5.4 2.1

37 5.0 3.1 5.5 1.6

38 5.0 1.4 5.5 0.7

39 5.1 1.2 5.6 0.7

40 5.2 1.0 5.7 0.3

41 5.4 0.5 5.8 0.2

42 5.5 0.4 5.9 0.1

43 5.6 0.3 5.9 0.1

44 5.6 0.1 5.9 0.0

45 5.7 0.0 6.0 0.0

46 5.7 0.0 6.0 0.0

47 5.8 0.0 6.0 0.0

48 5.8 0.0 6.0 0.0

49 5.9 0.0 6.0 0.0

50 5.9 0.0 6.0 0.0


Table 6.5.3.3J

Raw Score to Proficiency Level Conversion: Writ 4-5C S400 Paper

Raw Score

Grade 5 Grade 4


6.5.4 Speaking 4–5

6.5.4.1 Speaking 4–5A

0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score

Figure 6.5.4.1A Raw Scores: Spek 4-5A S400 Paper

Grade

No. of


4 7,207 0 18 10.72 4.39

5 6,177 0 18 10.43 4.54

Total 13,384 0 18 10.59 4.46

Raw Score Descriptive Statistics: Spek 4-5A S400 Paper

Table 6.5.4.1A

0

200

400

600

800

1,000

1,200

1,400

1,600

176 192 208 224 240 256 272 288 304 320 336 352 368 384 400

Co

un

t

Scale Score

Figure 6.5.4.1B Scale Scores: Spek 4-5A S400 Paper

Grade

No. of


4 7,207 176 403 293.44 68.09

5 6,177 177 403 290.27 69.50

Total 13,384 176 403 291.98 68.76

Scale Score Descriptive Statistics: Spek 4-5A S400 Paper

Table 6.5.4.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.4.1C Proficiency Level: Spek 4-5A S400 Paper


1 3,543 49.2% 3,228 52.3% 6,771 50.6%

2 1,667 23.1% 1,321 21.4% 2,988 22.3%

3 659 9.1% 509 8.2% 1,168 8.7%

4 0 0.0% 0 0.0% 0 0.0%

5 578 8.0% 488 7.9% 1,066 8.0%

6 760 10.5% 631 10.2% 1,391 10.4%

Total 7,207 100.0% 6,177 100.0% 13,384 100.0%

Table 6.5.4.1C

Level


Proficiency Level Distribution: Spek 4-5A S400 Paper



Table 6.5.4.1E

Equating Summary: Spek 4–5A S400 Paper


Figure 6.5.4.1D

Test Characteristic Curve: Spek 4–5A S400 Paper


Figure 6.5.4.1E

Test Information Function: Spek 4–5A S400 Paper


13,384 6 0.902 1.397

SEM

Table 6.5.4.1F

Reliability: Spek 4-5A S400 Paper



Table 6.5.4.1G

Complete Task Analysis and Summary: Spek 4-5A S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.62

Infit

Mnsq

Outfit

Mnsq

1.P1_G45_PA_S_14067_Reading_S400_Paper A 1 -3.84 Yes 0.76 0.71

2.P3_G45_AC_S_14068_Reading_S400_Paper A* 3 -0.66 Yes 0.78 0.83

3.P1_G45_PA_S_14071_Silkroad_S400_Paper A 1 -3.87 Yes 0.63 0.28

4.P3_G45_A_S_14072_FINAL_Silkroad_S400_Paper A 3 1.54 Yes 0.63 0.67

5.P1_G45_PA_S_14069_Energy_S400_Paper A 1 -4.36 Yes 0.65 0.42

6.P3_G45_AC_S_14070_Energy_S400_Paper A* 3 0.96 Yes 0.68 0.70

7.P3_G45_AC_S_14541_Reading_S400_Paper B/C* 3 -0.66 Yes 0.78 0.83

8.P5_G45_C_S_14542_FINAL_Reading_S400_Paper B/C 5 2.23 Yes 0.58 0.62

9.P3_G45_C_S_14101_FINAL_AlexvonH_S400_Paper B/C 3 2.50 Yes 0.58 0.61


11.P3_G45_AC_S_14097_Energy_S400_Paper B/C* 3 0.96 Yes 0.68 0.70

12.P5_G45_C_S_14098_FINAL_Energy_S400_Paper B/C 5 2.71 Yes 0.64 0.66

0 1 2 3 4

Task 1 8.3% 11.2% 80.5% N/A N/A

Task 2 2.5% 6.0% 22.6% 37.3% 31.5%

Task 3 9.4% 12.6% 78.0% N/A N/A

Task 4 12.9% 35.3% 31.3% 15.7% 4.7%

Task 5 8.9% 15.2% 75.9% N/A N/A

Task 6 2.4% 8.9% 25.6% 35.7% 27.5%

Task 7 2.5% 6.0% 22.6% 37.3% 31.5%

Task 8 0.4% 3.0% 24.9% 44.1% 27.7%

Task 9 0.4% 4.5% 32.1% 41.1% 21.9%

Task 10 0.7% 8.4% 32.8% 37.9% 20.2%

Task 11 2.4% 8.9% 25.6% 35.7% 27.5%

Task 12 0.6% 8.6% 35.0% 37.7% 18.1%



Raw Score


Task Type

ECR

TaskRaw Score

PL

Task

Difficulty

(in logits)

Fit StatisticsName Tier

Anchored

?


Table 6.5.4.1H

DIF Analysis and Summary: Spek 4-5A S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 4 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G45_P A_S_14067_Reading_S400_P aper AA F AA H

2.P 3_G45_AC_S_14068_Reading_S400_P aper AA F AA O

3.P 1_G45_P A_S_14071_Silkro ad_S400_P aper AA F AA H

4.P 3_G45_A_S_14072_FINAL_Silkro ad_S400_P aper AA M AA H

5.P 1_G45_P A_S_14069_Energy_S400_P aper AA M AA O

6.P 3_G45_AC_S_14070_Energy_S400_P aper AA M AA H



Name



0 177 24.49 152.51 201.49

1 177 24.49 152.51 201.49

2 177 24.49 152.51 201.49

3 177 24.49 152.51 201.49

4 177 24.49 152.51 201.49

5 177 24.49 152.51 201.49

6 177 24.49 152.51 201.49

7 235 22.45 212.55 257.45

8 259 19.39 239.61 278.39

9 272 18.88 253.12 290.88

10 273 18.88 254.12 291.88

11 285 18.88 266.12 303.88

12 307 20.41 286.59 327.41

13 323 21.94 301.06 344.94

14 344 23.47 320.53 367.47

15 376 23.98 352.02 399.98

16 402 25.00 377.00 427.00

17 403 25.00 378.00 428.00

18 403 25.00 378.00 428.00

Raw Score to Scale Score Conversion: Spek 4-5A S400 Paper

Table 6.5.4.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 5.8 1.0 5.6

1 1.0 1.3 1.0 1.2

2 1.0 1.7 1.0 0.9

3 1.0 1.6 1.0 1.3

4 1.0 1.7 1.0 1.4

5 1.0 2.0 1.0 1.7

6 1.0 4.2 1.0 3.8

7 1.5 4.0 1.5 3.4

8 1.6 4.7 1.7 4.5

9 1.7 8.0 1.7 7.7

10 1.8 8.2 1.8 8.4

11 1.9 8.9 1.9 9.3

12 2.1 11.3 2.2 12.8

13 2.7 10.1 2.8 10.4

14 3.7 8.2 3.8 9.1

15 5.1 7.9 5.3 8.0

16 6.0 4.1 6.0 4.9

17 6.0 3.3 6.0 3.1

18 6.0 2.9 6.0 2.5

Table 6.5.4.1J

Raw Score to Proficiency Level Conversion: Spek 4-5A S400 Paper

Raw Score

Grade 5 Grade 4


6.5.4.2 Speaking 4–5B

0

500

1,000

1,500

2,000

2,500

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.5.4.2A Raw Scores: Spek 4-5B S400 Paper

Grade

No. of


4 14,755 6 30 21.61 4.45

5 8,908 6 30 22.03 4.54

Total 23,663 6 30 21.77 4.49

Raw Score Descriptive Statistics: Spek 4-5B S400 Paper

Table 6.5.4.2A

0

2,000

4,000

6,000

8,000

10,000

176 192 208 224 240 256 272 288 304 320 336 352 368 384 400

Co

un

t

Scale Score

Figure 6.5.4.2B Scale Scores: Spek 4-5B S400 Paper

Grade

No. of


4 14,755 176 403 366.43 43.76

5 8,908 177 403 370.94 41.72

Total 23,663 176 403 368.13 43.06

Scale Score Descriptive Statistics: Spek 4-5B S400 Paper

Table 6.5.4.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.4.2C Proficiency Level: Spek 4-5B S400 Paper


1 1,266 8.6% 691 7.8% 1,957 8.3%

2 2,310 15.7% 1,242 13.9% 3,552 15.0%

3 1,080 7.3% 611 6.9% 1,691 7.1%

4 1,246 8.4% 670 7.5% 1,916 8.1%

5 1,348 9.1% 719 8.1% 2,067 8.7%

6 7,505 50.9% 4,975 55.8% 12,480 52.7%

Total 14,755 100.0% 8,908 100.0% 23,663 100.0%

Table 6.5.4.2C

Level


Proficiency Level Distribution: Spek 4-5B S400 Paper



Table 6.5.4.2E

Equating Summary: Spek 4–5B S400 Paper


Figure 6.5.4.2D

Test Characteristic Curve: Spek 4–5B S400 Paper


Figure 6.5.4.2E

Test Information Function: Spek 4–5B S400 Paper


64,227 6 0.903 1.332

Cronbach's Alpha

Table 6.5.4.2F

Reliability: Spek 4-5B S400 Paper




Table 6.5.4.2G

Complete Task Analysis and Summary: Spek 4-5B S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.62

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 8.3% 11.2% 80.5% N/A N/A

Task 2 2.5% 6.0% 22.6% 37.3% 31.5%

Task 3 9.4% 12.6% 78.0% N/A N/A

Task 4 12.9% 35.3% 31.3% 15.7% 4.7%

Task 5 8.9% 15.2% 75.9% N/A N/A

Task 6 2.4% 8.9% 25.6% 35.7% 27.5%

Task 7 2.5% 6.0% 22.6% 37.3% 31.5%

Task 8 0.4% 3.0% 24.9% 44.1% 27.7%

Task 9 0.4% 4.5% 32.1% 41.1% 21.9%

Task 10 0.7% 8.4% 32.8% 37.9% 20.2%

Task 11 2.4% 8.9% 25.6% 35.7% 27.5%

Task 12 0.6% 8.6% 35.0% 37.7% 18.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.5.4.2H

DIF Analysis and Summary: Spek 4-5B S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 4 2 4 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group


2.P 5_G45_C_S_14542_FINAL_Reading_S400_P aper AA F AA H

3.P 3_G45_C_S_14101_FINAL_Alexvo nH_S400_P aper AA M AA O

4.P 5_G45_C_S_14102_FINAL_Alexvo nH_S400_P aper AA M AA H


6.P 5_G45_C_S_14098_FINAL_Energy_S400_P aper AA M AA H



Name




6 177 24.49 152.51 201.49

7 235 22.45 212.55 257.45

8 236 22.45 213.55 258.45

9 259 19.39 239.61 278.39

10 260 19.39 240.61 279.39

11 272 18.88 253.12 290.88

12 273 18.88 254.12 291.88

13 284 18.88 265.12 302.88

14 294 19.39 274.61 313.39

15 295 19.39 275.61 314.39

16 314 20.92 293.08 334.92

17 323 21.94 301.06 344.94

18 324 21.94 302.06 345.94

19 335 23.47 311.53 358.47

20 350 23.98 326.02 373.98

21 375 23.98 351.02 398.98

22 402 25.00 377.00 427.00

23 402 25.00 377.00 427.00

24 403 25.00 378.00 428.00

25 403 25.00 378.00 428.00

26 403 25.00 378.00 428.00

27 403 25.00 378.00 428.00

28 403 25.00 378.00 428.00

29 403 25.00 378.00 428.00

30 403 25.00 378.00 428.00

Raw Score to Scale Score Conversion: Spek 4-5B S400 Paper

Table 6.5.4.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.0 0.3 1.0 0.4

7 1.5 0.1 1.5 0.1

8 1.5 0.2 1.5 0.2

9 1.6 0.2 1.7 0.1

10 1.7 0.3 1.7 0.2

11 1.7 0.3 1.7 0.3

12 1.8 1.4 1.8 1.1

13 1.8 1.0 1.8 1.4

14 1.9 1.8 1.9 2.1

15 1.9 2.2 1.9 2.8

16 2.3 3.3 2.3 3.4

17 2.7 3.9 2.6 4.3

18 2.7 6.8 2.9 8.0

19 3.1 6.9 3.3 7.3

20 4.0 7.5 4.0 8.4

21 5.1 8.1 5.2 9.1

22 6.0 8.1 6.0 8.3

23 6.0 7.8 6.0 7.7

24 6.0 9.3 6.0 8.3

25 6.0 7.0 6.0 6.2

26 6.0 5.8 6.0 5.4

27 6.0 5.7 6.0 4.8

28 6.0 4.1 6.0 3.9

29 6.0 3.9 6.0 3.0

30 6.0 4.2 6.0 3.3


Table 6.5.4.2J

Raw Score to Proficiency Level Conversion: Spek 4-5B S400 Paper

Raw Score

Grade 5 Grade 4


6.5.4.3 Speaking 4–5C

0

1,000

2,000

3,000

4,000

5,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score

Figure 6.5.4.3A Raw Scores: Spek 4-5C S400 Paper

Grade

No. of


4 22,070 6 30 23.65 3.96

5 18,494 6 30 24.22 3.87

Total 40,564 6 30 23.91 3.93

Raw Score Descriptive Statistics: Spek 4-5C S400 Paper

Table 6.5.4.3A

0

5,000

10,000

15,000

20,000

25,000

176 192 208 224 240 256 272 288 304 320 336 352 368 384 400

Co

un

t

Scale Score

Figure 6.5.4.3B Scale Scores: Spek 4-5C S400 Paper

Grade

No. of


4 22,070 176 403 383.65 32.46

5 18,494 177 403 387.82 28.68

Total 40,564 176 403 385.55 30.87

Scale Score Descriptive Statistics: Spek 4-5C S400 Paper

Table 6.5.4.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.5.4.3C Proficiency Level: Spek 4-5C S400 Paper


1 478 2.2% 255 1.4% 733 1.8%

2 1,876 8.5% 1,243 6.7% 3,119 7.7%

3 1,134 5.1% 795 4.3% 1,929 4.8%

4 1,500 6.8% 1,083 5.9% 2,583 6.4%

5 1,720 7.8% 1,280 6.9% 3,000 7.4%

6 15,362 69.6% 13,838 74.8% 29,200 72.0%

Total 22,070 100.0% 18,494 100.0% 40,564 100.0%

Table 6.5.4.3C

Level


Proficiency Level Distribution: Spek 4-5C S400 Paper



Table 6.5.4.3E

Equating Summary: Spek 4–5C S400 Paper


Figure 6.5.4.3D

Test Characteristic Curve: Spek 4–5C S400 Paper


Figure 6.5.4.3E

Test Information Function: Spek 4–5C S400 Paper


64,227 6 0.903 1.332


Table 6.5.4.3F

Reliability: Spek 4-5C S400 Paper




Table 6.5.4.3G

Complete Task Analysis and Summary: Spek 4-5C S400 Paper

Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.66 0.62

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 8.3% 11.2% 80.5% N/A N/A

Task 2 2.5% 6.0% 22.6% 37.3% 31.5%

Task 3 9.4% 12.6% 78.0% N/A N/A

Task 4 12.9% 35.3% 31.3% 15.7% 4.7%

Task 5 8.9% 15.2% 75.9% N/A N/A

Task 6 2.4% 8.9% 25.6% 35.7% 27.5%

Task 7 2.5% 6.0% 22.6% 37.3% 31.5%

Task 8 0.4% 3.0% 24.9% 44.1% 27.7%

Task 9 0.4% 4.5% 32.1% 41.1% 21.9%

Task 10 0.7% 8.4% 32.8% 37.9% 20.2%

Task 11 2.4% 8.9% 25.6% 35.7% 27.5%

Task 12 0.6% 8.6% 35.0% 37.7% 18.1%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.5.4.3H

DIF Analysis and Summary: Spek 4-5C S400 Paper

DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 4 2 4 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group



3.P 3_G45_C_S_14101_FINAL_Alexvo nH_S400_P aper AA M AA O

4.P 5_G45_C_S_14102_FINAL_Alexvo nH_S400_P aper AA M AA H


6.P 5_G45_C_S_14098_FINAL_Energy_S400_P aper AA M AA H



Name




6 177 24.49 152.51 201.49

7 235 22.45 212.55 257.45

8 236 22.45 213.55 258.45

9 259 19.39 239.61 278.39

10 260 19.39 240.61 279.39

11 272 18.88 253.12 290.88

12 273 18.88 254.12 291.88

13 284 18.88 265.12 302.88

14 294 19.39 274.61 313.39

15 295 19.39 275.61 314.39

16 314 20.92 293.08 334.92

17 323 21.94 301.06 344.94

18 324 21.94 302.06 345.94

19 335 23.47 311.53 358.47

20 350 23.98 326.02 373.98

21 375 23.98 351.02 398.98

22 402 25.00 377.00 427.00

23 402 25.00 377.00 427.00

24 403 25.00 378.00 428.00

25 403 25.00 378.00 428.00

26 403 25.00 378.00 428.00

27 403 25.00 378.00 428.00

28 403 25.00 378.00 428.00

29 403 25.00 378.00 428.00

30 403 25.00 378.00 428.00

Raw Score to Scale Score Conversion: Spek 4-5C S400 Paper

Table 6.5.4.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.0 0.0 1.0 0.0

7 1.5 0.0 1.5 0.0

8 1.5 0.0 1.5 0.0

9 1.6 0.0 1.7 0.0

10 1.7 0.0 1.7 0.0

11 1.7 0.0 1.7 0.0

12 1.8 0.1 1.8 0.2

13 1.8 0.2 1.8 0.4

14 1.9 0.3 1.9 0.5

15 1.9 0.6 1.9 0.9

16 2.3 1.0 2.3 1.6

17 2.7 1.8 2.6 2.2

18 2.7 3.8 2.9 4.7

19 3.1 4.3 3.3 5.1

20 4.0 5.9 4.0 6.8

21 5.1 6.9 5.2 7.8

22 6.0 8.0 6.0 8.6

23 6.0 8.5 6.0 8.5

24 6.0 9.9 6.0 10.0

25 6.0 8.2 6.0 7.6

26 6.0 8.0 6.0 7.7

27 6.0 8.2 6.0 7.2

28 6.0 7.6 6.0 6.6

29 6.0 6.9 6.0 6.0

30 6.0 9.5 6.0 7.3


Table 6.5.4.3J

Raw Score to Proficiency Level Conversion: Spek 4-5C S400 Paper

Raw Score

Grade 5 Grade 4


6.6 Grades: 6–8



0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


6 5,699 1 18 10.96 3.53

7 5,693 1 18 10.98 3.50

8 5,404 2 18 11.15 3.44

Total 16,796 1 18 11.03 3.49


Table 6.6.1.1A

0

500

1,000

1,500

2,000

178 193 208 223 238 253 268 283 298 313 328 343 358 373

Co

un

t

Scale Score


Grade

No. of


6 5,699 178 359 324.15 32.79

7 5,693 178 368 326.53 34.59

8 5,404 210 375 329.71 35.33

Total 16,796 178 375 326.75 34.31



Table 6.6.1.1B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Count Percent Count Percent Count Percent Count Percent

1 656 11.5% 964 16.9% 1,320 24.4% 2,940 17.5%

2 1,964 34.5% 2,223 39.0% 2,147 39.7% 6,334 37.7%

3 1,580 27.7% 1,451 25.5% 913 16.9% 3,944 23.5%

4 1,499 26.3% 1,055 18.5% 1,024 18.9% 3,578 21.3%

5 n/a n/a n/a n/a n/a n/a n/a n/a


Total 5,699 100.0% 5,693 100.0% 5,404 100.0% 16,796 100.0%


Table 6.6.1.1C


Level

TotalGrade 8Grade 7Grade 6



Table 6.6.1.1E

Equating Summary: List 6–8A S400 Paper


0

2

4

6

8

10

12

14

16

18

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.1.1.D


0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rmati

on

Ability Measure

Figure 6.6.1.1.E




16,796 18 .734 1.802


Cronbach's

Alpha SEM

Table 6.6.1.1F


Table 6.6.1.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.26 18 0.61 1.00 0.98

Infit

Mnsq

Outfit

Mnsq

1.L68A_9650_SIp1_PictureDictionary_302_S400_Paper -2.20 Yes 0.89 0.97 0.92

2.L68A_9651_SIp2_PictureDictionary_302_S400_Paper -1.87 Yes 0.83 0.89 0.74

3.L68A_9652_SIp3_PictureDictionary_302_S400_Paper 0.49 Yes 0.48 1.08 1.12

4.L68A_10728_LAp1_FirstCorn_302_S400_Paper 0.31 Yes 0.53 1.08 1.10

5.L68A_10729_LAp2_FirstCorn_302_S400_Paper -0.03 Yes 0.64 0.86 0.79

6.L68A_10730_LAp3_FirstCorn_302_S400_Paper 0.95 Yes 0.42 1.02 1.04

7.L68A_7738_MAp1_BookGenres_203_S400_Paper -2.29 Yes 0.91 0.96 0.78



10.L68A_6797_SCp1_SoilTools_203_S400_Paper -0.72 0.67 0.90 0.85

11.L68A_6798_SCp2_SoilTools_203_S400_Paper -1.64 0.84 0.89 0.67

12.L68A_6799_SCp3_SoilTools_203_S400_Paper 1.29 Yes 0.42 1.02 1.04

13.L68A_10665_SSp2_IronValley_302_S400_Paper -0.06 0.56 0.96 0.94

14.L68A_10666_SSp3_IronValley_302_S400_Paper 0.31 Yes 0.51 1.07 1.09

15.L68A_10667_SSp4_IronValley_302_S400_Paper 0.44 Yes 0.56 1.03 1.03

16.L68A_9757_SIp2_Auditions_302_S400_Paper -1.54 Yes 0.81 0.97 0.96

17.L68A_9758_SIp3_Auditions_302_S400_Paper 1.38 0.35 1.07 1.20

18.L68A_9759_SIp4_Auditions_302_S400_Paper 0.80 Yes 0.45 1.04 1.07



Name

Item

Difficulty


Fit

Statistics


Table 6.6.1.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 6 11 10 7

B 1 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L68A_9650_SIp1_PictureDictionary_302_S400_Paper A F A H

2.L68A_9651_SIp2_PictureDictionary_302_S400_Paper A F A O

3.L68A_9652_SIp3_PictureDictionary_302_S400_Paper A F A H

4.L68A_10728_LAp1_FirstCorn_302_S400_Paper A M A O

5.L68A_10729_LAp2_FirstCorn_302_S400_Paper A M A H

6.L68A_10730_LAp3_FirstCorn_302_S400_Paper B M A O

7.L68A_7738_MAp1_BookGenres_203_S400_Paper A F A O

8.L68A_7739_MAp2_BookGenres_203_S400_Paper A F A H

9.L68A_7740_MAp3_BookGenres_203_S400_Paper A F A H

10.L68A_6797_SCp1_SoilTools_203_S400_Paper A M B O

11.L68A_6798_SCp2_SoilTools_203_S400_Paper A F A O

12.L68A_6799_SCp3_SoilTools_203_S400_Paper A M A H

13.L68A_10665_SSp2_IronValley_302_S400_Paper A M A H

14.L68A_10666_SSp3_IronValley_302_S400_Paper A F A O

15.L68A_10667_SSp4_IronValley_302_S400_Paper A M A H

16.L68A_9757_SIp2_Auditions_302_S400_Paper A F A O

17.L68A_9758_SIp3_Auditions_302_S400_Paper A F A H

18.L68A_9759_SIp4_Auditions_302_S400_Paper A F A H


Name



Grade 8 Grade 7 Grade 6

0 132^ 128^ 124^ 69.98 100.00^ 199.21

1 178 178 178 40.14 137.97 218.25

2 210 210 210 30.24 179.35 239.83

3 230 230 230 26.21 204.27 256.69

4 247 247 247 23.99 223.15 271.12

5 261 261 261 22.57 238.93 284.06

6 274 274 274 21.58 252.85 296.02

7 286 286 286 20.89 265.53 307.31

8 298 298 298 20.43 277.33 318.19

9 309 309 309 20.16 288.55 328.87

10 319 319 319 20.11 299.37 339.59

11 330 330 330 20.28 310.04 350.60

12 341 341 341 20.73 320.75 362.21

13 353 353 353 21.54 331.79 374.86

14 366 366 22.88* 343.51* 389.27*

15

16

17

18

406.74****

^ Truncated



*** Applies to all capped grade 8 scores

****Applies to all capped grades 7 and 8 scores

359*375*** 368** 25.13**** 356.47****

Table 6.6.1.1I


Raw Score

Scale Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.3 0.0 1.3 0.1

2 1.5 0.1 1.5 0.1 1.5 0.1

3 1.6 0.5 1.6 0.7 1.7 0.8

4 1.7 1.4 1.7 1.9 1.8 1.8

5 1.8 2.6 1.8 3.0 1.9 3.3

6 1.8 4.8 1.9 4.8 1.9 5.4

7 1.9 6.9 1.9 6.6 2.1 6.4

8 1.9 8.1 2.1 9.5 2.3 8.6

9 2.2 8.8 2.4 10.0 2.6 9.4

10 2.4 10.0 2.6 10.1 2.8 10.0

11 2.7 10.9 2.9 9.5 3.1 9.7

12 2.9 10.1 3.1 9.7 3.4 9.3

13 3.3 9.0 3.5 8.1 3.8 8.8

14 3.7 7.9 3.9 7.7 4.0* 7.6

15 4.0* 6.5 4.0* 6.6 4.0* 6.9

16 4.0* 5.9 4.0* 5.6 4.0* 5.5

17 4.0* 4.4 4.0* 4.0 4.0* 4.5

18 4.0* 2.1 4.0* 2.4 4.0* 1.8

* Capped

Table 6.6.1.1J


Raw Score




0

500

1,000

1,500

2,000

2,500

3,000

3,500

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


6 7,749 2 21 15.32 3.02

7 6,910 2 21 15.64 3.08

8 6,744 0 21 15.87 3.09

Total 21,403 0 21 15.60 3.07


Table 6.6.1.2A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

132 152 172 192 212 232 252 272 292 312 332 352 372 392

Co

un

t

Scale Score


Grade

No. of


6 7,749 223 380 361.30 22.82

7 6,910 223 390 367.06 25.82

8 6,744 132 399 371.72 28.35

Total 21,403 132 399 366.44 25.99



Table 6.6.1.2B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 42 0.5% 76 1.1% 126 1.9% 244 1.1%

2 865 11.2% 1,045 15.1% 1,330 19.7% 3,240 15.1%

3 1,865 24.1% 1,833 26.5% 1,235 18.3% 4,933 23.0%

4 1,912 24.7% 1,875 27.1% 1,703 25.3% 5,490 25.7%

5 3,065 39.6% 2,081 30.1% 2,350 34.8% 7,496 35.0%


Total 7,749 100.0% 6,910 100.0% 6,744 100.0% 21,403 100.0%


Table 6.6.1.2C


Level




Table 6.6.1.2E



0

3

6

9

12

15

18

21

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.1.2.D


0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rmati

on

Ability Measure

Figure 6.6.1.2.E




21,402 21 .653 1.809

Table 6.6.1.2F



Cronbach's

Alpha SEM

Table 6.6.1.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.14 21 0.74 1.00 0.98

Infit

Mnsq

Outfit

Mnsq

1.L68B_10005_SIp2_NationalPark_302_S400_Paper -1.55 0.93 0.96 0.85

2.L68B_10006_SIp3_NationalPark_302_S400_Paper 0.67 0.72 1.04 1.06

3.L68B_10007_SIp4_NationalPark_302_S400_Paper -0.33 Yes 0.81 0.96 0.92

4.L68B_10670_LAp2_MadamWalker_302_S400_Paper -0.36 0.85 0.95 0.86

5.L68B_10673_LAp3_MadamWalker_302_S400_Paper -0.72 0.89 0.97 0.95

6.L68B_10676_LAp4_MadamWalker_302_S400_Paper 2.30 Yes 0.37 1.16 1.29

7.L68B_7205_MAp2_RecyclingCans_203_S400_Paper -1.84 0.94 1.02 1.12

8.L68B_7206_MAp3_RecyclingCans_203_S400_Paper 0.70 Yes 0.74 1.03 1.03

9.L68B_7207_MAp4_RecyclingCans_203_S400_Paper 0.18 Yes 0.75 1.00 0.97

10.L68B_6959_SCp2_Flowers_203_S400_Paper -0.46 0.72 1.00 0.96

11.L68B_6960_SCp3_Flowers_203_S400_Paper 1.79 Yes 0.44 1.10 1.14

12.L68B_7068_SCp4_Flowers_203_S400_Paper 0.78 Yes 0.69 1.01 0.99

13.L68B_10665_SSp2_IronValley_302_S400_Paper -0.32 0.80 0.94 0.87

14.L68B_10666_SSp3_IronValley_302_S400_Paper 0.31 Yes 0.73 1.00 0.97

15.L68B_10667_SSp4_IronValley_302_S400_Paper 0.44 Yes 0.73 0.97 0.92

16.L68B_10671_LAp3_FoxSavesPeople_302_S400_Paper 0.29 0.73 0.93 0.88

17.L68B_10678_LAp4_FoxSavesPeople_302_S400_Paper -0.82 0.85 0.91 0.75

18.L68B_10680_LAp5_FoxSavesPeople_302_S400_Paper -0.41 0.80 0.92 0.81

19.L68B_10352_MAp3_DrinkingWater_302_S400_Paper -0.33 0.88 1.07 1.21

20.L68B_10353_MAp4_DrinkingWater_302_S400_Paper 1.88 0.49 1.06 1.08

21.L68B_10354_MAp5_DrinkingWater_302_S400_Paper 0.81 Yes 0.74 0.99 0.96



Name

Item

Difficulty


Fit

Statistics


Table 6.6.1.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 10 11 12 9

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L68B_10005_SIp2_NationalPark_302_S400_Paper A F A O

2.L68B_10006_SIp3_NationalPark_302_S400_Paper A F A H

3.L68B_10007_SIp4_NationalPark_302_S400_Paper A M A H

4.L68B_10670_LAp2_MadamWalker_302_S400_Paper A F A H



7.L68B_7205_MAp2_RecyclingCans_203_S400_Paper A M A O

8.L68B_7206_MAp3_RecyclingCans_203_S400_Paper A F A H

9.L68B_7207_MAp4_RecyclingCans_203_S400_Paper A F A O

10.L68B_6959_SCp2_Flowers_203_S400_Paper A M A O

11.L68B_6960_SCp3_Flowers_203_S400_Paper A M A O

12.L68B_7068_SCp4_Flowers_203_S400_Paper A M A H

13.L68B_10665_SSp2_IronValley_302_S400_Paper A M A H

14.L68B_10666_SSp3_IronValley_302_S400_Paper A M A O

15.L68B_10667_SSp4_IronValley_302_S400_Paper A M A H

16.L68B_10671_LAp3_FoxSavesPeople_302_S400_Paper A M A O

17.L68B_10678_LAp4_FoxSavesPeople_302_S400_Paper A F A H

18.L68B_10680_LAp5_FoxSavesPeople_302_S400_Paper A M A O

19.L68B_10352_MAp3_DrinkingWater_302_S400_Paper A F A O

20.L68B_10353_MAp4_DrinkingWater_302_S400_Paper A F A H

21.L68B_10354_MAp5_DrinkingWater_302_S400_Paper A F A H


Name




0 132^ 128^ 124^ 69.63 100.00^ 215.31

1 194 194 194 39.42 154.15 232.98

2 223 223 223 29.11 194.26 252.49

3 242 242 242 24.76 217.63 267.15

4 257 257 257 22.30 234.72 279.31

5 269 269 269 20.73 248.55 290.01

6 280 280 280 19.68 260.43 299.78

7 290 290 290 18.95 271.06 308.97

8 299 299 299 18.48 280.84 317.81

9 308 308 308 18.20 290.06 326.47

10 317 317 317 18.09 298.93 335.10

11 326 326 326 18.12 307.60 343.85

12 335 335 335 18.31 316.23 352.86

13 344 344 344 18.67 324.97 362.30

14 353 353 353 19.21 333.95 372.36

15 363 363 363 19.99 343.37 383.35

16 375 375 375 21.10 353.46 395.66

17 387 387 22.71* 364.57* 409.99*

18

19

20

21

427.61****

^ Truncated




**** Applies to all capped grades 7 and 8 scores

380*399*** 390** 25.18**** 377.24****

Table 6.6.1.2I


Raw Score

Scale Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.4 0.0 1.4 0.0 1.4 0.0

2 1.5 0.0 1.6 0.0 1.6 0.0

3 1.7 0.0 1.7 0.0 1.7 0.0

4 1.7 0.0 1.8 0.0 1.8 0.0

5 1.8 0.1 1.9 0.2 1.9 0.1

6 1.9 0.2 1.9 0.3 1.9 0.4

7 1.9 0.5 1.9 0.6 2.2 0.5

8 1.9 1.0 2.1 1.2 2.4 1.2

9 2.1 1.5 2.3 1.9 2.6 2.1

10 2.4 2.8 2.6 2.5 2.8 3.2

11 2.6 4.0 2.8 4.1 2.9 4.1

12 2.8 4.8 2.9 5.5 3.2 5.7

13 2.9 6.5 3.2 6.6 3.5 8.0

14 3.3 8.4 3.5 8.7 3.8 10.3

15 3.6 9.9 3.9 11.2 4.2 12.1

16 4.0 12.3 4.3 13.1 4.8 12.6

17 4.5 13.0 4.9 14.0 5.0* 13.6

18 5.0* 13.3 5.0* 11.9 5.0* 12.0

19 5.0* 11.6 5.0* 9.8 5.0* 8.2

20 5.0* 7.2 5.0* 6.3 5.0* 4.5

21 5.0* 2.7 5.0* 2.1 5.0* 1.3

* Capped

Table 6.6.1.2J


Raw Score




0

1,000

2,000

3,000

4,000

5,000

6,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


6 11,645 4 21 15.89 2.80

7 10,538 1 21 16.70 2.65

8 10,604 4 21 17.34 2.49

Total 32,787 1 21 16.62 2.72


Table 6.6.1.3A

0

1,000

2,000

3,000

4,000

5,000

6,000

229 245 261 277 293 309 325 341 357 373 389 405 421 437 453 469

Co

un

t

Scale Score


Grade

No. of


6 11,645 292 473 407.28 31.07

7 10,538 229 473 416.63 30.89

8 10,604 292 473 424.31 29.94

Total 32,787 229 473 415.79 31.45


Table 6.6.1.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 0 0.0% 7 0.1% 1 0.0% 8 0.0%

2 63 0.5% 48 0.5% 75 0.7% 186 0.6%

3 765 6.6% 693 6.6% 407 3.8% 1,865 5.7%

4 1,412 12.1% 1,298 12.3% 1,693 16.0% 4,403 13.4%

5 4,059 34.9% 3,941 37.4% 2,722 25.7% 10,722 32.7%

6 5,346 45.9% 4,551 43.2% 5,706 53.8% 15,603 47.6%

Total 11,645 100.0% 10,538 100.0% 10,604 100.0% 32,787 100.0%

Table 6.6.1.3C


Level




Table 6.6.1.3E Equating Summary: List 6–8C S400 Paper


0

3

6

9

12

15

18

21

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.1.3.D

Test Characteristic Curve : List 6-8C S400 Paper

0

1

2

3

4

5

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rmati

on

Ability Measure

Figure 6.6.1.3.E



32,786 21 .607 1.706

Table 6.6.1.3F



Cronbach's

Alpha SEM

Table 6.6.1.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.00 21 0.79 1.00 0.97

Infit

Mnsq

Outfit

Mnsq

1.L68C_10153_SIp3_ReadingAloud_302_S400_Paper 1.00 0.76 1.00 0.99

2.L68C_10154_SIp4_ReadingAloud_302_S400_Paper 0.66 Yes 0.88 0.99 0.98

3.L68C_10156_SIp5_ReadingAloud_302_S400_Paper 0.65 Yes 0.87 0.97 0.91

4.L68C_10806_LAp3_ManWithHat_302_S400_Paper -0.42 0.94 0.97 0.84

5.L68C_10807_LAp4_ManWithHat_302_S400_Paper -0.92 0.96 0.95 0.75

6.L68C_10808_LAp5_ManWithHat_302_S400_Paper 1.72 Yes 0.74 0.93 0.89

7.L68C_7700_MAp3_Birthdays_203_S400_Paper 1.84 Yes 0.65 1.12 1.18

8.L68C_7701_MAp4_Birthdays_203_S400_Paper 1.28 Yes 0.77 0.96 0.94

9.L68C_7702_MAp5_Birthdays_203_S400_Paper 1.33 0.81 1.04 1.08

10.L68C_7334_SCp3_MagnetElectric_203_S400_Paper 0.51 0.92 1.01 0.99

11.L68C_7335_SCp4_MagnetElectric_203_S400_Paper 1.69 Yes 0.67 1.00 0.99

12.L68C_7336_SCp5_MagnetElectric_203_S400_Paper 0.97 Yes 0.82 0.96 0.90

13.L68C_10720_SSp3_PayingTaxes_302_S400_Paper 0.51 Yes 0.85 0.97 0.89

14.L68C_10722_SSp4_PayingTaxes_302_S400_Paper 1.51 Yes 0.74 1.00 1.00

15.L68C_10724_SSp5_PayingTaxes_302_S400_Paper 3.14 0.43 1.09 1.13

16.L68C_10699_LAp3_Quatrain_302_S400_Paper 0.79 Yes 0.81 1.04 1.07

17.L68C_10702_LAp4_Quatrain_302_S400_Paper 0.40 Yes 0.88 0.94 0.81

18.L68C_10704_LAp5_Quatrain_302_S400_Paper 0.61 0.84 1.01 1.00

19.L68C_10352_MAp3_DrinkingWater_302_S400_Paper 0.14 Yes 0.91 1.05 1.18

20.L68C_10353_MAp4_DrinkingWater_302_S400_Paper 2.33 Yes 0.55 1.00 1.01

21.L68C_10354_MAp5_DrinkingWater_302_S400_Paper 1.27 0.82 0.96 0.91



Name

Item

Difficulty


Fit

Statistics


Table 6.6.1.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 7 13 11 10

B 1 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L68C_10153_SIp3_ReadingAloud_302_S400_Paper A F A H



4.L68C_10806_LAp3_ManWithHat_302_S400_Paper A F A H



7.L68C_7700_MAp3_Birthdays_203_S400_Paper A M A O

8.L68C_7701_MAp4_Birthdays_203_S400_Paper A F A O

9.L68C_7702_MAp5_Birthdays_203_S400_Paper A F A O

10.L68C_7334_SCp3_MagnetElectric_203_S400_Paper A M A H

11.L68C_7335_SCp4_MagnetElectric_203_S400_Paper B M A H

12.L68C_7336_SCp5_MagnetElectric_203_S400_Paper A M A O

13.L68C_10720_SSp3_PayingTaxes_302_S400_Paper A M A O



16.L68C_10699_LAp3_Quatrain_302_S400_Paper A F A H

17.L68C_10702_LAp4_Quatrain_302_S400_Paper A F A H

18.L68C_10704_LAp5_Quatrain_302_S400_Paper A F A O

19.L68C_10352_MAp3_DrinkingWater_302_S400_Paper A M A H

20.L68C_10353_MAp4_DrinkingWater_302_S400_Paper A F A O

21.L68C_10354_MAp5_DrinkingWater_302_S400_Paper A F A O


Name




0 132^ 69.57 100^ 251.10

1 229 39.31 189.96 268.57

2 259 28.94 229.89 287.78

3 278 24.55 253.04 302.13

4 292 22.05 269.87 313.97

5 304 20.45 283.43 324.32

6 314 19.36 295.03 333.75

7 324 18.61 305.34 342.57

8 333 18.11 314.80 351.03

9 341 17.80 323.68 359.29

10 350 17.66 332.18 367.50

11 358 17.67 340.47 375.82

12 367 17.83 348.68 384.35

13 375 18.16 356.97 393.29

14 384 18.69 365.46 402.83

15 394 19.45 374.35 413.26

16 404 20.57 383.86 425.00

17 417 22.20 394.35 438.74

18 431 24.73 406.35 455.81

19 445* 29.16 420.95 479.27

20 459* 39.52 440.55 519.59

21 473* 69.72 458.43 597.87

^Truncated



Table 6.6.1.2I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.6 0.0 1.6 0.0 1.7 0.0

2 1.8 0.0 1.8 0.0 1.9 0.0

3 1.9 0.0 1.9 0.0 1.9 0.0

4 1.9 0.0 1.9 0.0 2.2 0.0

5 2.0 0.0 2.3 0.0 2.5 0.1

6 2.3 0.0 2.5 0.0 2.7 0.1

7 2.5 0.1 2.7 0.1 2.9 0.3

8 2.7 0.2 2.9 0.3 3.2 0.6

9 2.9 0.4 3.1 0.7 3.4 1.2

10 3.2 0.7 3.4 1.1 3.7 1.6

11 3.4 1.3 3.7 1.7 3.9 3.1

12 3.8 1.8 3.9 3.1 4.4 5.0

13 4.0 3.1 4.3 4.8 4.8 7.1

14 4.4 5.2 4.8 7.5 5.1 9.3

15 4.8 7.7 5.1 10.1 5.5 12.2

16 5.2 11.6 5.5 12.5 5.9 13.4

17 5.7 14.1 5.9 14.8 6.0 14.7

18 6.0 17.0 6.0 16.0 6.0 12.9

19 6.0 16.9 6.0 13.4 6.0 10.5

20 6.0 13.4 6.0 9.7 6.0 5.9

21 6.0 6.4 6.0 4.2 6.0 1.9

Table 6.6.1.3J


Raw Score



6.6.2 Reading 6–8

6.6.2.1 Reading 6–8A

0

200

400

600

800

1,000

1,200

1,400

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score


Grade

No. of


6 5,462 2 24 12.43 4.35

7 5,487 2 24 13.08 4.47

8 5,261 1 24 13.74 4.52

Total 16,210 1 24 13.08 4.48


Table 6.6.2.1A

0

200

400

600

800

1,000

1,200

1,400

236 250 264 278 292 306 320 334 348 362 376

Co

un

t

Scale Score


Grade

No. of


6 5,462 256 360 329.00 21.54

7 5,487 256 369 333.29 23.21

8 5,261 236 376 337.47 24.38

Total 16,210 236 376 333.20 23.31



Table 6.6.2.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 1,126 20.6% 1,743 31.8% 2,197 41.8% 5,066 31.3%

2 2,599 47.6% 2,111 38.5% 1,873 35.6% 6,583 40.6%

3 994 18.2% 890 16.2% 558 10.6% 2,442 15.1%

4 743 13.6% 743 13.5% 633 12.0% 2,119 13.1%



Total 5,462 100.0% 5,487 100.0% 5,261 100.0% 16,210 100.0%


Table 6.6.2.1C


Level

Grade 6 Grade 7 Grade 8 Total



Table 6.6.2.1E



0

3

6

9

12

15

18

21

24

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.2.1.D


0

1

2

3

4

5

6

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rmat

ion

Ability Measure

Figure 6.6.2.1.E




16,210 24 .770 2.146

Table 6.6.2.1F



Cronbach's

Alpha SEM

Table 6.6.2.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.19 24 0.54 1.00 1.00

Infit

Mnsq

Outfit

Mnsq

1.R68A_8246_SIp1_KWLChart_301_Paper_400 -0.32 0.70 0.95 0.91

2.R68A_8247_SIp2_KWLChart_301_Paper_400 -0.21 0.63 1.05 1.10

3.R68A_8248_SIp3_KWLChart_301_Paper_400 1.40 0.31 1.33 1.55

4.R68A_7706_LAp1_Collage_203_Paper_400 -0.68 Yes 0.66 0.87 0.79



7.R68A_8073_MAp1_Recipe_301_Paper_400 -1.08 0.76 0.87 0.71

8.R68A_8074_MAp2_Recipe_301_Paper_400 0.45 0.50 1.03 1.02

9.R68A_8075_MAp3_Recipe_301_Paper_400 1.59 0.27 1.18 1.33

10.R68A_5895_SCp1_HowPlantsMakeFood_mabr_Paper_400 -1.95 Yes 0.91 1.01 1.02

11.R68A_5897_SCp2_HowPlantsMakeFood_mabr_Paper_400 -0.21 Yes 0.63 1.01 1.01

12.R68A_5899_SCp3_HowPlantsMakeFood_mabr_Paper_400 0.75 Yes 0.42 1.01 1.01

13.R68A_6772_SSp1_Uruguay_203_Paper_400 -0.92 Yes 0.77 0.90 0.77

14.R68A_6774_SSp2_Uruguay_203_Paper_400 0.20 Yes 0.58 0.93 0.89

15.R68A_6775_SSp3_Uruguay_203_Paper_400 0.80 Yes 0.46 1.03 1.04

16.R68A_8347_SIp2_CreatingAFormPoem_301_Paper_400 0.22 0.54 0.94 0.91



19.R68A_7721_LAp1_Kite_203_Paper_400 -1.08 Yes 0.73 0.87 0.74

20.R68A_7722_LAp2_Kite_203_Paper_400 0.84 Yes 0.48 0.99 0.99

21.R68A_7723_LAp3_Kite_203_Paper_400 0.93 Yes 0.35 1.04 1.09

22.R68A_9358_MAp1_Trash_301_Paper_400 -0.21 0.60 0.90 0.86

23.R68A_9359_MAp2_Trash_301_Paper_400 0.50 0.47 0.98 0.97

24.R68A_9360_MAp3_Trash_301_Paper_400 0.94 0.39 1.18 1.25



Name

Item

Difficulty


Fit

Statistics


Table 6.6.2.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 12 12 12 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R68A_8246_SIp1_KWLChart_301_S400_Paper A F A H

2.R68A_8247_SIp2_KWLChart_301_S400_Paper A F A H

3.R68A_8248_SIp3_KWLChart_301_S400_Paper A M A H

4.R68A_7706_LAp1_Collage_203_S400_Paper A M A O

5.R68A_7707_LAp2_Collage_203_S400_Paper A F A O

6.R68A_7708_LAp3_Collage_203_S400_Paper A F A H

7.R68A_8073_MAp1_Recipe_301_S400_Paper A M A H

8.R68A_8074_MAp2_Recipe_301_S400_Paper A F A O

9.R68A_8075_MAp3_Recipe_301_S400_Paper A F A O

10.R68A_5895_SCp1_HowPlantsMakeFood_mabr_S400_Paper A M A H

11.R68A_5897_SCp2_HowPlantsMakeFood_mabr_S400_Paper A M A O

12.R68A_5899_SCp3_HowPlantsMakeFood_mabr_S400_Paper A M A O

13.R68A_6772_SSp1_Uruguay_203_S400_Paper A M A H

14.R68A_6774_SSp2_Uruguay_203_S400_Paper A M A H

15.R68A_6775_SSp3_Uruguay_203_S400_Paper A F A H

16.R68A_8347_SIp2_CreatingAFormPoem_301_S400_Paper A F A O

17.R68A_8350_SIp3_CreatingAFormPoem_301_S400_Paper A M A H

18.R68A_8404_SIp4_CreatingAFormPoem_301_S400_Paper A F A H

19.R68A_7721_LAp1_Kite_203_S400_Paper A F A O

20.R68A_7722_LAp2_Kite_203_S400_Paper A M A O

21.R68A_7723_LAp3_Kite_203_S400_Paper A M A O

22.R68A_9358_MAp1_Trash_301_S400_Paper A F A O

23.R68A_9359_MAp2_Trash_301_S400_Paper A M A O

24.R68A_9360_MAp3_Trash_301_S400_Paper A F A H


Name




0 200^ 191^ 183^ 48.12 154.96 251.20

1 236 236 236 27.15 208.90 263.20

2 256 256 256 19.97 236.45 276.38

3 269 269 269 16.90 252.38 286.18

4 279 279 279 15.15 263.93 294.24

5 287 287 287 14.02 273.21 301.25

6 294 294 294 13.24 281.12 307.59

7 301 301 301 12.68 288.12 313.47

8 307 307 307 12.27 294.50 319.04

9 312 312 312 11.98 300.43 324.40

10 318 318 318 11.79 306.05 329.64

11 323 323 323 11.68 311.46 334.81

12 328 328 328 11.63 316.72 339.99

13 334 334 334 11.66 321.91 345.22

14 339 339 339 11.76 327.08 350.59

15 344 344 344 11.93 332.29 356.15

16 350 350 350 12.20 337.61 362.01

17 356 356 356 12.58 343.13 368.29

18 362 362 13.12* 348.93* 375.16*

19 369 13.87** 355.15** 382.9**

20

21

22

23

24

Table 6.6.2.1I

^ Truncated




369**376*** 14.98*** 362.01*** 391.97***

360*



Scale Score


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.3 0.0 1.4 0.0

2 1.4 0.1 1.5 0.1 1.6 0.1

3 1.5 0.1 1.6 0.3 1.7 0.3

4 1.6 0.5 1.7 0.7 1.7 0.9

5 1.7 1.5 1.7 1.6 1.8 2.3

6 1.7 2.4 1.8 2.7 1.9 3.8

7 1.8 3.5 1.8 5.0 1.9 6.1

8 1.8 5.0 1.9 6.7 1.9 7.1

9 1.9 6.4 1.9 6.7 2.0 8.0

10 1.9 7.2 1.9 8.0 2.2 8.2

11 1.9 7.1 2.1 7.9 2.4 8.3

12 1.9 7.9 2.3 8.3 2.6 8.3

13 2.2 7.5 2.5 7.4 2.8 7.4

14 2.3 7.3 2.6 7.9 2.9 7.5

15 2.5 8.0 2.8 7.1 3.2 6.7

16 2.7 7.0 3.1 5.8 3.5 6.0

17 2.9 5.8 3.4 5.9 3.8 5.5

18 3.2 5.9 3.7 4.5 4.0* 3.7

19 3.6 4.7 4.0 4.0 4.0* 3.0

20 4.0* 3.7 4.0* 3.2 4.0* 2.9

21 4.0* 3.6 4.0* 2.6 4.0* 1.7

22 4.0* 2.5 4.0* 2.2 4.0* 1.4

23 4.0* 1.4 4.0* 1.1 4.0* 0.6

24 4.0* 0.8 4.0* 0.5 4.0* 0.3

* Capped

Table 6.6.2.1J


Raw Score

Grade 8 Grade7 Grade 6


6.6.2.2 Reading 6–8B

0

500

1,000

1,500

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


6 7,125 0 27 13.51 4.72

7 6,377 2 27 14.60 5.03

8 6,236 1 27 15.72 5.19

Total 19,738 0 27 14.56 5.05


Table 6.6.2.2A

0

500

1,000

1,500

2,000

2,500

183 198 213 228 243 258 273 288 303 318 333 348 363 378

Co

un

t

Scale Score


Grade

No. of


6 7,125 183 366 350.48 16.62

7 6,377 280 375 356.38 18.54

8 6,236 259 382 362.13 19.88

Total 19,738 183 382 356.07 18.93



Table 6.6.2.2B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.6.2.2C Proficiency Level: Read 6-8B S400 Paper


1 203 2.8% 277 4.3% 355 5.7% 835 4.2%

2 1,351 19.0% 1,628 25.5% 1,835 29.4% 4,814 24.4%

3 2,698 37.9% 2,154 33.8% 1,645 26.4% 6,497 32.9%

4 501 7.0% 471 7.4% 425 6.8% 1,397 7.1%

5 2,372 33.3% 1,847 29.0% 1,976 31.7% 6,195 31.4%


Total 7,125 100.0% 6,377 100.0% 6,236 100.0% 19,738 100.0%


Table 6.6.2.2C


Level




Table 6.6.2.2E



0

3

6

9

12

15

18

21

24

27

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.2.2.D


0

1

2

3

4

5

6

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rmat

ion

Ability Measure

Figure 6.6.2.2.E




19,737 27 .794 2.292

Table 6.6.2.2F



Cronbach's

Alpha SEM

Table 6.6.2.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.23 27 0.54 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R68B_8347_SIp2_CreatingAFormPoem_301_Paper_400 0.34 0.74 0.99 0.96



4.R68B_6922_LAp2_ClimbingMountHollow_203_Paper_400 -1.24 Yes 0.89 0.88 0.64

5.R68B_6923_LAp3_ClimbingMountHollow_203_Paper_400 -0.44 Yes 0.80 0.87 0.72

6.R68B_6924_LAp4_ClimbingMountHollow_203_Paper_400 0.03 Yes 0.75 0.89 0.80

7.R68B_8315_MAp2_MeasuringProducts_301_Paper_400 1.20 0.57 1.00 0.99



10.R68B_5683_SCp2_CellDivision_diab_Paper_400 0.31 Yes 0.74 0.96 0.91



13.R68B_7019_SSp2_RockAndRoll_203_Paper_400 1.62 Yes 0.47 1.11 1.15



16.R68B_7243_LAp3_SolarOven_203_Paper_400 1.09 0.53 1.03 1.03

17.R68B_7244_LAp4_SolarOven_203_Paper_400 1.27 Yes 0.57 0.93 0.91

18.R68B_7245_LAp5_SolarOven_203_Paper_400 1.56 Yes 0.44 0.99 1.00

19.R68B_8888_MAp3_SoccerPercent_301_Paper_400 0.71 0.66 0.97 0.92



22.R68B_5430_SCp2_RockCycle_DeRoSaJa_Paper_400 1.82 Yes 0.42 1.08 1.12



25.R68B_7077_SSp2_GreatInventions_203_Paper_400 0.60 Yes 0.66 0.89 0.83





Name

Item

Difficulty


Fit

Statistics


Table 6.6.2.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 16 15 12

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R68B_8347_SIp2_CreatingAFormPoem_301_S400_Paper A F A H



4.R68B_6922_LAp2_ClimbingMountHollow_203_S400_Paper A M A O

5.R68B_6923_LAp3_ClimbingMountHollow_203_S400_Paper A M A O

6.R68B_6924_LAp4_ClimbingMountHollow_203_S400_Paper A M A H

7.R68B_8315_MAp2_MeasuringProducts_301_S400_Paper A M A H

8.R68B_8316_MAp3_MeasuringProducts_301_S400_Paper A F A H

9.R68B_8317_MAp4_MeasuringProducts_301_S400_Paper A M A O

10.R68B_5683_SCp2_CellDivision_diab_S400_Paper A F A H



13.R68B_7019_SSp2_RockAndRoll_203_S400_Paper A F A H

14.R68B_7020_SSp3_RockAndRoll_203_S400_Paper A M A H

15.R68B_7021_SSp4_RockAndRoll_203_S400_Paper A F A O

16.R68B_7243_LAp3_SolarOven_203_S400_Paper A F A O

17.R68B_7244_LAp4_SolarOven_203_S400_Paper A F A O

18.R68B_7245_LAp5_SolarOven_203_S400_Paper A M A O

19.R68B_8888_MAp3_SoccerPercent_301_S400_Paper A F A O

20.R68B_8889_MAp4_SoccerPercent_301_S400_Paper A F A O

21.R68B_8890_MAp5_SoccerPercent_301_S400_Paper A M A H

22.R68B_5430_SCp2_RockCycle_DeRoSaJa_S400_Paper A M A O

23.R68B_5431_SCp3_RockCycle_DeRoSaJa_S400_Paper A M A H

24.R68B_5432_SCp4_RockCycle_DeRoSaJa_S400_Paper A F A H

25.R68B_7077_SSp2_GreatInventions_203_S400_Paper A F A O

26.R68B_7078_SSp3_GreatInventions_203_S400_Paper A F A O

27.R68B_7079_SSp4_GreatInventions_203_S400_Paper A M A H


Name




0 200^ 191^ 183^ 48.21 177.89 274.32

1 259 259 259 27.27 232.00 286.54

2 280 280 280 20.04 259.77 299.85

3 293 293 293 16.91 275.83 309.64

4 302 302 302 15.08 287.42 317.58

5 311 311 311 13.87 296.65 324.39

6 317 317 317 13.02 304.44 330.47

7 324 324 324 12.38 311.25 336.02

8 329 329 329 11.91 317.40 341.21

9 335 335 335 11.55 323.04 346.14

10 340 340 340 11.28 328.31 350.87

11 344 344 344 11.09 333.31 355.48

12 349 349 349 10.95 338.11 360.02

13 354 354 354 10.88 342.76 364.53

14 358 358 358 10.86 347.32 369.05

15 363 363 363 10.90 351.84 373.63

16 367 367 10.99* 356.35* 378.33*

17 372 372 11.14 360.90 383.18

18 377 11.36** 365.55** 388.27**

19

20

21

22

23

24

25

26

27

Table 6.6.2.2I

^ Truncated




375**382*** 11.68*** 370.33*** 393.68***

366*



Scale Score


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.5 0.0 1.5 0.0 1.6 0.0

2 1.6 0.0 1.7 0.1 1.8 0.1

3 1.7 0.2 1.8 0.4 1.9 0.3

4 1.8 0.5 1.9 0.6 1.9 0.8

5 1.9 0.9 1.9 1.2 1.9 1.6

6 1.9 1.8 1.9 2.1 2.2 2.8

7 1.9 2.3 2.1 3.4 2.4 4.3

8 2.0 3.3 2.3 4.0 2.6 5.5

9 2.2 3.9 2.5 5.3 2.8 6.3

10 2.4 5.2 2.7 6.0 3.0 7.2

11 2.5 5.3 2.8 6.8 3.2 7.2

12 2.7 5.4 3.0 6.6 3.5 7.6

13 2.9 6.3 3.3 6.6 3.7 8.1

14 3.0 6.5 3.5 7.0 3.9 7.7

15 3.3 6.4 3.7 7.0 4.5 7.0

16 3.5 6.8 3.9 6.4 5.0* 6.6

17 3.8 6.7 4.5 7.4 5.0* 6.0

18 4.2 6.8 5.0* 5.7 5.0* 4.7

19 5.0* 6.0 5.0* 5.3 5.0* 4.4

20 5.0* 5.4 5.0* 4.3 5.0* 3.5

21 5.0* 5.1 5.0* 3.9 5.0* 2.5

22 5.0* 4.6 5.0* 2.8 5.0* 2.0

23 5.0* 3.6 5.0* 2.7 5.0* 1.7

24 5.0* 2.8 5.0* 1.7 5.0* 0.8

25 5.0* 2.1 5.0* 1.4 5.0* 0.5

26 5.0* 1.5 5.0* 0.7 5.0* 0.4

27 5.0* 0.6 5.0* 0.4 5.0* 0.2

* Capped

Table 6.6.2.2J


Raw Score



6.6.2.3 Reading 6–8C

0

500

1,000

1,500

2,000

2,500

3,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


6 11,032 1 25 11.93 4.19

7 10,095 1 25 13.35 4.43

8 10,201 1 27 14.86 4.47

Total 31,328 1 27 13.34 4.52


Table 6.6.2.3A

0

500

1,000

1,500

2,000

2,500

3,000

276 291 306 321 336 351 366 381 396 411 426 441 456

Co

un

t

Scale Score


Grade

No. of


6 11,032 276 438 360.07 20.45

7 10,095 276 438 366.98 21.71

8 10,201 276 458 374.29 22.22

Total 31,328 276 458 366.93 22.23


Table 6.6.2.3B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 86 0.8% 127 1.3% 160 1.6% 373 1.2%

2 1,518 13.8% 1,961 19.4% 2,270 22.3% 5,749 18.4%

3 3,796 34.4% 3,222 31.9% 3,123 30.6% 10,141 32.4%

4 1,926 17.5% 1,650 16.3% 896 8.8% 4,472 14.3%

5 2,053 18.6% 1,748 17.3% 2,085 20.4% 5,886 18.8%

6 1,653 15.0% 1,387 13.7% 1,667 16.3% 4,707 15.0%

Total 11,032 100.0% 10,095 100.0% 10,201 100.0% 31,328 100.0%

Table 6.6.2.3C


Level




Table 6.6.2.3E



0

3

6

9

12

15

18

21

24

27

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.6.2.3.D


0

1

2

3

4

5

6

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rmati

on

Ability Measure

Figure 6.6.2.3.E



31,327 27 .748 2.270

Table 6.6.2.3F



Cronbach's

Alpha SEM

Table 6.6.2.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.70 27 0.49 1.00 1.09

Infit

Mnsq

Outfit

Mnsq

1.R68C_8804_SIp3_LiteraryLetter_301_Paper_400 1.03 0.67 0.99 0.98



4.R68C_7717_LAp3_Prodigy_203_Paper_400 0.67 Yes 0.74 0.87 0.76



7.R68C_8758_MAp3_SchoolHallway_301_Paper_400 0.64 0.70 0.94 0.91



10.R68C_6428_SCp3_Butterflies_mabr_Paper_400 1.37 Yes 0.67 1.04 1.06



13.R68C_7292_SSp3_MountainRanges_203_Paper_400 0.97 Yes 0.63 0.88 0.83

14.R68C_7293_SSp4_MountainRanges_203_Paper_400 1.76 Yes 0.54 0.91 0.88

15.R68C_7303_SSp5_MountainRanges_203_Paper_400 2.37 0.37 1.09 1.13

16.R68C_7771_LAp3_SettingARingtone_203_Paper_400 0.41 Yes 0.74 0.90 0.82



19.R68C_8761_MAp3_StudentPopulation_301_Paper_400 0.95 0.71 0.92 0.86



22.R68C_5883_SCp3_Vaporization_RaObAmSc_Paper_400 1.73 Yes 0.60 1.01 1.00



25.R68C_7194_SSp3_StudentCouncil_203_Paper_400 1.41 Yes 0.61 0.93 0.89





Name

Item

Difficulty


Fit

Statistics


Table 6.6.2.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 15 12 14 13

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R68C_8804_SIp3_LiteraryLetter_301_S400_Paper A F A H

2.R68C_8805_SIp4_LiteraryLetter_301_S400_Paper A M A H

3.R68C_8806_SIp5_LiteraryLetter_301_S400_Paper A M A O

4.R68C_7717_LAp3_Prodigy_203_S400_Paper A F A O



7.R68C_8758_MAp3_SchoolHallway_301_S400_Paper A F A O

8.R68C_8759_MAp4_SchoolHallway_301_S400_Paper A M A O

9.R68C_8760_MAp5_SchoolHallway_301_S400_Paper A M A O

10.R68C_6428_SCp3_Butterflies_mabr_S400_Paper A M A H



13.R68C_7292_SSp3_MountainRanges_203_S400_Paper A F A H

14.R68C_7293_SSp4_MountainRanges_203_S400_Paper A M A O

15.R68C_7303_SSp5_MountainRanges_203_S400_Paper A F A H

16.R68C_7771_LAp3_SettingARingtone_203_S400_Paper A F A O

17.R68C_7772_LAp4_SettingARingtone_203_S400_Paper A F A H

18.R68C_7773_LAp5_SettingARingtone_203_S400_Paper A M A O

19.R68C_8761_MAp3_StudentPopulation_301_S400_Paper A F A O

20.R68C_8763_MAp4_StudentPopulation_301_S400_Paper A F A O

21.R68C_8765_MAp5_StudentPopulation_301_S400_Paper A F A H

22.R68C_5883_SCp3_Vaporization_RaObAmSc_S400_Paper A M A O

23.R68C_5884_SCp4_Vaporization_RaObAmSc_S400_Paper A M A H

24.R68C_5885_SCp5_Vaporization_RaObAmSc_S400_Paper A M A H

25.R68C_7194_SSp3_StudentCouncil_203_S400_Paper A M A H




Name




0 200^ 47.87 195.70 291.45

1 276 26.75 249.18 302.67

2 295 19.46 276.03 314.94

3 308 16.35 291.26 323.96

4 317 14.57 302.16 331.29

5 324 13.41 310.81 337.63

6 331 12.61 318.10 343.32

7 337 12.03 324.50 348.56

8 342 11.60 330.29 353.48

9 347 11.28 335.64 358.19

10 352 11.05 340.65 362.75

11 356 10.89 345.43 367.21

12 361 10.78 350.05 371.62

13 365 10.74 354.55 376.02

14 370 10.74 358.98 380.45

15 374 10.79 363.37 384.96

16 379 10.90 367.79 389.59

17 383 11.07 372.26 394.40

18 388 11.30 376.83 399.44

19 393 11.63 381.56 404.81

20 399 12.06 386.51 410.63

21 404 12.64 391.78 417.07

22 411 13.45 397.51 424.40

23 418 14.60 403.88 433.09

24 428 16.38 411.26 444.01

25 438* 19.48 420.32 459.28

26 448* 26.76 432.64 486.16

27 458* 47.88 443.89 539.66


^ Truncated


Table 6.6.2.3I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 0.0 0.0 1.0 0.0

1 1.6 0.0 1.7 0.0 1.7 0.0

2 1.7 0.0 1.8 0.1 1.9 0.2

3 1.8 0.2 1.9 0.3 1.9 0.6

4 1.9 0.4 1.9 0.8 2.2 1.2

5 1.9 0.9 2.1 1.4 2.4 2.4

6 2.1 1.6 2.4 2.4 2.7 4.2

7 2.3 2.1 2.6 4.1 2.9 5.8

8 2.4 3.2 2.8 5.2 3.1 7.4

9 2.6 4.3 2.9 6.4 3.4 9.0

10 2.8 5.1 3.2 7.6 3.6 9.4

11 2.9 5.9 3.4 8.2 3.8 8.5

12 3.2 7.0 3.6 7.9 4.2 8.9

13 3.4 7.4 3.8 8.2 4.8 8.6

14 3.7 8.2 4.2 8.2 5.3 7.1

15 3.9 8.0 4.8 8.2 5.5 6.1

16 4.5 8.8 5.3 6.8 5.8 5.3

17 5.1 7.7 5.5 5.5 6.0 4.4

18 5.4 7.1 5.8 5.0 6.0 3.3

19 5.7 5.7 6.0 4.3 6.0 2.5

20 6.0 5.2 6.0 3.1 6.0 1.8

21 6.0 4.1 6.0 2.4 6.0 1.5

22 6.0 2.9 6.0 1.7 6.0 0.7

23 6.0 2.1 6.0 1.2 6.0 0.4

24 6.0 1.3 6.0 0.7 6.0 0.3

25 6.0 0.7 6.0 0.3 6.0 0.1

26 6.0 0.0 6.0 0.0 6.0 0.0

27 6.0 0.0 6.0 0.0 6.0 0.0

Table 6.6.2.3J


Raw Score



6.6.3 Writing 6–8

6.6.3.1 Writing 6–8A

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


6 5,779 0 21 9.25 4.41

7 5,756 0 21 9.59 4.38

8 5,472 0 26 10.01 4.29

Total 17,007 0 26 9.61 4.37


Table 6.6.3.1A

0

200

400

600

800

1,000

1,200

1,400

233 249 265 281 297 313 329 345 361 377 393

Co

un

t

Scale Score


Grade

No. of


6 5,779 233 378 327.15 30.53

7 5,756 239 379 330.96 29.65

8 5,472 245 393 334.43 28.14

Total 17,007 233 393 330.78 29.63


Table 6.6.3.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 647 11.2% 1,076 18.7% 1,362 24.9% 3,085 18.1%

2 1,906 33.0% 1,857 32.3% 2,373 43.4% 6,136 36.1%

3 2,758 47.7% 2,692 46.8% 1,714 31.3% 7,164 42.1%

4 468 8.1% 131 2.3% 23 0.4% 622 3.7%

5 0 0.0% 0 0.0% 0 0.0% 0 0.0%

6 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Total 5,779 100.0% 5,756 100.0% 5,472 100.0% 17,007 100.0%

Table 6.6.3.1C


Level




Table 6.6.3.1E



Figure 6.6.3.1D



Figure 6.6.3.1E




17,007 3 1.641


1 8,902 93 6 1

2 9,384 93 6 1

3 9,646 93 7 1

Interrater

Reliability

0.859

SEM

Table 6.6.3.1F


Reliability


Table 6.6.3.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

2.83 3 0.53 0.55

Infit

Mnsq

Outfit

Mnsq

2.86 Yes 0.53 0.54

2.45 Yes 0.52 0.53

3.20 Yes 0.54 0.57


0 7.7% 11.3% 12.0%

1 7.2% 5.0% 7.3%

2 12.4% 11.1% 14.2%

3 18.8% 20.9% 29.7%

4 23.8% 26.1% 23.7%

5 22.8% 18.3% 11.6%

6 6.7% 5.7% 1.3%

7 0.7% 1.4% 0.2%

8 0.1% 0.1% 0.0%

9 0.0% 0.0% 0.0%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.WR68A_14284_SIp3_Clubs _P 100_A301_S400_P aper

2.WR68A_14285_LAp3_Cat_P 100_A301_S400_P aper

3.WR68A_14287_MSp3_Eco s ys tems _MaMaNiVi_P 100_A301_S400_P aper

Raw Score



Table 6.6.3.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.WR68A_14284_SIp3_Clubs _P 100_A301_S400_P aper AA F AA H

2.WR68A_14285_LAp3_Cat_P 100_A301_S400_P aper AA M AA O

3.WR68A_14287_MSp3_Eco s ys tems _MaMaNiVi_P 100_A301_S400_P aper AA F AA H


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 245 22.08 222.92 267.08

1 288 9.95 278.05 297.95

2 295 10.88 284.12 305.88

3 298 11.19 286.81 309.19

4 301 11.51 289.49 312.51

5 305 11.82 293.18 316.82

6 310 12.13 297.87 322.13

7 315 12.13 302.87 327.13

8 320 11.82 308.18 331.82

9 328 11.82 316.18 339.82

10 336 11.51 324.49 347.51

11 342 11.19 330.81 353.19

12 347 11.19 335.81 358.19

13 354 10.88 343.12 364.88

14 360 10.57 349.43 370.57

15 366 10.26 355.74 376.26

16 371 9.95 361.05 380.95

17 375 9.95 365.05 384.95

18 379 9.64 369.36 388.64

19 381 9.64 371.36 390.64

20 384 9.33 374.67 393.33

21 386 9.33 376.67 395.33

22 388 9.33 378.67 397.33

23 389 9.33 379.67 398.33

24 391 9.02 381.98 400.02

25 392 9.02 382.98 401.02

26 393 9.02 383.98 402.02

27 394 9.02 384.98 403.02

28 395 9.02 385.98 404.02

29 396 9.02 386.98 405.02

30 397 9.02 387.98 406.02

31 399 9.02 389.98 408.02

32 402 9.02 392.98 411.02

33 407 9.33 397.67 416.33


Table 6.6.3.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 3.6 1.0 5.0 1.0 5.1

1 1.6 2.0 1.8 2.3 1.9 3.2

2 1.7 2.2 1.8 2.4 1.9 2.8

3 1.7 2.4 1.9 2.9 2.0 3.2

4 1.8 3.0 1.9 2.6 2.1 3.4

5 1.8 3.1 1.9 3.5 2.2 3.4

6 1.9 4.2 2.1 3.8 2.4 4.0

7 1.9 4.5 2.2 4.9 2.5 4.7

8 2.1 6.1 2.4 6.0 2.7 6.4

9 2.3 7.0 2.7 8.2 2.9 8.0

10 2.6 9.1 2.9 9.4 3.1 9.0

11 2.8 10.2 3.1 10.8 3.3 10.9

12 2.9 11.0 3.3 10.3 3.5 10.5

13 3.2 11.0 3.4 9.9 3.7 10.1

14 3.4 8.5 3.6 7.9 3.9 7.2

15 3.6 5.9 3.8 5.2 4.1 4.2

16 3.7 3.2 3.9 2.7 4.3 2.1

17 3.8 1.8 4.1 1.2 4.4 1.2

18 3.9 0.8 4.1 0.7 4.4 0.4

19 4.0 0.2 4.2 0.3 4.5 0.1

20 4.1 0.1 4.3 0.1 4.6 0.0

21 4.2 0.0 4.3 0.0 4.6 0.0

22 4.3 0.0 4.4 0.0 4.6 0.0

23 4.3 0.0 4.4 0.0 4.7 0.0

24 4.4 0.0 4.4 0.0 4.7 0.0

25 4.4 0.0 4.4 0.0 4.7 0.0

26 4.5 0.0 4.5 0.0 4.7 0.0

Table 6.6.3.1J


Raw Score



6.6.3.2 Writing 6–8B

0

500

1,000

1,500

2,000

2,500

3,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57

Co

un

t

Raw Score


Grade

No. of


6 7,803 0 45 27.68 7.19

7 6,982 0 52 28.64 7.33

8 6,826 0 58 29.54 7.50

Total 21,611 0 58 28.58 7.37


Table 6.6.3.2A

0

200

400

600

800

1,000

1,200

1,400

233 246 259 272 285 298 311 324 337 350 363 376 389 402

Co

un

t

Scale Score


Grade

No. of


6 7,803 233 396 354.39 23.09

7 6,982 239 402 355.58 23.38

8 6,826 245 407 356.55 24.77

Total 21,611 233 407 355.46 23.74


Table 6.6.3.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 230 2.9% 349 5.0% 578 8.5% 1,157 5.4%

2 522 6.7% 612 8.8% 908 13.3% 2,042 9.4%

3 3,259 41.8% 4,521 64.8% 4,978 72.9% 12,758 59.0%

4 3,773 48.4% 1,496 21.4% 362 5.3% 5,631 26.1%

5 19 0.2% 4 0.1% 0 0.0% 23 0.1%

6 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Total 7,803 100.0% 6,982 100.0% 6,826 100.0% 21,611 100.0%

Table 6.6.3.2C


Level




Table 6.6.3.2E



Figure 6.6.3.2D



Figure 6.6.3.2E




54,592 3 1.900


1 22,986 95 5 0

2 22,870 92 7 1

3 23,298 93 6 0


Interrater

Reliability

Table 6.6.3.2F


Reliability


0.914


Table 6.6.3.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

1.59 3 0.65 0.59

Infit

Mnsq

Outfit

Mnsq

1.35 Yes 0.84 0.78

1.87 Yes 0.67 0.60

1.55 Yes 0.43 0.37


0 0.9% 1.3% 3.0%

1 0.3% 0.5% 0.4%

2 0.7% 1.6% 1.1%

3 2.2% 5.6% 3.7%

4 12.7% 18.7% 11.4%

5 47.5% 45.4% 38.3%

6 29.6% 22.1% 30.7%

7 5.3% 4.4% 9.4%

8 0.7% 0.4% 1.7%

9 0.0% 0.0% 0.3%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.W68BC_14655_SIp2_Scho o lElec tro nics _P 100_A301_S400_P aper

2.W68BC_14654_MSp3_Bo dySys tems _kio w_P 100_A203_S400_P aper

3.W68BC_14664_ITp4_Mus ic_P 100_A202_S400_P aper

Raw Score



Table 6.6.3.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W68BC_14655_SIp2_Scho o lElec tro nics _P 100_A301_S400_P aper AA F AA O

2.W68BC_14654_MSp3_Bo dySys tems _kio w_P 100_A203_S400_P aper AA M AA O

3.W68BC_14664_ITp4_Mus ic_P 100_A202_S400_P aper AA F AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 245^ 22.39 221.61 266.39 34 371 7.46 363.54 378.46

1 262 11.19 250.81 273.19 35 373 7.46 365.54 380.46

2 272 8.09 263.91 280.09 36 375 7.46 367.54 382.46

3 277 7.15 269.85 284.15 37 377 7.15 369.85 384.15

4 280 6.84 273.16 286.84 38 379 7.15 371.85 386.15

5 283 6.53 276.47 289.53 39 382 7.15 374.85 389.15

6 286 6.53 279.47 292.53 40 384 6.84 377.16 390.84

7 288 6.53 281.47 294.53 41 387 6.84 380.16 393.84

8 289 6.53 282.47 295.53 42 389 6.84 382.16 395.84

9 290 6.53 283.47 296.53 43 391 6.84 384.16 397.84

10 292 6.53 285.47 298.53 44 393 6.53 386.47 399.53

11 293 6.53 286.47 299.53 45 395 6.53 388.47 401.53

12 295 6.84 288.16 301.84 46 398 6.53 391.47 404.53

13 296 6.84 289.16 302.84 47 399 6.53 392.47 405.53

14 297 6.84 290.16 303.84 48 400 6.53 393.47 406.53

15 299 7.15 291.85 306.15 49 401 6.53 394.47 407.53

16 302 7.46 294.54 309.46 50 401 6.53 394.47 407.53

17 306 7.77 298.23 313.77 51 402 6.53 395.47 408.53

18 309 8.09 300.91 317.09 52 403 6.53 396.47 409.53

19 316 8.40 307.60 324.40 53 404 6.53 397.47 410.53

20 325 8.40 316.60 333.40 54 404 6.53 397.47 410.53

21 333 8.40 324.60 341.40 55 405 6.53 398.47 411.53

22 335 8.40 326.60 343.40 56 405 6.53 398.47 411.53

23 338 8.40 329.60 346.40 57 406 6.53 399.47 412.53

24 341 8.09 332.91 349.09 58 407 6.53 400.47 413.53

25 344 8.09 335.91 352.09 59 408 6.53 401.47 414.53

26 347 8.09 338.91 355.09 60 409 6.53 402.47 415.53

27 351 8.09 342.91 359.09 61 410 6.53 403.47 416.53

28 354 8.09 345.91 362.09 62 411 6.53 404.47 417.53

29 357 7.77 349.23 364.77 63 413 6.53 406.47 419.53

30 360 7.77 352.23 367.77 64 415 6.53 408.47 421.53

31 364 7.77 356.23 371.77 65 419 6.84 412.16 425.84

32 367 7.77 359.23 374.77 66 428^ 8.09 418.91 435.09

33 369 7.46 361.54 376.46 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 6-8B S400

^ Adjusted

Table 6.6.3.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 1.3 1.0 1.1 1.0 1.1

1 1.2 0.1 1.3 0.1 1.4 0.1

2 1.4 0.2 1.5 0.1 1.7 0.2

3 1.4 0.2 1.6 0.2 1.8 0.2

4 1.5 0.2 1.6 0.4 1.9 0.3

5 1.5 0.2 1.7 0.2 1.9 0.3

6 1.6 0.2 1.7 0.2 1.9 0.3

7 1.6 0.2 1.7 0.3 1.9 0.2

8 1.6 0.2 1.8 0.3 1.9 0.3

9 1.6 0.2 1.8 0.2 2.0 0.4

10 1.7 0.3 1.8 0.3 2.1 0.5

11 1.7 0.3 1.9 0.4 2.2 0.5

12 1.7 0.4 1.9 0.6 2.2 0.7

13 1.7 0.6 1.9 0.6 2.3 0.7

14 1.7 0.5 2.0 0.6 2.5 0.7

15 1.8 0.7 2.1 0.7 2.6 0.9

16 1.8 0.6 2.3 0.7 2.7 0.7

17 1.8 0.7 2.4 0.6 2.9 0.7

18 1.9 0.6 2.5 0.8 2.9 0.9

19 1.9 0.7 2.7 1.1 3.1 1.2

20 2.2 0.9 2.8 1.0 3.2 1.5

21 2.5 1.0 2.9 1.4 3.2 1.7

22 2.6 1.4 2.9 1.8 3.3 2.6

23 2.7 1.5 3.0 2.1 3.4 2.2

24 2.8 2.4 3.1 3.3 3.5 3.6

25 2.9 2.7 3.2 3.8 3.6 4.4

26 2.9 3.3 3.3 3.5 3.7 4.3

27 3.1 5.2 3.4 6.2 3.8 7.1

28 3.2 6.0 3.5 6.6 3.9 7.3

29 3.3 4.8 3.6 5.6 3.9 5.9

30 3.4 11.3 3.7 12.0 4.1 12.4

31 3.5 7.4 3.8 7.5 4.2 7.3

32 3.6 6.4 3.9 5.8 4.3 5.4

33 3.7 9.3 3.9 8.5 4.3 7.7

34 3.7 6.1 4.0 5.3 4.4 4.4

35 3.8 5.3 4.1 4.2 4.5 3.4

36 3.8 5.4 4.1 4.3 4.5 3.3

37 3.9 3.3 4.3 2.3 4.6 1.7

38 3.9 2.3 4.3 1.6 4.7 1.2

39 4.0 1.7 4.4 1.5 4.8 0.8

40 4.1 1.2 4.6 0.8 4.9 0.5

41 4.2 0.9 4.6 0.5 4.9 0.2

42 4.3 0.6 4.7 0.5 5.0 0.1

43 4.4 0.3 4.8 0.1 5.1 0.1

44 4.5 0.1 4.9 0.1 5.2 0.1

45 4.5 0.2 4.9 0.1 5.3 0.0

46 4.7 0.1 4.9 0.1 5.3 0.0

47 4.7 0.1 4.9 0.0 5.4 0.0

48 4.7 0.0 5.0 0.0 5.4 0.0


Table 6.6.3.2J


Raw Score



6.6.3.3 Writing 6–8C

0

1,000

2,000

3,000

4,000

5,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54

Co

un

t

Raw Score


Grade

No. of


6 11,704 0 50 30.62 5.41

7 10,600 0 52 31.76 5.42

8 10,677 0 55 32.92 5.29

Total 32,981 0 55 31.73 5.45


Table 6.6.3.3A

0

500

1,000

1,500

2,000

2,500

3,000

233 250 267 284 301 318 335 352 369 386 403

Co

un

t

Scale Score


Grade

No. of


6 11,704 233 401 363.15 16.04

7 10,600 239 402 364.84 16.28

8 10,677 245 405 366.91 15.62

Total 32,981 233 405 364.91 16.06


Table 6.6.3.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 102 0.9% 133 1.3% 206 1.9% 441 1.3%

2 250 2.1% 292 2.8% 533 5.0% 1,075 3.3%

3 3,382 28.9% 6,291 59.3% 8,743 81.9% 18,416 55.8%

4 7,872 67.3% 3,879 36.6% 1,195 11.2% 12,946 39.3%

5 98 0.8% 5 0.0% 0 0.0% 103 0.3%

6 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Total 11,704 100.0% 10,600 100.0% 10,677 100.0% 32,981 100.0%

Table 6.6.3.3C


Level




Table 6.6.3.3E



Figure 6.6.3.3D



Figure 6.6.3.3E




54,592 3 1.900


1 22,986 95 5 0

2 22,870 92 7 1

3 23,298 93 6 0

Table 6.6.3.3F


Reliability

Cronbach's AlphaNo. of Students SEM

Interrater

Reliability

No. of Tasks

0.914


Table 6.6.3.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

1.59 3 0.65 0.59

Infit

Mnsq

Outfit

Mnsq

1.35 Yes 0.84 0.78

1.87 Yes 0.67 0.60

1.55 Yes 0.43 0.37


0 0.9% 1.3% 3.0%

1 0.3% 0.5% 0.4%

2 0.7% 1.6% 1.1%

3 2.2% 5.6% 3.7%

4 12.7% 18.7% 11.4%

5 47.5% 45.4% 38.3%

6 29.6% 22.1% 30.7%

7 5.3% 4.4% 9.4%

8 0.7% 0.4% 1.7%

9 0.0% 0.0% 0.3%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.W68BC_14655_SIp2_Scho o lElec tro nics _P 100_A301_S400_P aper

2.W68BC_14654_MSp3_Bo dySys tems _kio w_P 100_A203_S400_P aper

3.W68BC_14664_ITp4_Mus ic_P 100_A202_S400_P aper

Raw Score



Table 6.6.3.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 2 1 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W68BC_14655_SIp2_Scho o lElec tro nics _P 100_A301_S400_P aper AA F AA O

2.W68BC_14654_MSp3_Bo dySys tems _kio w_P 100_A203_S400_P aper AA M AA O

3.W68BC_14664_ITp4_Mus ic_P 100_A202_S400_P aper AA F AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 245^ 22.39 221.61 266.39 34 371 7.46 363.54 378.46

1 262 11.19 250.81 273.19 35 373 7.46 365.54 380.46

2 272 8.09 263.91 280.09 36 375 7.46 367.54 382.46

3 277 7.15 269.85 284.15 37 377 7.15 369.85 384.15

4 280 6.84 273.16 286.84 38 379 7.15 371.85 386.15

5 283 6.53 276.47 289.53 39 382 7.15 374.85 389.15

6 286 6.53 279.47 292.53 40 384 6.84 377.16 390.84

7 288 6.53 281.47 294.53 41 387 6.84 380.16 393.84

8 289 6.53 282.47 295.53 42 389 6.84 382.16 395.84

9 290 6.53 283.47 296.53 43 391 6.84 384.16 397.84

10 292 6.53 285.47 298.53 44 393 6.53 386.47 399.53

11 293 6.53 286.47 299.53 45 395 6.53 388.47 401.53

12 295 6.84 288.16 301.84 46 398 6.53 391.47 404.53

13 296 6.84 289.16 302.84 47 399 6.53 392.47 405.53

14 297 6.84 290.16 303.84 48 400 6.53 393.47 406.53

15 299 7.15 291.85 306.15 49 401 6.53 394.47 407.53

16 302 7.46 294.54 309.46 50 401 6.53 394.47 407.53

17 306 7.77 298.23 313.77 51 402 6.53 395.47 408.53

18 309 8.09 300.91 317.09 52 403 6.53 396.47 409.53

19 316 8.40 307.60 324.40 53 404 6.53 397.47 410.53

20 325 8.40 316.60 333.40 54 404 6.53 397.47 410.53

21 333 8.40 324.60 341.40 55 405 6.53 398.47 411.53

22 335 8.40 326.60 343.40 56 405 6.53 398.47 411.53

23 338 8.40 329.60 346.40 57 406 6.53 399.47 412.53

24 341 8.09 332.91 349.09 58 407 6.53 400.47 413.53

25 344 8.09 335.91 352.09 59 408 6.53 401.47 414.53

26 347 8.09 338.91 355.09 60 409 6.53 402.47 415.53

27 351 8.09 342.91 359.09 61 410 6.53 403.47 416.53

28 354 8.09 345.91 362.09 62 411 6.53 404.47 417.53

29 357 7.77 349.23 364.77 63 413 6.53 406.47 419.53

30 360 7.77 352.23 367.77 64 415 6.53 408.47 421.53

31 364 7.77 356.23 371.77 65 419 6.84 412.16 425.84

32 367 7.77 359.23 374.77 66 428^ 8.09 418.91 435.09

33 369 7.46 361.54 376.46 67 0 0.00 0.00 0.00


^ Adjusted

Table 6.6.3.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.3 1.0 0.5 1.0 0.3

1 1.2 0.0 1.3 0.0 1.4 0.0

2 1.4 0.0 1.5 0.0 1.7 0.0

3 1.4 0.0 1.6 0.0 1.8 0.0

4 1.5 0.0 1.6 0.1 1.9 0.1

5 1.5 0.0 1.7 0.1 1.9 0.1

6 1.6 0.1 1.7 0.0 1.9 0.1

7 1.6 0.0 1.7 0.0 1.9 0.0

8 1.6 0.0 1.8 0.0 1.9 0.1

9 1.6 0.0 1.8 0.0 2.0 0.0

10 1.7 0.0 1.8 0.0 2.1 0.1

11 1.7 0.0 1.9 0.1 2.2 0.1

12 1.7 0.0 1.9 0.1 2.2 0.2

13 1.7 0.1 1.9 0.2 2.3 0.3

14 1.7 0.1 2.0 0.1 2.5 0.2

15 1.8 0.3 2.1 0.3 2.6 0.4

16 1.8 0.2 2.3 0.2 2.7 0.3

17 1.8 0.2 2.4 0.2 2.9 0.3

18 1.9 0.2 2.5 0.2 2.9 0.3

19 1.9 0.2 2.7 0.2 3.1 0.4

20 2.2 0.2 2.8 0.3 3.2 0.4

21 2.5 0.2 2.9 0.5 3.2 0.5

22 2.6 0.5 2.9 0.8 3.3 1.2

23 2.7 0.4 3.0 0.8 3.4 1.1

24 2.8 0.9 3.1 1.3 3.5 2.1

25 2.9 1.4 3.2 2.0 3.6 2.9

26 2.9 1.3 3.3 2.1 3.7 2.7

27 3.1 2.8 3.4 3.7 3.8 5.2

28 3.2 4.4 3.5 5.8 3.9 7.1

29 3.3 3.3 3.6 4.1 3.9 5.2

30 3.4 9.8 3.7 11.7 4.1 13.7

31 3.5 7.9 3.8 8.9 4.2 9.4

32 3.6 6.7 3.9 7.1 4.3 7.3

33 3.7 11.9 3.9 11.8 4.3 11.3

34 3.7 9.6 4.0 8.5 4.4 7.2

35 3.8 7.4 4.1 6.5 4.5 4.9

36 3.8 8.3 4.1 7.5 4.5 5.6

37 3.9 5.5 4.3 4.5 4.6 2.9

38 3.9 4.2 4.3 3.0 4.7 2.1

39 4.0 4.2 4.4 2.8 4.8 1.6

40 4.1 2.0 4.6 1.3 4.9 0.8

41 4.2 1.7 4.6 1.1 4.9 0.6

42 4.3 1.3 4.7 0.7 5.0 0.3

43 4.4 0.7 4.8 0.4 5.1 0.2

44 4.5 0.5 4.9 0.2 5.2 0.1

45 4.5 0.3 4.9 0.2 5.3 0.1

46 4.7 0.1 4.9 0.1 5.3 0.0

47 4.7 0.1 4.9 0.0 5.4 0.0

48 4.7 0.1 5.0 0.0 5.4 0.0

49 4.8 0.1 5.1 0.0 5.5 0.0

50 4.8 0.0 5.1 0.0 5.5 0.0

51 4.8 0.0 5.1 0.0 5.6 0.0

52 4.8 0.0 5.2 0.0 5.6 0.0

53 4.9 0.0 5.2 0.0 5.6 0.0

54 4.9 0.0 5.3 0.0 5.7 0.0

55 4.9 0.0 5.3 0.0 5.7 0.0Note that the test form is shared between 6-8B and 6-8C.

Table 6.6.3.3J


Raw Score





0

500

1,000

1,500

2,000

2,500

3,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


6 5,707 0 18 10.14 4.35

7 5,691 0 18 10.09 4.35

8 5,418 0 18 10.27 4.17

Total 16,816 0 18 10.17 4.30


Table 6.6.4.1A

0

500

1,000

1,500

2,000

2,500

3,000

178 195 212 229 246 263 280 297 314 331 348 365 382 399 416

Co

un

t

Scale Score


Grade

No. of


6 5,707 178 416 311.13 83.77

7 5,691 179 416 313.21 80.43

8 5,418 180 416 315.34 77.90

Total 16,816 178 416 313.19 80.80


Table 6.6.4.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 2,595 45.5% 2,687 47.2% 2,458 45.4% 7,740 46.0%

2 556 9.7% 531 9.3% 542 10.0% 1,629 9.7%

3 838 14.7% 756 13.3% 797 14.7% 2,391 14.2%

4 500 8.8% 498 8.8% 527 9.7% 1,525 9.1%

5 0 0.0% 0 0.0% 0 0.0% 0 0.0%

6 1,218 21.3% 1,219 21.4% 1,094 20.2% 3,531 21.0%

Total 5,707 100.0% 5,691 100.0% 5,418 100.0% 16,816 100.0%

Table 6.6.4.1C


Level




Table 6.6.4.1E



Figure 6.6.4.1D



Figure 6.6.4.1E



16,816 6 0.895 1.392

Table 6.6.4.1F


No. of Students No. of Tasks SEMCronbach's Alpha


Table 6.6.4.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 0.90

Infit

Mnsq

Outfit

Mnsq


2.P3_G68_AC_S_14114_Reading_S400_Paper A* 3 1.58 Yes 0.87 0.90

3.P1_G68_PA_S_14119_Ralph_S400_Paper A 1 -4.05 Yes 0.56 0.33

4.P3_G68_AC_S_14120_Ralph_S400_Paper A* 3 1.58 Yes 0.79 0.82

5.P1_G68_PA_S_14117_Camera_S400_Paper A 1 -4.30 Yes 0.57 0.97

6.P3_G68_AC_S_14118_Camera_S400_Paper A* 3 1.39 Yes 0.81 0.82

7.P3_G68_AC_S_14129_Reading_S400_Paper B/C* 3 1.58 Yes 0.87 0.90


9.P3_G68_AC_S_14203_Ralph_S400_Paper B/C* 3 1.58 Yes 0.79 0.82

10.P5_G68_C_S_14204_FINAL_Ralph_S400_Paper B/C 5 3.06 Yes 1.05 1.05

11.P3_G68_AC_S_14131_Camera_S400_Paper B/C* 3 1.39 Yes 0.81 0.82

12.P5_G68_C_S_14132_FINAL_Camera_S400_Paper B/C 5 2.62 Yes 0.90 0.90

0 1 2 3 4

Task 1 8.2% 11.2% 80.6% N/A N/A

Task 2 4.6% 10.4% 29.7% 33.8% 21.5%

Task 3 8.8% 12.3% 79.0% N/A N/A

Task 4 3.7% 9.9% 29.2% 35.0% 22.2%

Task 5 8.8% 12.1% 79.0% N/A N/A

Task 6 4.6% 12.2% 28.9% 32.7% 21.5%

Task 7 4.6% 10.4% 29.7% 33.8% 21.5%

Task 8 0.6% 3.2% 22.1% 42.5% 31.7%

Task 9 3.7% 9.9% 29.2% 35.0% 22.2%

Task 10 2.8% 12.0% 29.7% 33.5% 22.0%

Task 11 4.6% 12.2% 28.9% 32.7% 21.5%

Task 12 1.9% 14.5% 34.6% 31.2% 17.8%


Task Type

ECR



TaskRaw Score

PL

Task

Difficulty

(in logits)

Anchored

?

Raw Score



Table 6.6.4.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 1 5 2 4

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G68_P A_S_14113_Reading_S400_P aper AA F AA O


3.P 1_G68_P A_S_14119_Ralph_S400_P aper AA F AA O

4.P 3_G68_AC_S_14120_Ralph_S400_P aper AA F AA O

5.P 1_G68_P A_S_14117_Camera_S400_P aper AA F AA H

6.P 3_G68_AC_S_14118_Camera_S400_P aper AA M AA H



Name



0 180 27.55 152.45 207.55

1 180 27.55 152.45 207.55

2 180 27.55 152.45 207.55

3 180 27.55 152.45 207.55

4 180 27.55 152.45 207.55

5 180 27.55 152.45 207.55

6 180 27.55 152.45 207.55

7 251 21.43 229.57 272.43

8 268 20.92 247.08 288.92

9 281 20.41 260.59 301.41

10 310 21.43 288.57 331.43

11 328 22.96 305.04 350.96

12 349 23.47 325.53 372.47

13 373 22.45 350.55 395.45

14 415 21.94 393.06 436.94

15 416 22.45 393.55 438.45

16 416 22.45 393.55 438.45

17 416 22.45 393.55 438.45

18 416 22.45 393.55 438.45


Table 6.6.4.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 4.5 1.0 6.0 1.0 6.0

1 1.0 1.3 1.0 1.2 1.0 1.2

2 1.0 1.3 1.0 1.4 1.0 1.4

3 1.0 1.6 1.0 1.4 1.0 1.6

4 1.0 2.0 1.0 1.7 1.0 1.9

5 1.0 2.0 1.0 2.2 1.0 2.3

6 1.0 4.3 1.0 4.4 1.0 4.1

7 1.5 4.3 1.5 4.1 1.0 3.6

8 1.6 5.2 1.7 5.7 1.7 5.6

9 1.7 9.6 1.8 9.6 1.8 9.2

10 1.9 9.2 1.9 9.3 1.9 8.6

11 2.4 10.0 2.6 9.3 2.7 9.7

12 3.3 14.7 3.5 13.3 3.8 14.7

13 4.5 9.7 4.7 8.8 4.9 8.8

14 6.0 6.9 6.0 7.4 6.0 7.9

15 6.0 5.7 6.0 6.8 6.0 6.1

16 6.0 3.2 6.0 3.1 6.0 3.2

17 6.0 2.0 6.0 2.1 6.0 2.2

18 6.0 2.3 6.0 2.0 6.0 2.0

Table 6.6.4.1J


Raw Score




0

500

1,000

1,500

2,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


6 7,730 6 30 20.78 4.88

7 6,897 6 30 20.99 4.96

8 6,716 6 30 21.13 5.07

Total 21,343 6 30 20.96 4.97


Table 6.6.4.2A

0

2,000

4,000

6,000

8,000

10,000

12,000

178 195 212 229 246 263 280 297 314 331 348 365 382 399 416

Co

un

t

Scale Score


Grade

No. of


6 7,730 178 416 388.53 42.27

7 6,897 179 416 389.83 40.65

8 6,716 180 416 389.71 41.73

Total 21,343 178 416 389.32 41.58


Table 6.6.4.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 326 4.2% 313 4.5% 320 4.8% 959 4.5%

2 396 5.1% 570 8.3% 837 12.5% 1,803 8.4%

3 711 9.2% 723 10.5% 362 5.4% 1,796 8.4%

4 1,106 14.3% 574 8.3% 545 8.1% 2,225 10.4%

5 592 7.7% 494 7.2% 466 6.9% 1,552 7.3%

6 4,599 59.5% 4,223 61.2% 4,186 62.3% 13,008 60.9%

Total 7,730 100.0% 6,897 100.0% 6,716 100.0% 21,343 100.0%

Table 6.6.4.2C


Level




Table 6.6.4.2E



Figure 6.6.4.2D



Figure 6.6.4.2E



54,042 6 0.915 1.368

SEMCronbach's Alpha

Table 6.6.4.2F





Table 6.6.4.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 0.90

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 8.2% 11.2% 80.6% N/A N/A

Task 2 4.6% 10.4% 29.7% 33.8% 21.5%

Task 3 8.8% 12.3% 79.0% N/A N/A

Task 4 3.7% 9.9% 29.2% 35.0% 22.2%

Task 5 8.8% 12.1% 79.0% N/A N/A

Task 6 4.6% 12.2% 28.9% 32.7% 21.5%

Task 7 4.6% 10.4% 29.7% 33.8% 21.5%

Task 8 0.6% 3.2% 22.1% 42.5% 31.7%

Task 9 3.7% 9.9% 29.2% 35.0% 22.2%

Task 10 2.8% 12.0% 29.7% 33.5% 22.0%

Task 11 4.6% 12.2% 28.9% 32.7% 21.5%

Task 12 1.9% 14.5% 34.6% 31.2% 17.8%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.6.4.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group



3.P 3_G68_AC_S_14203_Ralph_S400_P aper AA M AA O

4.P 5_G68_C_S_14204_FINAL_Ralph_S400_P aper AA F AA O


6.P 5_G68_C_S_14132_FINAL_Camera_S400_P aper AA M AA H



Name




6 180 27.55 152.45 207.55

7 251 21.43 229.57 272.43

8 251 21.43 229.57 272.43

9 268 20.92 247.08 288.92

10 280 20.41 259.59 300.41

11 294 20.41 273.59 314.41

12 295 20.41 274.59 315.41

13 319 21.94 297.06 340.94

14 320 22.45 297.55 342.45

15 339 23.47 315.53 362.47

16 340 23.47 316.53 363.47

17 357 22.96 334.04 379.96

18 372 22.45 349.55 394.45

19 390 21.94 368.06 411.94

20 415 21.94 393.06 436.94

21 415 21.94 393.06 436.94

22 416 22.45 393.55 438.45

23 416 22.45 393.55 438.45

24 416 22.45 393.55 438.45

25 416 22.45 393.55 438.45

26 416 22.45 393.55 438.45

27 416 22.45 393.55 438.45

28 416 22.45 393.55 438.45

29 416 22.45 393.55 438.45

30 416 22.45 393.55 438.45


Table 6.6.4.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.0 0.8 1.0 0.7 1.0 0.8

7 1.5 0.3 1.5 0.3 1.0 0.3

8 1.5 0.3 1.5 0.2 1.6 0.2

9 1.6 0.4 1.7 0.3 1.6 0.2

10 1.7 0.6 1.7 0.4 1.7 0.5

11 1.8 0.8 1.9 0.7 1.8 0.6

12 1.8 1.6 1.9 1.9 1.9 1.7

13 2.1 1.9 2.2 1.9 2.3 2.0

14 2.1 2.6 2.2 2.6 2.4 3.2

15 2.8 3.2 2.9 3.8 3.1 4.0

16 2.9 4.7 3.5 4.7 3.7 5.2

17 3.8 5.4 3.9 5.8 4.2 5.9

18 4.5 8.1 4.7 8.3 4.8 8.4

19 5.3 6.9 5.6 7.2 5.7 7.7

20 6.0 7.7 6.0 7.6 6.0 8.2

21 6.0 7.9 6.0 8.3 6.0 7.9

22 6.0 6.9 6.0 7.1 6.0 7.4

23 6.0 6.6 6.0 6.8 6.0 6.4

24 6.0 7.4 6.0 6.9 6.0 7.0

25 6.0 4.9 6.0 5.0 6.0 4.5

26 6.0 4.6 6.0 4.3 6.0 4.1

27 6.0 3.7 6.0 4.1 6.0 3.7

28 6.0 4.1 6.0 3.1 6.0 3.6

29 6.0 3.4 6.0 3.5 6.0 3.1

30 6.0 5.3 6.0 4.7 6.0 3.7


Table 6.6.4.2J


Raw Score




0

500

1,000

1,500

2,000

2,500

3,000

3,500

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


6 11,616 6 30 23.25 4.22

7 10,506 6 30 23.93 4.11

8 10,577 6 30 24.28 4.06

Total 32,699 6 30 23.80 4.16


Table 6.6.4.3A

0

5,000

10,000

15,000

20,000

25,000

178 195 212 229 246 263 280 297 314 331 348 365 382 399 416

Co

un

t

Scale Score


Grade

No. of


6 11,616 178 416 405.51 23.91

7 10,506 179 416 408.15 20.71

8 10,577 180 416 409.14 19.41

Total 32,699 178 416 407.53 21.57


Table 6.6.4.3B


0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 60 0.5% 43 0.4% 38 0.4% 141 0.4%

2 150 1.3% 199 1.9% 279 2.6% 628 1.9%

3 420 3.6% 412 3.9% 221 2.1% 1,053 3.2%

4 1,022 8.8% 413 3.9% 417 3.9% 1,852 5.7%

5 685 5.9% 554 5.3% 463 4.4% 1,702 5.2%

6 9,279 79.9% 8,885 84.6% 9,159 86.6% 27,323 83.6%

Total 11,616 100.0% 10,506 100.0% 10,577 100.0% 32,699 100.0%

Table 6.6.4.3C


Level




Table 6.6.4.3E



Figure 6.6.4.3D



Figure 6.6.4.3E



54,042 6 0.915 1.368

SEMCronbach's AlphaNo. of Students No. of Tasks

Table 6.6.4.3F




Table 6.6.4.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 0.90

Infit

Mnsq

Outfit

Mnsq













0 1 2 3 4

Task 1 8.2% 11.2% 80.6% N/A N/A

Task 2 4.6% 10.4% 29.7% 33.8% 21.5%

Task 3 8.8% 12.3% 79.0% N/A N/A

Task 4 3.7% 9.9% 29.2% 35.0% 22.2%

Task 5 8.8% 12.1% 79.0% N/A N/A

Task 6 4.6% 12.2% 28.9% 32.7% 21.5%

Task 7 4.6% 10.4% 29.7% 33.8% 21.5%

Task 8 0.6% 3.2% 22.1% 42.5% 31.7%

Task 9 3.7% 9.9% 29.2% 35.0% 22.2%

Task 10 2.8% 12.0% 29.7% 33.5% 22.0%

Task 11 4.6% 12.2% 28.9% 32.7% 21.5%

Task 12 1.9% 14.5% 34.6% 31.2% 17.8%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.6.4.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group



3.P 3_G68_AC_S_14203_Ralph_S400_P aper AA M AA O

4.P 5_G68_C_S_14204_FINAL_Ralph_S400_P aper AA F AA O


6.P 5_G68_C_S_14132_FINAL_Camera_S400_P aper AA M AA H



Name




6 180 27.55 152.45 207.55

7 251 21.43 229.57 272.43

8 251 21.43 229.57 272.43

9 268 20.92 247.08 288.92

10 280 20.41 259.59 300.41

11 294 20.41 273.59 314.41

12 295 20.41 274.59 315.41

13 319 21.94 297.06 340.94

14 320 22.45 297.55 342.45

15 339 23.47 315.53 362.47

16 340 23.47 316.53 363.47

17 357 22.96 334.04 379.96

18 372 22.45 349.55 394.45

19 390 21.94 368.06 411.94

20 415 21.94 393.06 436.94

21 415 21.94 393.06 436.94

22 416 22.45 393.55 438.45

23 416 22.45 393.55 438.45

24 416 22.45 393.55 438.45

25 416 22.45 393.55 438.45

26 416 22.45 393.55 438.45

27 416 22.45 393.55 438.45

28 416 22.45 393.55 438.45

29 416 22.45 393.55 438.45

30 416 22.45 393.55 438.45


Table 6.6.4.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.0 0.0 1.0 0.0 1.0 0.0

7 1.5 0.0 1.5 0.0 1.0 0.0

8 1.5 0.0 1.5 0.0 1.6 0.0

9 1.6 0.0 1.7 0.0 1.6 0.0

10 1.7 0.0 1.7 0.0 1.7 0.0

11 1.8 0.1 1.9 0.0 1.8 0.1

12 1.8 0.2 1.9 0.2 1.9 0.2

13 2.1 0.2 2.2 0.3 2.3 0.4

14 2.1 0.4 2.2 0.5 2.4 0.8

15 2.8 0.7 2.9 1.1 3.1 1.4

16 2.9 1.2 3.5 1.8 3.7 2.2

17 3.8 2.1 3.9 2.1 4.2 3.2

18 4.5 3.9 4.7 3.9 4.8 5.6

19 5.3 4.4 5.6 5.3 5.7 5.9

20 6.0 5.9 6.0 6.3 6.0 7.3

21 6.0 6.8 6.0 7.0 6.0 8.2

22 6.0 7.6 6.0 8.1 6.0 8.0

23 6.0 7.9 6.0 7.7 6.0 7.9

24 6.0 9.3 6.0 9.7 6.0 9.1

25 6.0 7.3 6.0 7.3 6.0 6.3

26 6.0 7.6 6.0 7.6 6.0 6.9

27 6.0 7.0 6.0 7.2 6.0 6.5

28 6.0 8.0 6.0 7.1 6.0 6.3

29 6.0 7.8 6.0 6.5 6.0 5.7

30 6.0 11.5 6.0 10.1 6.0 7.5


Table 6.6.4.3J


Raw Score



6.7 Grades: 9–12



0

500

1,000

1,500

2,000

2,500

3,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


9 7,938 0 18 10.62 3.04

10 5,500 2 18 11.23 2.87

11 3,735 3 18 11.50 2.86

12 1,719 3 18 11.60 2.80

Total 18,892 0 18 11.06 2.96


Table 6.7.1.1A

0

500

1,000

1,500

2,000

2,500

3,000

136 155 174 193 212 231 250 269 288 307 326 345 364 383

Co

un

t

Scale Score


Grade

No. of


9 7,938 136 381 322.62 35.40

10 5,500 203 386 330.08 33.55

11 3,735 224 389 333.62 33.86

12 1,719 224 391 334.96 33.43

Total 18,892 136 391 328.09 34.74



Table 6.7.1.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Count Percent Count Percent Count Percent Count Percent Count Percent

1 2,915 36.7% 2,186 39.7% 1,859 49.8% 1,063 61.8% 8,023 42.5%

2 3,565 44.9% 2,110 38.4% 910 24.4% 388 22.6% 6,973 36.9%

3 591 7.4% 806 14.7% 651 17.4% 129 7.5% 2,177 11.5%

4 867 10.9% 398 7.2% 315 8.4% 139 8.1% 1,719 9.1%

5 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a


Total 7,938 100.0% 5,500 100.0% 3,735 100.0% 1,719 100.0% 18,892 100.0%


Level

TotalGrade 12Grade 11Grade 10Grade 9


Table 6.7.1.1C



Table 6.7.1.1E

Equating Summary: List 9–12A S400 Paper


0

3

6

9

12

15

18

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.1.1.D


0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rmati

on

Ability Measure

Figure 6.7.1.1.E




18,892 18 .639 1.779

Table 6.7.1.1F



Cronbach's

Alpha SEM

Table 6.7.1.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC -0.37 18 0.61 1.00 0.96

Infit

Mnsq

Outfit

Mnsq

1.L912A_9559_SIp1_Computers_302_S400_Paper 1.03 0.35 1.05 1.08

2.L912A_9560_SIp2_Computers_302_S400_Paper -1.38 Yes 0.81 0.89 0.75

3.L912A_9561_SIp3_Computers_302_S400_Paper 1.76 0.26 1.03 1.12

4.L912A_10723_LAp1_Garden_302_S400_Paper -1.46 0.81 0.92 0.84

5.L912A_10726_LAp2_Garden_302_S400_Paper -0.34 0.63 0.99 0.97

6.L912A_10733_LAp3_Garden_302_S400_Paper 0.44 Yes 0.49 1.02 1.03

7.L912A_7081_MAp2_Blocks_203_S400_Paper -2.48 0.91 0.91 0.68

8.L912A_7082_MAp3_Blocks_203_S400_Paper -0.51 0.70 1.02 1.05

9.L912A_7083_MAp4_Blocks_203_S400_Paper 1.33 0.35 1.14 1.25

10.L912A_6806_SCp1_Adaptations_203_S400_Paper 0.24 Yes 0.53 0.97 0.97

11.L912A_6807_SCp2_Adaptations_203_S400_Paper -2.62 0.95 0.96 0.70

12.L912A_6808_SCp3_Adaptations_203_S400_Paper 0.18 Yes 0.53 1.05 1.06

13.L912A_10669_SSp1_Canada_302_S400_Paper -1.01 Yes 0.71 0.99 0.96

14.L912A_10672_SSp2_Canada_302_S400_Paper -1.97 Yes 0.86 0.96 0.81

15.L912A_10684_SSp3_Canada_302_S400_Paper 0.77 Yes 0.38 1.10 1.19

16.L912A_5454_SIp2_SoccerPractice_ReYoPrMo_S400_Paper -1.29 Yes 0.80 0.96 0.90

17.L912A_5455_SIp3_SoccerPractice_ReYoPrMo_S400_Paper 0.13 Yes 0.58 0.92 0.90

18.L912A_5456_SIp4_SoccerPractice_ReYoPrMo_S400_Paper 0.59 Yes 0.40 1.01 1.03



Name

Item

Difficulty


Fit

Statistics


Table 6.7.1.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 10 8 7

B 0 0 2 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L912A_9559_SIp1_Computers_302_S400_Paper A M A O

2.L912A_9560_SIp2_Computers_302_S400_Paper A F A H

3.L912A_9561_SIp3_Computers_302_S400_Paper A M A O

4.L912A_10723_LAp1_Garden_302_S400_Paper A F A O

5.L912A_10726_LAp2_Garden_302_S400_Paper A M A O

6.L912A_10733_LAp3_Garden_302_S400_Paper A F A O

7.L912A_7081_MAp2_Blocks_203_S400_Paper A F A H



10.L912A_6806_SCp1_Adaptations_203_S400_Paper A F A H

11.L912A_6807_SCp2_Adaptations_203_S400_Paper A M B H

12.L912A_6808_SCp3_Adaptations_203_S400_Paper A M A H

13.L912A_10669_SSp1_Canada_302_S400_Paper A F A O

14.L912A_10672_SSp2_Canada_302_S400_Paper A M A O

15.L912A_10684_SSp3_Canada_302_S400_Paper A M A H

16.L912A_5454_SIp2_SoccerPractice_ReYoPrMo_S400_Paper A F B H

17.L912A_5455_SIp3_SoccerPractice_ReYoPrMo_S400_Paper A F B O

18.L912A_5456_SIp4_SoccerPractice_ReYoPrMo_S400_Paper A M A H


Name



Grade 12 Grade 11 Grade 10 Grade 9

0 148^ 144^ 140^ 136^ 70.08 100.00^ 192.22

1 171 171 171 171 40.28 130.98 211.54

2 203 203 203 203 30.38 172.62 233.38

3 224 224 224 224 26.33 197.75 250.41

4 241 241 241 241 24.10 216.78 264.98

5 255 255 255 255 22.71 232.70 278.12

6 269 269 269 269 21.80 246.75 290.36

7 281 281 281 281 21.20 259.64 302.03

8 293 293 293 293 20.82 271.74 313.38

9 304 304 304 304 20.63 283.35 324.62

10 315 315 315 315 20.64 294.66 335.94

11 327 327 327 327 20.85 305.88 347.58

12 339 339 339 339 21.32 317.22 359.85

13 351 351 351 351 22.13 328.93 373.19

14 365 365 365 365 23.46 341.37 388.28

15 381 381 381 25.69* 355.09* 406.47*

16

17

18

^ Truncated* Applies to all capped grade 9 scores



**** Applies to all capped grade 12 scores

***** Applies to all capped grades 10, 11, and 12 scores

381*391**** 389*** 386** 29.81***** 371.15***** 430.76*****

Raw Score

Table 6.7.1.1I


Scale Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.1 0.0 1.1 0.0 1.2 0.0 1.2 0.0

2 1.3 0.0 1.3 0.0 1.3 0.1 1.4 0.1

3 1.4 0.1 1.4 0.1 1.5 0.2 1.5 0.4

4 1.5 0.3 1.5 0.5 1.6 0.5 1.6 1.2

5 1.6 1.2 1.6 1.3 1.6 1.2 1.7 2.5

6 1.6 2.3 1.7 2.4 1.7 2.7 1.8 4.5

7 1.7 3.7 1.7 4.0 1.8 5.2 1.8 7.1

8 1.7 6.7 1.8 6.7 1.8 7.5 1.9 9.6

9 1.8 8.8 1.9 9.3 1.9 10.2 1.9 11.3

10 1.9 11.3 1.9 12.1 1.9 12.0 2.1 12.6

11 1.9 12.3 1.9 13.4 2.1 14.1 2.4 12.1

12 1.9 15.1 2.2 13.4 2.5 13.2 2.7 10.8

13 2.4 12.4 2.6 10.9 2.8 11.1 2.9 9.4

14 2.9 10.1 3.1 10.3 3.3 8.5 3.5 7.4

15 3.6 7.5 3.7 7.1 3.9 6.2 4.0* 4.8

16 4.0* 4.8 4.0* 4.7 4.0* 3.7 4.0* 3.6

17 4.0* 2.0 4.0* 2.8 4.0* 2.4 4.0* 1.9

18 4.0* 1.3 4.0* 1.0 4.0* 1.1 4.0* 0.7

* Capped

Table 6.7.1.1J


Raw Score




0

500

1,000

1,500

2,000

2,500

3,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


9 6,987 2 21 14.05 3.18

10 5,907 2 21 13.94 3.16

11 4,702 3 21 14.01 3.07

12 3,394 4 21 13.99 3.01

Total 20,990 2 21 14.00 3.12


Table 6.7.1.2A

0

500

1,000

1,500

2,000

2,500

3,000

242 258 274 290 306 322 338 354 370 386 402 418

Co

un

t

Scale Score


Grade

No. of


9 6,987 242 406 384.26 25.26

10 5,907 242 412 385.56 27.10

11 4,702 263 416 387.15 26.84

12 3,394 280 418 387.59 26.77

Total 20,990 242 418 385.81 26.42



Table 6.7.1.2B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 104 1.5% 174 2.9% 205 4.4% 245 7.2% 728 3.5%

2 861 12.3% 651 11.0% 746 15.9% 453 13.3% 2,711 12.9%

3 1,912 27.4% 1,710 28.9% 1,030 21.9% 1,178 34.7% 5,830 27.8%

4 1,714 24.5% 1,402 23.7% 1,710 36.4% 809 23.8% 5,635 26.8%

5 2,396 34.3% 1,970 33.4% 1,011 21.5% 709 20.9% 6,086 29.0%


Total 6,987 100.0% 5,907 100.0% 4,702 100.0% 3,394 100.0% 20,990 100.0%


Grade 10Grade 9


Table 6.7.1.2C

Level

TotalGrade 12Grade 11



Table 6.7.1.2E




0

3

6

9

12

15

18

21

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.1.2.D


0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 6.7.1.2.E



20,988 21 .651 1.844

Table 6.7.1.2F



Cronbach's

Alpha SEM


Table 6.7.1.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.97 21 0.67 0.99 0.97

Infit

Mnsq

Outfit

Mnsq

1.L912B_5454_SIp2_SoccerPractice_ReYoPrMo_S400_Paper -0.78 0.93 0.94 0.76

2.L912B_5455_SIp3_SoccerPractice_ReYoPrMo_S400_Paper -0.52 0.87 0.93 0.88

3.L912B_5456_SIp4_SoccerPractice_ReYoPrMo_S400_Paper 1.38 0.60 1.00 0.98

4.L912B_10763_LAp2_Promises_302_S400_Paper -0.33 Yes 0.90 0.93 0.88

5.L912B_10789_LAp3_Promises_302_S400_Paper -1.11 0.94 0.96 0.89

6.L912B_10790_LAp4_Promises_302_S400_Paper 2.40 Yes 0.33 1.09 1.16

7.L912B_7081_MAp2_Blocks_203_S400_Paper -1.75 Yes 0.97 0.95 0.63

8.L912B_7082_MAp3_Blocks_203_S400_Paper 0.30 Yes 0.80 1.00 0.99

9.L912B_7083_MAp4_Blocks_203_S400_Paper 2.57 0.40 1.01 1.06

10.L912B_7128_SCp2_Dragonfly_203_S400_Paper 0.22 Yes 0.82 0.97 0.93



13.L912B_10760_SSp2_Computers_302_S400_Paper -0.33 Yes 0.91 0.93 0.80

14.L912B_10761_SSp3_Computers_302_S400_Paper 1.45 Yes 0.65 1.05 1.05

15.L912B_10762_SSp4_Computers_302_S400_Paper 1.53 Yes 0.61 0.97 0.95

16.L912B_10693_LAp3_Diamante_302_S400_Paper 2.23 0.48 1.02 1.05

17.L912B_10694_LAp4_Diamante_302_S400_Paper 1.10 Yes 0.70 0.99 0.96

18.L912B_10695_LAp5_Diamante_302_S400_Paper 2.35 Yes 0.44 1.00 1.03

19.L912B_7820_MAp3_RoadTrip_203_S400_Paper 1.10 0.69 1.04 1.09

20.L912B_7841_MAp4_RoadTrip_203_S400_Paper 2.39 Yes 0.42 1.09 1.17

21.L912B_7842_MAp5_RoadTrip_203_S400_Paper 0.82 Yes 0.79 0.92 0.87



Name

Item

Difficulty


Fit

Statistics


Table 6.7.1.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 7 13 8 11

B 1 0 1 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L912B_5454_SIp2_SoccerPractice_ReYoPrMo_S400_Paper A F A H

2.L912B_5455_SIp3_SoccerPractice_ReYoPrMo_S400_Paper A F B O

3.L912B_5456_SIp4_SoccerPractice_ReYoPrMo_S400_Paper B M A H

4.L912B_10763_LAp2_Promises_302_S400_Paper A F A O

5.L912B_10789_LAp3_Promises_302_S400_Paper A F A O

6.L912B_10790_LAp4_Promises_302_S400_Paper A M A O

7.L912B_7081_MAp2_Blocks_203_S400_Paper A F A O

8.L912B_7082_MAp3_Blocks_203_S400_Paper A M A H

9.L912B_7083_MAp4_Blocks_203_S400_Paper A F A H

10.L912B_7128_SCp2_Dragonfly_203_S400_Paper A F A O

11.L912B_7129_SCp3_Dragonfly_203_S400_Paper A M A O

12.L912B_7130_SCp4_Dragonfly_203_S400_Paper A M A O

13.L912B_10760_SSp2_Computers_302_S400_Paper A F A H

14.L912B_10761_SSp3_Computers_302_S400_Paper A F A O

15.L912B_10762_SSp4_Computers_302_S400_Paper A M A O

16.L912B_10693_LAp3_Diamante_302_S400_Paper A F A H

17.L912B_10694_LAp4_Diamante_302_S400_Paper A F A H

18.L912B_10695_LAp5_Diamante_302_S400_Paper A M B H

19.L912B_7820_MAp3_RoadTrip_203_S400_Paper A F A H

20.L912B_7841_MAp4_RoadTrip_203_S400_Paper A M A O

21.L912B_7842_MAp5_RoadTrip_203_S400_Paper A F A O


Name




0 148^ 144^ 140^ 136^ 70.10 100.00^ 231.82

1 211 211 211 211 40.24 170.59 251.08

2 242 242 242 242 30.23 212.18 272.65

3 263 263 263 263 26.08 237.13 289.28

4 280 280 280 280 23.76 255.85 303.38

5 294 294 294 294 22.30 271.38 315.99

6 306 306 306 306 21.31 285.00 327.62

7 318 318 318 318 20.61 297.37 338.59

8 329 329 329 329 20.11 308.89 349.11

9 340 340 340 340 19.76 319.80 359.32

10 350 350 350 350 19.54 330.29 369.36

11 360 360 360 360 19.43 340.49 379.35

12 370 370 370 370 19.45 350.51 389.42

13 380 380 380 380 19.61 360.50 399.71

14 390 390 390 390 19.94 370.56 410.43

15 401 401 401 401 20.49 380.85 421.84

16 413 413 21.37***** 391.60***** 434.35*****

17

18

19

20

21

^ Truncated

*Applies to all capped grade 9 scores




***** Applies to all capped grades 9 and 10 scores

****** Applies to all capped grades 11 and 12 scores

412** 406*418**** 416*** 22.76****** 403.12****** 448.64******

Raw Score

Table 6.7.1.2I


Scale Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.3 0.0 1.4 0.0 1.4 0.0 1.4 0.0

2 1.5 0.0 1.5 0.0 1.6 0.0 1.6 0.1

3 1.6 0.0 1.6 0.0 1.7 0.1 1.7 0.0

4 1.7 0.2 1.7 0.2 1.8 0.1 1.8 0.2

5 1.8 0.4 1.8 0.2 1.9 0.4 1.9 0.5

6 1.8 0.4 1.9 0.7 1.9 0.7 1.9 0.7

7 1.9 0.8 1.9 1.0 1.9 1.6 2.2 1.3

8 1.9 1.9 1.9 2.3 2.2 2.1 2.4 2.0

9 1.9 3.6 2.3 3.5 2.5 3.5 2.7 3.7

10 2.3 4.9 2.6 5.1 2.8 5.4 2.9 5.3

11 2.8 8.5 2.9 7.3 3.1 8.2 3.3 7.1

12 3.2 9.8 3.3 9.7 3.4 9.5 3.6 9.0

13 3.6 12.4 3.7 12.2 3.8 11.3 3.9 11.3

14 3.9 12.5 4.0 13.2 4.2 11.8 4.4 12.0

15 4.4 13.8 4.5 12.7 4.6 11.9 4.8 12.5

16 4.8 10.0 4.9 10.4 5.0* 11.0 5.0* 11.0

17 5.0* 8.5 5.0* 8.5 5.0* 9.1 5.0* 9.5

18 5.0* 5.6 5.0* 6.0 5.0* 6.8 5.0* 6.5

19 5.0* 3.9 5.0* 3.8 5.0* 3.8 5.0* 4.4

20 5.0* 2.3 5.0* 2.5 5.0* 2.1 5.0* 2.2

21 5.0* 0.6 5.0* 0.7 5.0* 0.5 5.0* 0.7

* Capped

Table 6.7.1.2J


Raw Score




0

1,000

2,000

3,000

4,000

5,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Co

un

t

Raw Score


Grade

No. of


9 10,201 3 21 14.33 3.00

10 7,896 2 21 14.41 3.06

11 6,557 2 21 14.42 3.14

12 5,266 2 21 14.21 3.12

Total 29,920 2 21 14.35 3.07


Table 6.7.1.3A

0

1,000

2,000

3,000

4,000

5,000

280 298 316 334 352 370 388 406 424 442 460 478 496

Co

un

t

Scale Score


Grade

No. of


9 10,201 299 499 413.27 31.10

10 7,896 280 499 414.12 31.78

11 6,557 280 499 414.42 32.71

12 5,266 280 499 412.20 32.27

Total 29,920 280 499 413.56 31.85


Table 6.7.1.3B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 2 0.0% 15 0.2% 42 0.6% 59 1.1% 118 0.4%

2 192 1.9% 289 3.7% 218 3.3% 356 6.8% 1,055 3.5%

3 933 9.1% 1,022 12.9% 896 13.7% 1,032 19.6% 3,883 13.0%

4 2,623 25.7% 2,493 31.6% 1,943 29.6% 1,902 36.1% 8,961 29.9%

5 3,940 38.6% 1,993 25.2% 1,660 25.3% 622 11.8% 8,215 27.5%

6 2,511 24.6% 2,084 26.4% 1,798 27.4% 1,295 24.6% 7,688 25.7%

Total 10,201 100.0% 7,896 100.0% 6,557 100.0% 5,266 100.0% 29,920 100.0%

Grade 10Grade 9


Table 6.7.1.3C

Level

TotalGrade 12Grade 11



Table 6.7.1.3E

Equating Summary: List 9–12C S400 Paper


0

3

6

9

12

15

18

21

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.1.3.D

Test Characteristic Curve: List 9-12C S400 Paper

0

1

2

3

4

5

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rmati

on

Ability Measure

Figure 6.7.1.3.E



29,920 21 .611 1.913

Table 6.7.1.3F



Cronbach's

Alpha SEM

Table 6.7.1.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.58 21 0.68 1.00 0.98

Infit

Mnsq

Outfit

Mnsq

1.L912C_10032_SIp3_Yearbook_302_S400_Paper 0.17 Yes 0.93 0.98 0.90



4.L912C_10696_LAp3_Cinquain_302_S400_Paper 0.90 Yes 0.77 0.98 0.93



7.L912C_7816_MAp3_TheSaleRack_203_S400_Paper 1.52 Yes 0.75 0.94 0.88

8.L912C_7817_MAp4_TheSaleRack_203_S400_Paper 2.12 0.69 1.07 1.11

9.L912C_7838_MAp5_TheSaleRack_203_S400_Paper 2.38 0.58 1.03 1.04

10.L912C_7289_SCp3_Cells_203_S400_Paper 0.77 0.84 0.99 0.98

11.L912C_7290_SCp4_Cells_203_S400_Paper 1.49 Yes 0.68 0.94 0.89

12.L912C_7291_SCp5_Cells_203_S400_Paper 2.39 Yes 0.48 1.05 1.08

13.L912C_10799_SSp3_WorldsFair_302_S400_Paper 0.79 0.83 0.99 0.96

14.L912C_10800_SSp4_WorldsFair_302_S400_Paper 2.65 Yes 0.56 1.00 1.00

15.L912C_10801_SSp5_WorldsFair_302_S400_Paper 2.97 0.41 0.95 0.95

16.L912C_10740_LAp3_SummerJob_302_S400_Paper 1.64 Yes 0.74 0.95 0.92

17.L912C_10744_LAp4_SummerJob_302_S400_Paper 0.55 0.87 0.94 0.82

18.L912C_10749_LAp5_SummerJob_302_S400_Paper 0.04 0.91 0.95 0.86

19.L912C_10105_MAp3_BookStack_302_S400_Paper 0.61 Yes 0.87 0.94 0.85

20.L912C_10109_MAp4_BookStack_302_S400_Paper 1.12 Yes 0.82 0.97 0.93

21.L912C_10112_MAp5_BookStack_302_S400_Paper 2.15 0.60 1.00 1.00



Name

Item

Difficulty


Fit

Statistics


Table 6.7.1.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 8 13 9 11

B 0 0 1 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.L912C_10032_SIp3_Yearbook_302_S400_Paper A M B H

2.L912C_10033_SIp4_Yearbook_302_S400_Paper A F A O

3.L912C_10034_SIp5_Yearbook_302_S400_Paper A M A O

4.L912C_10696_LAp3_Cinquain_302_S400_Paper A M A H

5.L912C_10700_LAp4_Cinquain_302_S400_Paper A F A O

6.L912C_10709_LAp5_Cinquain_302_S400_Paper A M A H

7.L912C_7816_MAp3_TheSaleRack_203_S400_Paper A F A O

8.L912C_7817_MAp4_TheSaleRack_203_S400_Paper A F A H

9.L912C_7838_MAp5_TheSaleRack_203_S400_Paper A F A O

10.L912C_7289_SCp3_Cells_203_S400_Paper A M A H

11.L912C_7290_SCp4_Cells_203_S400_Paper A F A O

12.L912C_7291_SCp5_Cells_203_S400_Paper A F A O

13.L912C_10799_SSp3_WorldsFair_302_S400_Paper A M A H

14.L912C_10800_SSp4_WorldsFair_302_S400_Paper A F A H

15.L912C_10801_SSp5_WorldsFair_302_S400_Paper A M A H

16.L912C_10740_LAp3_SummerJob_302_S400_Paper A M A H

17.L912C_10744_LAp4_SummerJob_302_S400_Paper A F A O

18.L912C_10749_LAp5_SummerJob_302_S400_Paper A F A H

19.L912C_10105_MAp3_BookStack_302_S400_Paper A F A O




Name




0 148^ 69.44 133.73 272.61

1 251 39.13 211.48 289.74

2 280 28.81 251.09 308.71

3 299 24.48 274.02 322.98

4 313 22.07 290.74 334.87

5 325 20.54 304.29 345.38

6 335 19.53 315.96 355.02

7 345 18.84 326.42 364.10

8 354 18.38 336.08 372.84

9 363 18.09 345.20 381.39

10 372 17.96 353.98 389.89

11 381 17.95 362.55 398.46

12 389 18.08 371.05 407.22

13 398 18.36 379.59 416.32

14 407 18.81 388.32 425.95

15 417 19.50 397.38 436.38

16 427 20.50 406.99 447.99

17 439 22.02 417.45 461.48

18 454 24.42 429.28 478.13

19 469* 28.75 443.47 500.98

20 484* 39.09 462.33 540.50

21 499* 69.41 479.37 618.20

^Truncated



Table 6.7.1.3I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.5 0.0 1.6 0.0 1.6 0.0 1.7 0.0

2 1.7 0.1 1.7 0.0 1.8 0.0 1.8 0.0

3 1.8 0.0 1.8 0.1 1.9 0.0 1.9 0.0

4 1.9 0.1 1.9 0.2 1.9 0.2 2.0 0.1

5 1.9 0.3 1.9 0.4 2.1 0.3 2.3 0.3

6 1.9 0.6 2.1 0.6 2.4 0.5 2.6 0.6

7 2.1 1.2 2.4 1.1 2.7 1.1 2.8 0.9

8 2.5 1.9 2.7 1.6 2.9 1.8 3.1 1.6

9 2.9 3.6 3.0 3.0 3.2 3.0 3.4 3.0

10 3.3 5.3 3.4 4.6 3.5 4.3 3.7 4.6

11 3.6 5.9 3.7 6.1 3.9 5.6 4.0 6.1

12 3.9 8.3 4.0 8.5 4.1 8.6 4.3 8.7

13 4.3 11.0 4.3 9.9 4.5 10.2 4.7 10.9

14 4.6 12.2 4.7 11.3 4.8 12.8 5.0 12.6

15 4.9 12.9 5.0 12.6 5.2 12.8 5.4 13.3

16 5.5 11.8 5.5 12.7 5.7 12.4 5.8 12.7

17 6.0 9.9 6.0 11.2 6.0 10.4 6.0 10.2

18 6.0 7.1 6.0 7.9 6.0 8.3 6.0 7.1

19 6.0 4.9 6.0 5.1 6.0 4.9 6.0 4.7

20 6.0 2.1 6.0 2.5 6.0 2.3 6.0 2.2

21 6.0 0.6 6.0 0.8 6.0 0.5 6.0 0.5

Table 6.7.1.3J


Raw Score



6.7.2 Reading 9–12

6.7.2.1 Reading 9–12A

0

500

1,000

1,500

2,000

0 2 4 6 8 10 12 14 16 18 20 22 24

Co

un

t

Raw Score


Grade

No. of


9 7,811 1 24 13.06 4.56

10 5,412 1 24 14.14 4.48

11 3,707 2 24 15.23 4.47

12 1,704 0 24 15.33 4.32

Total 18,634 0 24 14.01 4.59


Table 6.7.2.1A

0

200

400

600

800

1,000

1,200

1,400

1,600

233 248 263 278 293 308 323 338 353 368 383

Co

un

t

Scale Score


Grade

No. of


9 7,811 246 381 347.36 23.14

10 5,412 246 383 353.21 22.42

11 3,707 268 384 358.65 21.71

12 1,704 233 385 359.58 21.51

Total 18,634 233 385 352.42 23.02



Table 6.7.2.1B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 2,548 32.6% 1,635 30.2% 1,076 29.0% 583 34.2% 5,842 31.4%

2 2,940 37.6% 2,087 38.6% 1,416 38.2% 572 33.6% 7,015 37.6%

3 1,218 15.6% 666 12.3% 486 13.1% 220 12.9% 2,590 13.9%

4 1,105 14.1% 1,024 18.9% 729 19.7% 329 19.3% 3,187 17.1%



Total 7,811 100.0% 5,412 100.0% 3,707 100.0% 1,704 100.0% 18,634 100.0%

Total


Table 6.7.2.1C


Level




Table 6.7.2.1E



0

3

6

9

12

15

18

21

24

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.2.1.D


0

1

2

3

4

5

6

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 6.7.2.1.E




18,634 24 .791 2.096

Table 6.7.2.1F



Cronbach's

Alpha SEM

Table 6.7.2.1G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 0.72 24 0.58 0.99 0.97

Infit

Mnsq

Outfit

Mnsq

1.R912A_8199_SIp1_Tutor_301_Paper_400 -0.74 0.86 0.95 0.88

2.R912A_8200_SIp2_Tutor_301_Paper_400 1.89 0.40 1.12 1.21

3.R912A_8201_SIp3_Tutor_301_Paper_400 1.56 0.45 1.00 1.02

4.R912A_7810_LAp1_CharlesSchulz_203_Paper_400 -1.79 Yes 0.91 0.90 0.58

5.R912A_7811_LAp2_CharlesSchulz_203_Paper_400 0.10 Yes 0.72 1.01 0.98

6.R912A_7812_LAp3_CharlesSchulz_203_Paper_400 1.46 Yes 0.42 1.07 1.11

7.R912A_8204_MAp1_Birdhouse_301_Paper_400 0.52 0.63 0.93 0.90



10.R912A_5296_SCp1_WeightOtherPlanets_best_Paper_400 -0.02 Yes 0.69 0.93 0.87

11.R912A_5297_SCp2_WeightOtherPlanets_best_Paper_400 0.86 Yes 0.53 0.94 0.93

12.R912A_5298_SCp3_WeightOtherPlanets_best_Paper_400 1.84 Yes 0.36 1.08 1.15

13.R912A_7741_SSp1_Money_203_Paper_400 -1.28 0.90 0.89 0.63

14.R912A_7742_SSp2_Money_203_Paper_400 0.87 0.58 0.96 0.94

15.R912A_7743_SSp3_Money_203_Paper_400 1.38 0.47 1.03 1.05

16.R912A_8422_SIp2_Permission_301_Paper_400 -0.06 0.78 0.88 0.74

17.R912A_8423_SIp3_Permission_301_Paper_400 2.17 0.30 1.08 1.19

18.R912A_8424_SIp4_Permission_301_Paper_400 1.18 0.53 1.07 1.12

19.R912A_6781_LAp1_MiltonHershey_203_Paper_400 -0.61 Yes 0.86 0.86 0.61

20.R912A_6782_LAp2_MiltonHershey_203_Paper_400 1.27 Yes 0.46 0.94 0.94

21.R912A_6783_LAp3_MiltonHershey_203_Paper_400 1.54 Yes 0.41 0.90 0.89

22.R912A_9451_MAp1_Circle_301_Paper_400 0.53 0.65 0.92 0.87





Name

Item

Difficulty


Fit

Statistics


Table 6.7.2.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 13 14 9

B 0 0 0 1

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R912A_8199_SIp1_Tutor_301_S400_Paper A F A H



4.R912A_7810_LAp1_CharlesSchulz_203_S400_Paper A F A O

5.R912A_7811_LAp2_CharlesSchulz_203_S400_Paper A M A H

6.R912A_7812_LAp3_CharlesSchulz_203_S400_Paper A F A O

7.R912A_8204_MAp1_Birdhouse_301_S400_Paper A M A O

8.R912A_8205_MAp2_Birdhouse_301_S400_Paper A F A O

9.R912A_8206_MAp3_Birdhouse_301_S400_Paper A F A H

10.R912A_5296_SCp1_WeightOtherPlanets_best_S400_Paper A M A O

11.R912A_5297_SCp2_WeightOtherPlanets_best_S400_Paper A M A O

12.R912A_5298_SCp3_WeightOtherPlanets_best_S400_Paper A M A H

13.R912A_7741_SSp1_Money_203_S400_Paper A F A H

14.R912A_7742_SSp2_Money_203_S400_Paper A F A O

15.R912A_7743_SSp3_Money_203_S400_Paper A M A H

16.R912A_8422_SIp2_Permission_301_S400_Paper A F A H

17.R912A_8423_SIp3_Permission_301_S400_Paper A M B O

18.R912A_8424_SIp4_Permission_301_S400_Paper A F A H

19.R912A_6781_LAp1_MiltonHershey_203_S400_Paper A F A H

20.R912A_6782_LAp2_MiltonHershey_203_S400_Paper A M A O

21.R912A_6783_LAp3_MiltonHershey_203_S400_Paper A M A O

22.R912A_9451_MAp1_Circle_301_S400_Paper A M A H

23.R912A_9452_MAp2_Circle_301_S400_Paper A M A H

24.R912A_9453_MAp3_Circle_301_S400_Paper A F A H


Name




0 233^ 224^ 216^ 208^ 48.37 164.45 261.19

1 246 246 246 246 27.58 218.85 274.00

2 268 268 268 268 20.48 247.16 288.12

3 281 281 281 281 17.43 263.82 298.69

4 292 292 292 292 15.66 276.05 307.38

5 300 300 300 300 14.48 285.93 314.90

6 308 308 308 308 13.64 294.36 321.65

7 315 315 315 315 13.02 301.80 327.85

8 321 321 321 321 12.56 308.55 333.66

9 327 327 327 327 12.20 314.79 339.20

10 333 333 333 333 11.95 320.65 344.55

11 338 338 338 338 11.78 326.23 349.79

12 343 343 343 343 11.69 331.61 354.99

13 349 349 349 349 11.67 336.87 360.21

14 354 354 354 354 11.72 342.07 365.51

15 359 359 359 359 11.86 347.27 371.00

16 365 365 365 365 12.10 352.55 376.74

17 370 370 370 370 12.46 357.97 382.89

18 377 377 377 377 12.97 363.66 389.61

19 383 383 13.72***** 369.75***** 397.19*****

20

21

22

23

24

383** 381*385**** 384*** 14.82******

Scale Score


376.44****** 406.09******

Table 6.7.2.1I

^ Truncated





***** Applies to all capped grades 9 and 10 scores

Raw Score



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.1 1.0 0.0 1.0 0.0 1.0 0.0

1 1.1 0.0 1.2 0.0 1.2 0.0 1.3 0.0

2 1.3 0.1 1.4 0.1 1.4 0.0 1.5 0.1

3 1.4 0.0 1.5 0.1 1.5 0.2 1.6 0.2

4 1.5 0.3 1.6 0.3 1.6 0.4 1.7 0.9

5 1.6 0.2 1.6 0.5 1.7 0.9 1.7 1.6

6 1.6 1.6 1.7 1.0 1.7 1.8 1.8 3.3

7 1.7 1.6 1.7 1.9 1.8 2.9 1.8 4.5

8 1.8 2.4 1.8 2.8 1.8 4.4 1.9 6.1

9 1.8 3.2 1.8 4.3 1.9 5.8 1.9 7.5

10 1.9 4.6 1.9 5.0 1.9 7.0 1.9 8.5

11 1.9 5.7 1.9 5.9 1.9 6.8 2.1 8.2

12 1.9 7.4 1.9 7.1 2.1 8.9 2.3 8.1

13 1.9 7.0 2.1 8.1 2.3 7.6 2.5 7.8

14 2.2 8.1 2.3 7.3 2.4 8.1 2.6 6.9

15 2.3 8.5 2.5 7.9 2.6 7.0 2.8 6.6

16 2.6 8.2 2.7 7.4 2.8 7.1 3.1 5.6

17 2.8 8.8 2.9 7.6 3.0 6.5 3.4 5.2

18 3.1 6.3 3.3 6.8 3.5 5.8 3.8 4.8

19 3.8 6.6 4.0* 6.3 4.0* 4.6 4.0* 3.8

20 4.0* 5.8 4.0* 5.4 4.0* 4.4 4.0* 3.3

21 4.0* 5.5 4.0* 5.2 4.0* 4.2 4.0* 2.9

22 4.0* 4.3 4.0* 4.1 4.0* 3.1 4.0* 2.0

23 4.0* 2.3 4.0* 3.2 4.0* 1.7 4.0* 1.4

24 4.0* 1.3 4.0* 1.8 4.0* 0.9 4.0* 0.7

* Capped

Table 6.7.2.1J


Raw Score



6.7.2.2 Reading 9–12B

0

200

400

600

800

1,000

1,200

1,400

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


9 6,653 2 27 16.34 5.19

10 5,590 2 27 16.42 5.20

11 4,466 3 27 17.03 5.07

12 3,260 1 27 17.10 5.10

Total 19,969 1 27 16.64 5.16


Table 6.7.2.2A

0

500

1,000

1,500

2,000

2,500

261 273 285 297 309 321 333 345 357 369 381 393

Co

un

t

Scale Score


Grade

No. of


9 6,653 282 387 367.15 19.58

10 5,590 282 390 368.30 20.36

11 4,466 295 392 371.20 19.64

12 3,260 261 393 371.70 20.09

Total 19,969 261 393 369.12 19.98



Table 6.7.2.2B


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 6.7.2.2C Proficiency Level: Read 9-12B S400 Paper


1 453 6.8% 584 10.4% 482 10.8% 492 15.1% 2,011 10.1%

2 2,069 31.1% 2,232 39.9% 1,604 35.9% 1,199 36.8% 7,104 35.6%

3 1,726 25.9% 727 13.0% 581 13.0% 444 13.6% 3,478 17.4%

4 426 6.4% 659 11.8% 547 12.2% 202 6.2% 1,834 9.2%

5 1,979 29.7% 1,388 24.8% 1,252 28.0% 923 28.3% 5,542 27.8%


Total 6,653 100.0% 5,590 100.0% 4,466 100.0% 3,260 100.0% 19,969 100.0%


Total


Table 6.7.2.2C

Level




Table 6.7.2.2E



0

3

6

9

12

15

18

21

24

27

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.2.2.D


0

1

2

3

4

5

6

7

-5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rmati

on

Ability Measure

Figure 6.7.2.2.E




19,965 27 .813 2.235

Table 6.7.2.2F



Cronbach's

Alpha SEM

Table 6.7.2.2G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 1.31 27 0.62 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R912B_8430_SIp2_JoinActivity_301_Paper_400 0.12 0.82 1.03 1.20



4.R912B_6861_LAp2_Auntie_203_Paper_400 -1.29 Yes 0.93 0.89 0.61

5.R912B_6862_LAp3_Auntie_203_Paper_400 0.65 Yes 0.75 0.93 0.88

6.R912B_6863_LAp4_Auntie_203_Paper_400 -0.18 Yes 0.84 0.85 0.67

7.R912B_8443_MAp2_Gumball_301_Paper_400 0.03 0.82 1.04 1.03



10.R912B_5450_SCp2_FindingthepHlevel_keto_Paper_400 0.73 Yes 0.75 0.98 0.93



13.R912B_7750_SSp2_Reading_203_Paper_400 0.74 Yes 0.70 1.10 1.20



16.R912B_7102_LAp3_Mattie_203_Paper_400 1.10 Yes 0.69 0.93 0.92



19.R912B_8680_MAp3_SciNotation_301_Paper_400 1.60 0.55 0.94 0.93



22.R912B_5569_SCp2_SpiceEffects_kaje_Paper_400 1.11 Yes 0.69 1.04 1.15



25.R912B_7055_SSp2_Recycling_203_Paper_400 2.27 Yes 0.50 1.10 1.15





Name

Item

Difficulty


Fit

Statistics


Table 6.7.2.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 11 16 12 15

B 0 0 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R912B_8430_SIp2_JoinActivity_301_S400_Paper A F A H

2.R912B_8431_SIp3_JoinActivity_301_S400_Paper A M A H

3.R912B_8433_SIp4_JoinActivity_301_S400_Paper A F A H

4.R912B_6861_LAp2_Auntie_203_S400_Paper A F A O



7.R912B_8443_MAp2_Gumball_301_S400_Paper A F A O

8.R912B_8444_MAp3_Gumball_301_S400_Paper A M A H

9.R912B_8445_MAp4_Gumball_301_S400_Paper A M A H

10.R912B_5450_SCp2_FindingthepHlevel_keto_S400_Paper A M A H



13.R912B_7750_SSp2_Reading_203_S400_Paper A M A H

14.R912B_7751_SSp3_Reading_203_S400_Paper A F A O

15.R912B_7752_SSp4_Reading_203_S400_Paper A M A O

16.R912B_7102_LAp3_Mattie_203_S400_Paper A F A O

17.R912B_7103_LAp4_Mattie_203_S400_Paper A F A O

18.R912B_7201_LAp5_Mattie_203_S400_Paper A F A H

19.R912B_8680_MAp3_SciNotation_301_S400_Paper A F A O

20.R912B_8681_MAp4_SciNotation_301_S400_Paper A M A H

21.R912B_8700_MAp5_SciNotation_301_S400_Paper A F A O

22.R912B_5569_SCp2_SpiceEffects_kaje_S400_Paper A F A O

23.R912B_5570_SCp3_SpiceEffects_kaje_S400_Paper A F A H

24.R912B_5571_SCp4_SpiceEffects_kaje_S400_Paper A F A O

25.R912B_7055_SSp2_Recycling_203_S400_Paper A F A O

26.R912B_7056_SSp3_Recycling_203_S400_Paper A M A O

27.R912B_7057_SSp4_Recycling_203_S400_Paper A M A O


Name




0 233^ 224^ 216^ 208^ 48.30 179.44 276.03

1 261 261 261 261 27.38 233.71 288.47

2 282 282 282 282 20.13 261.68 301.94

3 295 295 295 295 16.98 277.87 311.82

4 305 305 305 305 15.13 289.56 319.81

5 313 313 313 313 13.90 298.85 326.65

6 320 320 320 320 13.03 306.67 332.74

7 326 326 326 326 12.39 313.52 338.29

8 332 332 332 332 11.90 319.67 343.47

9 337 337 337 337 11.54 325.31 348.38

10 342 342 342 342 11.26 330.58 353.10

11 347 347 347 347 11.06 335.56 357.68

12 351 351 351 351 10.93 340.34 362.19

13 356 356 356 356 10.85 344.97 366.67

14 360 360 360 360 10.83 349.51 371.16

15 365 365 365 365 10.86 353.99 375.72

16 369 369 369 369 10.96 358.47 380.39

17 374 374 374 374 11.11 362.99 385.22

18 379 379 379 379 11.34 367.61 390.29

19 384 384 384 384 11.66 372.37 395.68

20 389 389 389 12.09* 377.35* 401.53*

21

22

23

24

25

26

27

Table 6.7.2.2I

^ Truncated

*Applies to all capped grade 9 scores




***** Applies to all capped grades 10,11 and 12 scores

Scale Score

CSEM Low BoundRaw Score


387*393**** 392*** 390** 12.67***** 382.65***** 407.99*****

High Bound


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.2 0.0 1.3 0.0 1.4 0.0 1.4 0.0

2 1.4 0.0 1.5 0.0 1.5 0.0 1.6 0.0

3 1.5 0.1 1.6 0.0 1.6 0.1 1.7 0.2

4 1.6 0.0 1.7 0.1 1.7 0.1 1.8 0.2

5 1.7 0.6 1.7 0.3 1.8 0.6 1.8 0.6

6 1.7 0.5 1.8 0.8 1.8 1.3 1.9 1.4

7 1.8 1.1 1.8 1.2 1.9 1.8 1.9 1.7

8 1.8 2.1 1.9 2.1 1.9 2.8 1.9 2.6

9 1.9 2.6 1.9 2.7 1.9 3.7 2.0 3.4

10 1.9 3.7 1.9 3.6 2.0 4.4 2.2 4.2

11 1.9 4.3 2.0 4.8 2.2 5.1 2.4 5.2

12 2.0 5.3 2.2 5.1 2.3 5.0 2.5 5.6

13 2.2 6.1 2.4 5.7 2.5 6.1 2.7 6.4

14 2.4 6.2 2.5 7.0 2.7 6.2 2.9 6.2

15 2.6 7.0 2.7 6.9 2.8 6.0 3.1 6.4

16 2.7 5.6 2.8 6.3 2.9 7.1 3.3 6.9

17 2.9 6.5 3.0 6.4 3.3 6.7 3.6 6.7

18 3.3 7.1 3.5 6.7 3.7 6.3 3.9 5.9

19 3.9 6.6 4.0 5.8 4.1 5.9 4.5 6.4

20 4.5 6.2 4.6 6.5 4.9 5.9 5.0* 5.4

21 5.0* 5.7 5.0* 6.3 5.0* 5.7 5.0* 5.7

22 5.0* 5.2 5.0* 5.2 5.0* 4.7 5.0* 5.1

23 5.0* 5.7 5.0* 4.9 5.0* 4.3 5.0* 4.3

24 5.0* 3.7 5.0* 4.2 5.0* 4.1 5.0* 3.6

25 5.0* 3.9 5.0* 3.3 5.0* 2.9 5.0* 2.8

26 5.0* 2.6 5.0* 2.5 5.0* 2.1 5.0* 1.8

27 5.0* 1.5 5.0* 1.7 5.0* 1.0 5.0* 1.1

*Capped

Table 6.7.2.2J


Raw Score



6.7.2.3 Reading 9–12C

0

500

1,000

1,500

2,000

2,500

0 2 4 6 8 10 12 14 16 18 20 22 24 26

Co

un

t

Raw Score


Grade

No. of


9 9,564 2 27 15.89 4.99

10 7,434 1 27 16.56 5.15

11 6,275 1 27 17.15 5.20

12 5,052 1 27 16.74 5.20

Total 28,325 1 27 16.50 5.14


Table 6.7.2.3A

0

500

1,000

1,500

2,000

2,500

297 309 321 333 345 357 369 381 393 405 417 429 441 453 465

Co

un

t

Scale Score


Grade

No. of


9 9,564 317 468 399.04 24.66

10 7,434 297 468 402.49 26.00

11 6,275 297 468 405.58 26.59

12 5,052 297 468 403.42 26.23

Total 28,325 297 468 402.18 25.85


Table 6.7.2.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 21 0.2% 51 0.7% 65 1.0% 67 1.3% 204 0.7%

2 736 7.7% 676 9.1% 692 11.0% 635 12.6% 2,739 9.7%

3 1,226 12.8% 1,006 13.5% 530 8.4% 451 8.9% 3,213 11.3%

4 1,168 12.2% 883 11.9% 703 11.2% 543 10.7% 3,297 11.6%

5 1,990 20.8% 1,471 19.8% 1,159 18.5% 1,330 26.3% 5,950 21.0%

6 4,423 46.2% 3,347 45.0% 3,126 49.8% 2,026 40.1% 12,922 45.6%

Total 9,564 100.0% 7,434 100.0% 6,275 100.0% 5,052 100.0% 28,325 100.0%

Total


Table 6.7.2.3C

Level




Table 6.7.2.3E



0

3

6

9

12

15

18

21

24

27

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9

Exp

ecte

d R

aw S

core

Ability Measure

Figure 6.7.2.3.D


0

1

2

3

4

5

6

7

-4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9

Info

rma

tio

n

Ability Measure

Figure 6.7.2.3.E



28,324 27 .798 2.310


Cronbach's

Alpha SEM

Table 6.7.2.3F


Table 6.7.2.3G


Item Type

Average

Item

Difficulty


Average

P-value

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

MC 2.45 27 0.61 1.00 0.99

Infit

Mnsq

Outfit

Mnsq

1.R912C_8790_SIp3_MovieRev_301_Paper_400 2.27 0.63 1.06 1.13



4.R912C_7830_LAp3_EdmundH_203_Paper_400 0.79 Yes 0.84 0.90 0.76

5.R912C_7831_LAp4_EdmundH_203_Paper_400 2.93 Yes 0.54 0.97 0.96

6.R912C_7832_LAp5_EdmundH_203_Paper_400 2.71 0.54 1.09 1.12

7.R912C_8783_MAp3_Sofa_301_Paper_400 2.13 0.70 1.01 0.99

8.R912C_8784_MAp4_Sofa_301_Paper_400 3.08 0.47 1.08 1.11

9.R912C_8785_MAp5_Sofa_301_Paper_400 2.56 0.58 0.96 0.93

10.R912C_6159_SCp3_Diffusion_elle_Paper_400 1.42 Yes 0.76 0.99 1.03



13.R912C_7843_SSp3_Transportation_203_Paper_400 1.79 Yes 0.74 1.00 0.99



16.R912C_7821_LAp3_Malta_203_Paper_400 2.80 0.49 1.06 1.08

17.R912C_7822_LAp4_Malta_203_Paper_400 2.13 Yes 0.65 0.90 0.85

18.R912C_7823_LAp5_Malta_203_Paper_400 2.16 Yes 0.69 0.96 0.93

19.R912C_9325_MAp3_Interest_301_Paper_400 2.55 0.65 0.87 0.82



22.R912C_6152_SCp3_PolymerBall_kaje_Paper_400 2.31 Yes 0.65 0.94 0.93



25.R912C_7818_SSp3_Rotary_203_Paper_400 2.50 0.63 0.95 0.91





Name

Item

Difficulty


Fit

Statistics


Table 6.7.2.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

A 14 12 12 15

B 0 1 0 0

C 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.R912C_8790_SIp3_MovieRev_301_S400_Paper A F A H

2.R912C_8792_SIp4_MovieRev_301_S400_Paper A M A H

3.R912C_8793_SIp5_MovieRev_301_S400_Paper A F A H

4.R912C_7830_LAp3_EdmundH_203_S400_Paper A M A H

5.R912C_7831_LAp4_EdmundH_203_S400_Paper A M A O

6.R912C_7832_LAp5_EdmundH_203_S400_Paper A F A O

7.R912C_8783_MAp3_Sofa_301_S400_Paper A M A O



10.R912C_6159_SCp3_Diffusion_elle_S400_Paper A F A H

11.R912C_6160_SCp4_Diffusion_elle_S400_Paper A M A O

12.R912C_6161_SCp5_Diffusion_elle_S400_Paper A M A H

13.R912C_7843_SSp3_Transportation_203_S400_Paper A F A H

14.R912C_7844_SSp4_Transportation_203_S400_Paper A M A H

15.R912C_7845_SSp5_Transportation_203_S400_Paper A M A H

16.R912C_7821_LAp3_Malta_203_S400_Paper A F A O

17.R912C_7822_LAp4_Malta_203_S400_Paper A F A O

18.R912C_7823_LAp5_Malta_203_S400_Paper A F A H

19.R912C_9325_MAp3_Interest_301_S400_Paper B F A O

20.R912C_9326_MAp4_Interest_301_S400_Paper A F A O

21.R912C_9327_MAp5_Interest_301_S400_Paper A F A O

22.R912C_6152_SCp3_PolymerBall_kaje_S400_Paper A M A O

23.R912C_6157_SCp4_PolymerBall_kaje_S400_Paper A M A H

24.R912C_6158_SCp5_PolymerBall_kaje_S400_Paper A F A O

25.R912C_7818_SSp3_Rotary_203_S400_Paper A M A H

26.R912C_7819_SSp4_Rotary_203_S400_Paper A M A O

27.R912C_7840_SSp5_Rotary_203_S400_Paper A F A O


Name




0 233^ 47.92 216.65 312.48

1 297 26.80 270.20 323.81

2 317 19.50 297.15 336.14

3 329 16.36 312.45 345.17

4 338 14.55 323.38 352.47

5 345 13.35 332.02 358.73

6 352 12.51 339.27 364.30

7 358 11.90 345.61 369.40

8 363 11.43 351.29 374.15

9 368 11.08 356.51 378.67

10 372 10.82 361.38 383.01

11 377 10.63 365.98 387.25

12 381 10.51 370.40 391.41

13 385 10.44 374.68 395.56

14 389 10.43 378.88 399.73

15 394 10.47 383.03 403.97

16 398 10.57 387.18 408.33

17 402 10.74 391.38 412.85

18 407 10.97 395.67 417.62

19 411 11.30 400.10 422.70

20 417 11.74 404.76 428.24

21 422 12.34 409.72 434.40

22 428 13.16 415.14 441.46

23 436 14.34 421.20 449.88

24 444 16.15 428.25 460.55

25 452* 19.29 436.99 475.57

26 460* 26.63 448.97 502.22

27 468* 47.81 459.97 555.59

^ Truncated



Table 6.7.2.3I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.0 1.0 0.0 1.0 0.0 1.0 0.0

1 1.5 0.0 1.6 0.0 1.6 0.0 1.7 0.0

2 1.7 0.0 1.8 0.0 1.8 0.1 1.9 0.1

3 1.8 0.2 1.9 0.2 1.9 0.2 1.9 0.2

4 1.9 0.3 1.9 0.3 1.9 0.4 2.1 0.4

5 1.9 0.8 1.9 0.6 2.1 0.6 2.3 0.8

6 2.1 1.0 2.2 0.9 2.4 1.2 2.6 1.3

7 2.3 1.9 2.4 1.6 2.6 1.9 2.8 2.2

8 2.5 2.8 2.6 2.0 2.8 2.3 2.9 3.1

9 2.7 3.2 2.8 3.2 2.9 3.1 3.2 3.4

10 2.8 3.7 2.9 3.3 3.2 3.9 3.5 4.1

11 3.1 4.1 3.3 4.0 3.5 4.6 3.8 5.3

12 3.6 4.8 3.7 4.5 3.8 5.0 4.0 5.8

13 4.0 5.1 4.1 5.5 4.3 5.8 4.7 6.4

14 4.5 5.6 4.6 5.7 4.9 6.1 5.1 6.5

15 5.1 5.7 5.1 6.1 5.3 6.3 5.5 7.2

16 5.3 6.6 5.4 5.6 5.5 6.9 5.7 7.1

17 5.6 6.9 5.7 6.8 5.8 6.6 6.0 7.0

18 5.9 7.2 6.0 6.4 6.0 6.5 6.0 6.9

19 6.0 6.6 6.0 6.7 6.0 6.9 6.0 6.6

20 6.0 6.8 6.0 6.9 6.0 6.5 6.0 6.1

21 6.0 6.2 6.0 6.9 6.0 5.9 6.0 5.1

22 6.0 5.5 6.0 5.6 6.0 5.5 6.0 4.5

23 6.0 5.5 6.0 5.4 6.0 4.7 6.0 3.7

24 6.0 3.9 6.0 4.9 6.0 3.7 6.0 2.9

25 6.0 3.2 6.0 3.7 6.0 2.9 6.0 1.9

26 6.0 1.8 6.0 2.5 6.0 1.8 6.0 1.3

27 6.0 0.7 6.0 0.9 6.0 0.8 6.0 0.4

Table 6.7.2.3J


Raw Score



6.7.3 Writing 9–12

6.7.3.1 Writing 9–12A

0

500

1,000

1,500

2,000

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Co

un

t

Raw Score


Grade

No. of


9 8,118 0 20 8.45 4.44

10 5,577 0 20 9.52 4.13

11 3,799 0 21 10.26 4.02

12 1,751 0 22 10.72 3.79

Total 19,245 0 22 9.33 4.29


Table 6.7.3.1A

0

200

400

600

800

1,000

1,200

1,400

1,600

251 266 281 296 311 326 341 356 371 386 401 416 431

Co

un

t

Scale Score


Grade

No. of


9 8,118 251 418 355.80 30.49

10 5,577 257 421 361.49 32.79

11 3,799 263 423 365.17 33.82

12 1,751 269 431 365.31 35.74

Total 19,245 251 431 360.16 32.58


Table 6.7.3.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 996 12.3% 1,026 18.4% 683 18.0% 419 23.9% 3,124 16.2%

2 2,916 35.9% 1,014 18.2% 1,078 28.4% 493 28.2% 5,501 28.6%

3 3,558 43.8% 2,999 53.8% 1,798 47.3% 793 45.3% 9,148 47.5%

4 641 7.9% 538 9.6% 240 6.3% 46 2.6% 1,465 7.6%

5 7 0.1% 0 0.0% 0 0.0% 0 0.0% 7 0.0%

6 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Total 8,118 100.0% 5,577 100.0% 3,799 100.0% 1,751 100.0% 19,245 100.0%

Total


Table 6.7.3.1C

Level




Table 6.7.3.1E



Figure 6.7.3.1D



Figure 6.7.3.1E




19,245 3 1.729


1 10,518 93 6 1

2 8,720 94 5 0

3 11,730 93 6 1

SEM

Reliability

Interrater

Reliability

0.838


Table 6.7.3.1F


Table 6.7.3.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

3.81 3 0.55 0.56

Infit

Mnsq

Outfit

Mnsq

4.09 Yes 0.59 0.60

3.37 Yes 0.50 0.52

3.97 Yes 0.55 0.56


0 8.9% 4.1% 15.5%

1 12.5% 8.9% 11.2%

2 13.7% 10.3% 13.4%

3 23.9% 19.7% 23.0%

4 22.9% 22.8% 19.7%

5 14.8% 25.6% 14.0%

6 2.9% 7.5% 2.7%

7 0.3% 1.1% 0.4%

8 0.0% 0.0% 0.0%

9 0.0% 0.0% 0.0%

10 0.0% 0.0% 0.0%

11 0.0% 0.0% 0.0%

Task Type

ECR

Name

Task

Difficulty


Fit Statistics

1.W912A_14265_SIp2_Scho o lDance_P 100_A301_S400_P aper

2.W912A_14290_LAp3_To as ter_P 100_A301_S400_P aper

3.W912A_14294_MSp4_Bo uncingBalls _P 100_A203_S400_P aper

Raw Score



Table 6.7.3.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 1 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W912A_14265_SIp2_Scho o lDance_P 100_A301_S400_P aper AA F AA H

2.W912A_14290_LAp3_To as ter_P 100_A301_S400_P aper AA M AA O

3.W912A_14294_MSp4_Bo uncingBalls _P 100_A203_S400_P aper AA M AA H


Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 269^ 51.31 213.69 316.31

1 269^ 51.31 215.69 318.31

2 269^ 51.31 216.69 319.31

3 269 51.31 217.69 320.31

4 269 51.31 217.69 320.31

5 317 9.02 307.98 326.02

6 329 9.33 319.67 338.33

7 337 10.57 326.43 347.57

8 345 11.51 333.49 356.51

9 355 12.13 342.87 367.13

10 365 11.82 353.18 376.82

11 373 11.51 361.49 384.51

12 380 11.51 368.49 391.51

13 385 11.51 373.49 396.51

14 392 11.19 380.81 403.19

15 400 10.88 389.12 410.88

16 408 10.57 397.43 418.57

17 413 10.26 402.74 423.26

18 418 9.95 408.05 427.95

19 422 9.64 412.36 431.64

20 426 9.64 416.36 435.64

21 429 9.33 419.67 438.33

22 431 9.33 421.67 440.33

23 434 9.02 424.98 443.02

24 435 9.02 425.98 444.02

25 437 9.02 427.98 446.02

26 439 9.02 429.98 448.02

27 440 9.02 430.98 449.02

28 442 9.02 432.98 451.02

29 443 9.02 433.98 452.02

30 445 9.02 435.98 454.02

31 448 9.02 438.98 457.02

32 451 9.33 441.67 460.33

33 459 10.57 448.43 469.57

^ Truncated


Table 6.7.3.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 1.9 1.0 2.1 1.0 2.0 1.0 3.1

1 1.0 0.8 1.0 1.3 1.0 2.0 1.8 4.0

2 1.0 1.1 1.0 1.7 1.6 2.8 1.9 5.2

3 1.0 1.8 1.5 2.5 1.8 3.7 2.0 5.4

4 1.0 2.3 1.7 2.7 1.9 3.8 2.2 5.1

5 1.6 2.2 1.8 3.0 1.9 4.1 2.4 5.5

6 1.7 3.3 1.9 4.6 2.2 5.3 2.5 6.2

7 1.8 4.6 2.0 4.9 2.4 6.0 2.8 6.5

8 1.9 6.0 2.4 6.5 2.7 6.9 2.9 7.0

9 2.1 7.8 2.6 8.1 3.0 8.6 3.2 6.7

10 2.5 10.2 2.9 8.8 3.2 9.1 3.4 7.6

11 2.9 10.1 3.1 10.0 3.3 9.9 3.5 7.9

12 3.1 12.6 3.3 10.8 3.5 9.3 3.7 8.4

13 3.3 10.9 3.5 10.7 3.7 8.6 3.8 7.0

14 3.5 10.3 3.7 9.0 3.8 8.2 3.9 6.1

15 3.7 7.0 3.9 6.9 4.1 5.0 4.2 4.4

16 3.9 4.6 4.1 3.4 4.5 2.6 4.6 2.3

17 4.1 1.8 4.3 2.0 4.7 1.3 4.8 0.8

18 4.3 0.5 4.6 0.6 4.9 0.6 4.9 0.4

19 4.5 0.2 4.7 0.3 4.9 0.1 5.1 0.1

20 4.7 0.1 4.8 0.0 4.9 0.0 5.2 0.0

21 4.8 0.0 4.8 0.0 5.0 0.0 5.3 0.0

22 4.9 0.1 4.9 0.0 5.1 0.0 5.4 0.0

Table 6.7.3.1J


Raw Score



6.7.3.2 Writing 9–12B

0

500

1,000

1,500

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57

Co

un

t

Raw Score


Grade

No. of


9 7,111 0 52 29.23 9.17

10 5,983 0 55 29.54 9.25

11 4,785 0 57 30.30 8.87

12 3,451 0 56 31.12 8.53

Total 21,330 0 57 29.86 9.05


Table 6.7.3.2A

0

200

400

600

800

1,000

1,200

1,400

1,600

251 269 287 305 323 341 359 377 395 413 431 449

Co

un

t

Scale Score


Grade

No. of


9 7,111 251 443 391.82 33.63

10 5,983 257 447 392.93 32.25

11 4,785 263 450 395.80 29.67

12 3,451 269 448 398.34 28.03

Total 21,330 251 450 394.08 31.61


Table 6.7.3.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 407 5.7% 445 7.4% 357 7.5% 263 7.6% 1,472 6.9%

2 423 5.9% 318 5.3% 225 4.7% 139 4.0% 1,105 5.2%

3 1,372 19.3% 1,597 26.7% 1,750 36.6% 1,562 45.3% 6,281 29.4%

4 3,311 46.6% 3,088 51.6% 2,249 47.0% 1,433 41.5% 10,081 47.3%

5 1,553 21.8% 527 8.8% 202 4.2% 54 1.6% 2,336 11.0%

6 45 0.6% 8 0.1% 2 0.0% 0 0.0% 55 0.3%

Total 7,111 100.0% 5,983 100.0% 4,785 100.0% 3,451 100.0% 21,330 100.0%

Total


Table 6.7.3.2C

Level




Table 6.7.3.2E



Figure 6.7.3.2D



Figure 6.7.3.2E




51,645 3 2.320


1 22,732 93 7 0

2 22,702 89 10 1

3 23,380 89 11 1

Cronbach's Alpha No. of Tasks SEM

Table 6.7.3.2F


Reliability

0.922

No. of Students

Interrater

Reliability


Table 6.7.3.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

3.16 3 0.91 0.86

Infit

Mnsq

Outfit

Mnsq

3.16 Yes 1.22 1.17

3.00 Yes 0.94 0.88

3.32 Yes 0.59 0.53


0 1.5% 2.3% 4.8%

1 0.4% 0.3% 0.6%

2 0.7% 0.8% 1.4%

3 1.9% 2.7% 4.6%

4 6.6% 10.9% 12.2%

5 20.1% 32.7% 28.0%

6 35.4% 28.3% 26.8%

7 25.7% 17.8% 15.0%

8 6.8% 3.6% 5.0%

9 0.8% 0.5% 1.3%

10 0.1% 0.1% 0.2%

11 0.0% 0.0% 0.1%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.W912BC_14653_SIp2_BestTeacher_P100_A301_S400_Paper

2.W912BC_14652_MSp3_Viscosity_P100_A203_S400_Paper

3.W912BC_14668_ITp4_EdisonFord_P100_A203_S400_Paper

Raw Score



Table 6.7.3.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 1 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W912BC_14653_SIp2_Bes tTeacher_P 100_A301_S400_P aper AA F AA O

2.W912BC_14652_MSp3_Vis co s ity_P 100_A203_S400_P aper AA M AA H

3.W912BC_14668_ITp4_Edis o nFo rd_P 100_A203_S400_P aper AA M AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 269^ 38.25 229.75 306.25 34 410 7.46 402.54 417.46

1 287 18.66 268.34 305.66 35 413 7.15 405.85 420.15

2 298 11.51 286.49 309.51 36 415 7.15 407.85 422.15

3 303 9.33 293.67 312.33 37 417 7.15 409.85 424.15

4 307 8.09 298.91 315.09 38 419 7.15 411.85 426.15

5 310 7.46 302.54 317.46 39 420 6.84 413.16 426.84

6 312 7.15 304.85 319.15 40 422 6.84 415.16 428.84

7 314 6.84 307.16 320.84 41 424 6.84 417.16 430.84

8 316 6.84 309.16 322.84 42 426 6.84 419.16 432.84

9 318 6.53 311.47 324.53 43 428 6.84 421.16 434.84

10 323 6.22 316.78 329.22 44 430 6.53 423.47 436.53

11 328 6.53 321.47 334.53 45 432 6.53 425.47 438.53

12 331 6.84 324.16 337.84 46 435 6.53 428.47 441.53

13 334 7.15 326.85 341.15 47 437 6.53 430.47 443.53

14 337 7.15 329.85 344.15 48 439 6.53 432.47 445.53

15 341 7.77 333.23 348.77 49 441 6.53 434.47 447.53

16 346 8.09 337.91 354.09 50 443 6.22 436.78 449.22

17 350 8.40 341.60 358.40 51 444 6.22 437.78 450.22

18 354 8.40 345.60 362.40 52 445 6.22 438.78 451.22

19 360 8.40 351.60 368.40 53 446 6.22 439.78 452.22

20 366 8.40 357.60 374.40 54 446 6.22 439.78 452.22

21 370 8.40 361.60 378.40 55 447 6.53 440.47 453.53

22 374 8.40 365.60 382.40 56 448 6.53 441.47 454.53

23 377 8.09 368.91 385.09 57 449 6.53 442.47 455.53

24 380 8.09 371.91 388.09 58 449 6.53 442.47 455.53

25 383 8.09 374.91 391.09 59 450 6.53 443.47 456.53

26 385 8.09 376.91 393.09 60 451 6.53 444.47 457.53

27 388 8.09 379.91 396.09 61 452 6.53 445.47 458.53

28 391 8.09 382.91 399.09 62 453 6.53 446.47 459.53

29 394 8.09 385.91 402.09 63 455 6.84 448.16 461.84

30 397 7.77 389.23 404.77 64 457 6.84 450.16 463.84

31 401 7.77 393.23 408.77 65 461 7.46 453.54 468.46

32 404 7.77 396.23 411.77 66 469 9.02 459.98 478.02

33 408 7.46 400.54 415.46 67 0 0.00 0.00 0.00

Raw Score to Scale Score Conversion: Writ 9-12B S400 Paper

^ Truncated

Table 6.7.3.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 1.2 1.0 1.1 1.0 1.7 1.0 2.0

1 1.2 0.1 1.3 0.1 1.3 0.3 1.4 0.3

2 1.4 0.1 1.4 0.3 1.5 0.2 1.6 0.3

3 1.4 0.3 1.5 0.2 1.6 0.4 1.7 0.4

4 1.5 0.2 1.5 0.4 1.7 0.4 1.8 0.3

5 1.5 0.3 1.6 0.3 1.7 0.3 1.8 0.4

6 1.5 0.2 1.6 0.4 1.7 0.4 1.8 0.5

7 1.5 0.2 1.6 0.3 1.8 0.3 1.8 0.2

8 1.6 0.1 1.7 0.3 1.8 0.4 1.9 0.4

9 1.6 0.2 1.7 0.3 1.9 0.4 1.9 0.5

10 1.7 0.1 1.7 0.3 1.9 0.6 1.9 0.4

11 1.7 0.4 1.8 0.5 1.9 0.6 2.0 0.7

12 1.8 0.6 1.9 0.8 1.9 0.8 2.1 0.7

13 1.8 0.6 1.9 0.6 1.9 0.7 2.2 0.7

14 1.8 0.6 1.9 0.8 2.0 0.6 2.3 0.7

15 1.9 0.8 1.9 1.0 2.1 1.1 2.4 0.6

16 1.9 0.8 2.2 0.9 2.3 0.8 2.6 0.7

17 1.9 0.7 2.4 0.8 2.5 0.6 2.8 0.9

18 2.1 0.7 2.6 1.1 2.7 1.0 2.9 0.9

19 2.3 0.5 2.8 1.0 2.9 1.2 3.1 1.1

20 2.6 0.8 2.9 1.0 3.1 1.0 3.3 0.9

21 2.8 0.8 3.0 1.3 3.2 1.4 3.4 1.3

22 2.9 1.3 3.1 1.5 3.3 1.5 3.5 1.4

23 3.0 1.9 3.2 1.7 3.4 1.8 3.6 1.7

24 3.1 1.8 3.3 2.3 3.5 2.4 3.7 2.2

25 3.2 2.6 3.4 2.6 3.6 3.0 3.8 3.0

26 3.3 3.0 3.5 3.0 3.6 3.0 3.9 3.3

27 3.3 4.1 3.5 3.3 3.7 3.7 3.9 4.5

28 3.4 4.6 3.6 4.5 3.8 4.9 4.0 4.8

29 3.5 4.6 3.7 4.4 3.9 3.9 4.2 4.7

30 3.6 5.1 3.8 5.5 4.0 6.2 4.3 6.5

31 3.8 5.9 3.9 6.5 4.2 6.7 4.5 6.7

32 3.8 5.8 4.0 5.6 4.3 4.8 4.6 5.7

33 3.9 6.1 4.2 6.3 4.5 6.3 4.8 6.6

34 4.0 6.6 4.3 7.5 4.6 6.2 4.9 6.1

35 4.1 5.8 4.4 5.4 4.7 5.7 4.9 5.5

36 4.2 6.1 4.5 4.8 4.8 5.4 5.0 5.7

37 4.3 4.8 4.6 4.3 4.8 3.9 5.1 4.0

38 4.4 4.3 4.6 3.1 4.9 3.8 5.2 2.9

39 4.4 3.6 4.7 3.5 4.9 2.8 5.3 2.8

40 4.5 2.5 4.8 2.3 5.0 2.1 5.4 1.8

41 4.6 2.8 4.9 2.2 5.1 2.0 5.4 1.5

42 4.7 1.8 4.9 2.0 5.2 1.8 5.5 1.2

43 4.8 1.4 5.0 1.2 5.3 0.9 5.6 0.9

44 4.9 0.9 5.1 1.0 5.4 0.5 5.7 0.5

45 4.9 0.8 5.2 0.5 5.5 0.6 5.8 0.4

46 5.1 0.5 5.3 0.5 5.6 0.4 5.9 0.2

47 5.2 0.3 5.4 0.4 5.7 0.3 6.0 0.3

48 5.3 0.2 5.5 0.2 5.8 0.2 6.0 0.2

49 5.4 0.2 5.6 0.1 5.9 0.1 6.0 0.1

50 5.5 0.2 5.7 0.1 5.9 0.0 6.0 0.0

51 5.6 0.1 5.8 0.0 6.0 0.1 6.0 0.0

52 5.6 0.0 5.9 0.1 6.0 0.0 6.0 0.1

53 5.7 0.0 5.9 0.0 6.0 0.0 6.0 0.0

54 5.7 0.0 5.9 0.0 6.0 0.0 6.0 0.0

55 5.8 0.0 6.0 0.0 6.0 0.0 6.0 0.0

56 5.8 0.0 6.0 0.0 6.0 0.0 6.0 0.0


Raw Score



Table 6.7.3.2J


6.7.3.3 Writing 9–12C

0

500

1,000

1,500

2,000

2,500

3,000

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60

Co

un

t

Raw Score


Grade

No. of


9 10,340 0 55 34.11 6.96

10 7,982 0 58 34.57 6.87

11 6,632 0 59 35.14 7.10

12 5,361 0 60 34.74 7.69

Total 30,315 0 60 34.57 7.11


Table 6.7.3.3A

0

500

1,000

1,500

2,000

2,500

251 269 287 305 323 341 359 377 395 413 431 449

Co

un

t

Scale Score


Grade

No. of


9 10,340 251 446 407.10 22.74

10 7,982 257 451 408.46 20.92

11 6,632 263 453 409.81 21.59

12 5,361 269 451 408.57 24.10

Total 30,315 251 453 408.31 22.30


Table 6.7.3.3B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 151 1.5% 119 1.5% 126 1.9% 180 3.4% 576 1.9%

2 168 1.6% 114 1.4% 74 1.1% 87 1.6% 443 1.5%

3 776 7.5% 1,006 12.6% 1,354 20.4% 1,702 31.7% 4,838 16.0%

4 4,705 45.5% 5,140 64.4% 4,353 65.6% 3,175 59.2% 17,373 57.3%

5 4,385 42.4% 1,564 19.6% 717 10.8% 217 4.0% 6,883 22.7%

6 155 1.5% 39 0.5% 8 0.1% 0 0.0% 202 0.7%

Total 10,340 100.0% 7,982 100.0% 6,632 100.0% 5,361 100.0% 30,315 100.0%

Total


Table 6.7.3.3C

Level




Table 6.7.3.3E



Figure 6.7.3.3D



Figure 6.7.3.3E




51,645 3 2.320


1 22,732 93 7 0

2 22,702 89 10 1

3 23,380 89 11 1

Cronbach's Alpha SEM No. of Tasks

Table 6.7.3.3F


Reliability

No. of Students

0.922

Interrater

Reliability


Table 6.7.3.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

3.16 3 0.91 0.86

Infit

Mnsq

Outfit

Mnsq

3.16 Yes 1.22 1.17

3.00 Yes 0.94 0.88

3.32 Yes 0.59 0.53


0 1.5% 2.3% 4.8%

1 0.4% 0.3% 0.6%

2 0.7% 0.8% 1.4%

3 1.9% 2.7% 4.6%

4 6.6% 10.9% 12.2%

5 20.1% 32.7% 28.0%

6 35.4% 28.3% 26.8%

7 25.7% 17.8% 15.0%

8 6.8% 3.6% 5.0%

9 0.8% 0.5% 1.3%

10 0.1% 0.1% 0.2%

11 0.0% 0.0% 0.1%

Task Type

ECR

Name


Task

Difficulty


Fit Statistics

1.W912BC_14653_SIp2_BestTeacher_P100_A301_S400_Paper

2.W912BC_14652_MSp3_Viscosity_P100_A203_S400_Paper

3.W912BC_14668_ITp4_EdisonFord_P100_A203_S400_Paper

Raw Score



Table 6.7.3.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 1 2 1

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.W912BC_14653_SIp2_Bes tTeacher_P 100_A301_S400_P aper AA F AA O

2.W912BC_14652_MSp3_Vis co s ity_P 100_A203_S400_P aper AA M AA H

3.W912BC_14668_ITp4_Edis o nFo rd_P 100_A203_S400_P aper AA M AA H



Name



Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

Raw

Score

Scale

ScoreCSEM

Low

Bound

High

Bound

0 269^ 38.25 229.75 306.25 34 410 7.46 402.54 417.46

1 287 18.66 268.34 305.66 35 413 7.15 405.85 420.15

2 298 11.51 286.49 309.51 36 415 7.15 407.85 422.15

3 303 9.33 293.67 312.33 37 417 7.15 409.85 424.15

4 307 8.09 298.91 315.09 38 419 7.15 411.85 426.15

5 310 7.46 302.54 317.46 39 420 6.84 413.16 426.84

6 312 7.15 304.85 319.15 40 422 6.84 415.16 428.84

7 314 6.84 307.16 320.84 41 424 6.84 417.16 430.84

8 316 6.84 309.16 322.84 42 426 6.84 419.16 432.84

9 318 6.53 311.47 324.53 43 428 6.84 421.16 434.84

10 323 6.22 316.78 329.22 44 430 6.53 423.47 436.53

11 328 6.53 321.47 334.53 45 432 6.53 425.47 438.53

12 331 6.84 324.16 337.84 46 435 6.53 428.47 441.53

13 334 7.15 326.85 341.15 47 437 6.53 430.47 443.53

14 337 7.15 329.85 344.15 48 439 6.53 432.47 445.53

15 341 7.77 333.23 348.77 49 441 6.53 434.47 447.53

16 346 8.09 337.91 354.09 50 443 6.22 436.78 449.22

17 350 8.40 341.60 358.40 51 444 6.22 437.78 450.22

18 354 8.40 345.60 362.40 52 445 6.22 438.78 451.22

19 360 8.40 351.60 368.40 53 446 6.22 439.78 452.22

20 366 8.40 357.60 374.40 54 446 6.22 439.78 452.22

21 370 8.40 361.60 378.40 55 447 6.53 440.47 453.53

22 374 8.40 365.60 382.40 56 448 6.53 441.47 454.53

23 377 8.09 368.91 385.09 57 449 6.53 442.47 455.53

24 380 8.09 371.91 388.09 58 449 6.53 442.47 455.53

25 383 8.09 374.91 391.09 59 450 6.53 443.47 456.53

26 385 8.09 376.91 393.09 60 451 6.53 444.47 457.53

27 388 8.09 379.91 396.09 61 452 6.53 445.47 458.53

28 391 8.09 382.91 399.09 62 453 6.53 446.47 459.53

29 394 8.09 385.91 402.09 63 455 6.84 448.16 461.84

30 397 7.77 389.23 404.77 64 457 6.84 450.16 463.84

31 401 7.77 393.23 408.77 65 461 7.46 453.54 468.46

32 404 7.77 396.23 411.77 66 469 9.02 459.98 478.02

33 408 7.46 400.54 415.46 67 0 0.00 0.00 0.00


^ Truncated

Table 6.7.3.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 1.2 1.0 0.9 1.0 0.6 1.0 0.9

1 1.2 0.0 1.3 0.0 1.3 0.0 1.4 0.0

2 1.4 0.1 1.4 0.0 1.5 0.0 1.6 0.0

3 1.4 0.0 1.5 0.0 1.6 0.1 1.7 0.0

4 1.5 0.1 1.5 0.1 1.7 0.1 1.8 0.1

5 1.5 0.1 1.6 0.1 1.7 0.1 1.8 0.1

6 1.5 0.1 1.6 0.0 1.7 0.1 1.8 0.1

7 1.5 0.1 1.6 0.1 1.8 0.1 1.8 0.0

8 1.6 0.1 1.7 0.0 1.8 0.1 1.9 0.0

9 1.6 0.0 1.7 0.0 1.9 0.1 1.9 0.0

10 1.7 0.1 1.7 0.0 1.9 0.1 1.9 0.1

11 1.7 0.1 1.8 0.1 1.9 0.1 2.0 0.2

12 1.8 0.1 1.9 0.1 1.9 0.1 2.1 0.1

13 1.8 0.2 1.9 0.1 1.9 0.2 2.2 0.1

14 1.8 0.2 1.9 0.1 2.0 0.3 2.3 0.1

15 1.9 0.2 1.9 0.2 2.1 0.3 2.4 0.2

16 1.9 0.4 2.2 0.2 2.3 0.2 2.6 0.2

17 1.9 0.4 2.4 0.2 2.5 0.2 2.8 0.4

18 2.1 0.4 2.6 0.2 2.7 0.2 2.9 0.3

19 2.3 0.3 2.8 0.3 2.9 0.2 3.1 0.2

20 2.6 0.3 2.9 0.2 3.1 0.3 3.3 0.3

21 2.8 0.3 3.0 0.3 3.2 0.4 3.4 0.3

22 2.9 0.4 3.1 0.4 3.3 0.4 3.5 0.5

23 3.0 0.6 3.2 0.6 3.4 0.6 3.6 0.5

24 3.1 0.7 3.3 0.6 3.5 0.6 3.7 1.0

25 3.2 0.9 3.4 1.1 3.6 1.0 3.8 1.4

26 3.3 1.5 3.5 1.1 3.6 1.3 3.9 1.2

27 3.3 1.7 3.5 1.4 3.7 2.0 3.9 2.1

28 3.4 2.7 3.6 2.6 3.8 2.6 4.0 3.1

29 3.5 2.8 3.7 2.8 3.9 3.4 4.2 3.1

30 3.6 3.8 3.8 3.6 4.0 4.7 4.3 4.9

31 3.8 5.7 3.9 6.0 4.2 5.9 4.5 6.2

32 3.8 5.1 4.0 5.4 4.3 5.8 4.6 5.4

33 3.9 6.4 4.2 5.8 4.5 6.8 4.8 7.1

34 4.0 7.4 4.3 7.7 4.6 7.8 4.9 8.3

35 4.1 6.4 4.4 7.1 4.7 7.7 4.9 7.4

36 4.2 7.0 4.5 7.4 4.8 7.2 5.0 7.6

37 4.3 6.4 4.6 7.2 4.8 7.0 5.1 6.6

38 4.4 6.2 4.6 6.2 4.9 6.0 5.2 6.1

39 4.4 6.0 4.7 6.2 4.9 5.6 5.3 6.1

40 4.5 4.8 4.8 4.9 5.0 4.3 5.4 4.3

41 4.6 3.9 4.9 4.0 5.1 4.1 5.4 3.5

42 4.7 3.7 4.9 3.9 5.2 3.0 5.5 3.0

43 4.8 2.9 5.0 2.6 5.3 2.1 5.6 1.9

44 4.9 2.6 5.1 2.1 5.4 1.9 5.7 1.4

45 4.9 1.8 5.2 1.8 5.5 1.5 5.8 1.3

46 5.1 1.5 5.3 1.4 5.6 0.9 5.9 0.7

47 5.2 0.7 5.4 0.8 5.7 0.6 6.0 0.5

48 5.3 0.5 5.5 0.8 5.8 0.6 6.0 0.3

49 5.4 0.4 5.6 0.4 5.9 0.3 6.0 0.2

50 5.5 0.3 5.7 0.3 5.9 0.3 6.0 0.2

51 5.6 0.1 5.8 0.2 6.0 0.1 6.0 0.1

52 5.6 0.2 5.9 0.2 6.0 0.1 6.0 0.1

53 5.7 0.1 5.9 0.1 6.0 0.1 6.0 0.0

54 5.7 0.0 5.9 0.1 6.0 0.1 6.0 0.1

55 5.8 0.0 6.0 0.1 6.0 0.1 6.0 0.0

56 5.8 0.1 6.0 0.0 6.0 0.1 6.0 0.0

57 5.9 0.0 6.0 0.0 6.0 0.0 6.0 0.0


Raw Score



Table 6.7.3.3J




0

500

1,000

1,500

2,000

2,500

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Co

un

t

Raw Score


Grade

No. of


9 7,965 0 18 9.51 4.20

10 5,480 0 18 10.16 3.92

11 3,734 0 18 10.64 3.79

12 1,724 0 18 11.15 3.44

Total 18,903 0 18 10.07 4.01


Table 6.7.4.1A

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

181 205 229 253 277 301 325 349 373 397 421

Co

un

t

Scale Score


Grade

No. of


9 7,965 181 428 314.73 78.82

10 5,480 182 428 334.95 71.31

11 3,734 183 428 345.08 66.74

12 1,724 184 428 353.35 70.32

Total 18,903 181 428 330.11 74.98


Table 6.7.4.1B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 5,232 65.7% 2,643 48.2% 1,214 32.5% 325 18.9% 9,414 49.8%

2 0 0.0% 606 11.1% 863 23.1% 532 30.9% 2,001 10.6%

3 0 0.0% 740 13.5% 505 13.5% 261 15.1% 1,506 8.0%

4 853 10.7% 0 0.0% 0 0.0% 0 0.0% 853 4.5%

5 622 7.8% 498 9.1% 339 9.1% 206 11.9% 1,665 8.8%

6 1,258 15.8% 993 18.1% 813 21.8% 400 23.2% 3,464 18.3%

Total 7,965 100.0% 5,480 100.0% 3,734 100.0% 1,724 100.0% 18,903 100.0%

Total


Table 6.7.4.1C

Level




Table 6.7.4.1E


Figure 6.7.4.1D



Figure 6.7.4.1E



18,903 6 0.877 1.406

No. of Students SEMCronbach's Alpha No. of Tasks

Table 6.7.4.1F



Table 6.7.4.1G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 1.38

Infit

Mnsq

Outfit

Mnsq

1.P1_G912_PA_S_14165_Lunch_S400_Paper A 1 -4.90 Yes 0.68 3.83

2.P3_G912_AC_S_14166_Lunch_S400_Paper A* 3 0.91 Yes 1.10 1.48

3.P1_G912_PA_S_14163_Pahona_S400_Paper A 1 -4.88 Yes 0.56 0.78

4.P3_G912_A_S_14164_FINAL_Pahona_S400_Paper A 3 0.40 Yes 0.69 0.95

5.P1_G912_PA_S_14159_Butterfly_S400_Paper A 1 -4.55 Yes 0.61 2.04

6.P3_G912_A_S_14160_FINAL_Butterfly_S400_Paper A 3 1.87 Yes 0.69 0.97

7.P1_G912_PA_S_14691_Lunch_S400_Paper B/C* 3 0.91 Yes 1.10 1.48

8.P5_G912_C_S_14192_FINAL_Lunch_S400_Paper B/C 5 1.65 Yes 0.89 1.04

9.P3_G912_C_S_14171_FINAL_Worktogether_S_400_Paper B/C 3 2.00 Yes 0.82 0.95

10.P5_G912_C_S_14172_FINAL_Worktogethe_S400_Paper B/C 5 2.34 Yes 0.90 1.10

11.P3_G912_C_S_13975_FINAL_Seaturtle_S400_Paper B/C 3 2.52 Yes 0.84 1.00

12.P5_G912_C_S_13976_FINAL_Seaturtle_S400_Paper B/C 5 2.64 Yes 0.85 1.01

0 1 2 3 4

Task 1 5.7% 11.5% 82.8% N/A N/A

Task 2 2.1% 7.5% 25.1% 35.5% 29.7%

Task 3 7.7% 13.9% 78.4% N/A N/A

Task 4 17.0% 37.8% 28.4% 12.8% 4.0%

Task 5 11.0% 20.0% 69.0% N/A N/A

Task 6 17.9% 38.8% 26.8% 12.2% 4.2%

Task 7 2.1% 7.5% 25.1% 35.5% 29.7%

Task 8 1.4% 7.0% 25.4% 36.6% 29.6%

Task 9 1.0% 6.9% 25.7% 36.2% 30.1%

Task 10 2.2% 12.1% 28.3% 32.3% 25.1%

Task 11 1.7% 9.3% 26.3% 34.5% 28.2%

Task 12 1.9% 9.8% 26.6% 34.0% 27.7%


Task Type

ECR



TaskRaw Score

PL

Task

Difficulty

(in logits)

Anchore

d?

Raw Score



Table 6.7.4.1H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 2 4 4 2

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G912_P A_S_14165_Lunch_S400_P aper AA F AA H

2.P 3_G912_AC_S_14166_LunchS400_P aper AA F AA O

3.P 1_G912_P A_S_14163_P aho naS400_P aper AA F AA H

4.P 3_G912_A_S_14164_FINAL_P aho naS400_P aper AA M AA H

5.P 1_G912_P A_S_14159_ButterflyS400_P aper AA F AA O

6.P 3_G912_A_S_14160_FINAL_ButterflyS400_P aper AA M AA H



Name



0 184 23.47 160.53 207.47

1 184 23.47 160.53 207.47

2 184 23.47 160.53 207.47

3 184 23.47 160.53 207.47

4 184 23.47 160.53 207.47

5 184 23.47 160.53 207.47

6 184 23.47 160.53 207.47

7 296 19.90 276.10 315.90

8 296 19.90 276.10 315.90

9 328 21.43 306.57 349.43

10 328 21.43 306.57 349.43

11 337 21.94 315.06 358.94

12 370 24.49 345.51 394.49

13 420 31.63 388.37 451.63

14 428 32.65 395.35 460.65

15 428 32.65 395.35 460.65

16 428 32.65 395.35 460.65

17 428 32.65 395.35 460.65

18 428 32.65 395.35 460.65


Table 6.7.4.1I


Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

0 1.0 0.8 1.0 2.3 1.0 3.1 1.0 4.6

1 1.0 0.8 1.0 1.0 1.0 1.2 1.0 1.9

2 1.0 0.6 1.0 0.9 1.0 1.4 1.0 1.7

3 1.0 1.1 1.0 1.2 1.0 1.6 1.0 2.5

4 1.0 1.6 1.0 1.4 1.0 2.0 1.0 2.7

5 1.0 0.9 1.6 2.1 1.6 2.6 1.0 2.9

6 1.0 3.2 1.6 4.1 1.6 5.0 1.6 5.7

7 1.8 3.3 1.8 4.6 1.7 4.7 1.8 5.7

8 1.8 6.5 1.8 5.7 1.8 5.9 1.8 6.9

9 2.2 7.9 1.9 9.2 1.9 9.0 1.8 9.4

10 2.2 12.3 2.2 12.6 1.9 11.7 1.9 11.8

11 2.4 10.7 2.5 10.6 2.5 11.1 1.9 9.9

12 3.5 15.1 3.7 13.5 3.9 13.5 4.1 10.7

13 5.9 11.9 5.4 9.1 5.9 9.1 5.9 7.8

14 6.0 7.9 6.0 7.4 6.0 6.9 6.0 5.6

15 6.0 7.0 6.0 6.3 6.0 5.2 6.0 4.7

16 6.0 3.7 6.0 3.3 6.0 2.7 6.0 2.3

17 6.0 1.9 6.0 2.3 6.0 1.6 6.0 1.6

18 6.0 2.7 6.0 2.5 6.0 1.7 6.0 1.7

Table 6.7.4.1J


Raw Score




0

500

1,000

1,500

2,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


9 6,949 6 30 21.10 5.39

10 5,838 6 30 20.48 5.34

11 4,684 6 30 20.84 5.28

12 3,367 6 30 21.09 5.04

Total 20,838 6 30 20.87 5.30


Table 6.7.4.2A

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

265 288 311 334 357 380 403 426

Co

un

t

Scale Score


Grade

No. of


9 6,949 265 428 399.15 45.38

10 5,838 284 428 398.57 40.86

11 4,684 284 428 402.14 38.26

12 3,367 265 428 405.95 34.49

Total 20,838 265 428 400.76 41.02


Table 6.7.4.2B


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 609 8.8% 175 3.0% 127 2.7% 22 0.7% 933 4.5%

2 792 11.4% 1,153 19.7% 632 13.5% 431 12.8% 3,008 14.4%

3 340 4.9% 355 6.1% 446 9.5% 325 9.7% 1,466 7.0%

4 470 6.8% 491 8.4% 397 8.5% 279 8.3% 1,637 7.9%

5 0 0.0% 1 0.0% 0 0.0% 0 0.0% 1 0.0%

6 4,738 68.2% 3,663 62.7% 3,082 65.8% 2,310 68.6% 13,793 66.2%

Total 6,949 100.0% 5,838 100.0% 4,684 100.0% 3,367 100.0% 20,838 100.0%

Total


Table 6.7.4.2C

Level




Table 6.7.4.2E



Figure 6.7.4.2D



Figure 6.7.4.2E



50,457 6 0.931 1.326

SEM

Table 6.7.4.2F





Table 6.7.4.2G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 1.38

Infit

Mnsq

Outfit

Mnsq

1.P 1_G912_P A_S_14165_Lunch_S400_P aper A 1 -4.90 Yes 0.68 3.83

2.P 3_G912_AC_S_14166_Lunch_S400_P aper A* 3 0.91 Yes 1.10 1.48

3.P 1_G912_P A_S_14163_P aho na_S400_P aper A 1 -4.88 Yes 0.56 0.78

4.P 3_G912_A_S_14164_FINAL_P aho na_S400_P aper A 3 0.40 Yes 0.69 0.95

5.P 1_G912_P A_S_14159_Butte rfly_S400_P aper A 1 -4.55 Yes 0.61 2.04

6.P 3_G912_A_S_14160_FINAL_Butte rfly_S400_P aper A 3 1.87 Yes 0.69 0.97

7.P 1_G912_P A_S_14691_Lunch_S400_P aper B/C* 3 0.91 Yes 1.10 1.48

8.P 5_G912_C_S_14192_FINAL_Lunch_S400_P aper B/C 5 1.65 Yes 0.89 1.04

9.P 3_G912_C_S_14171_FINAL_Wo rkto ge ther_S_400_P aper B/C 3 2.00 Yes 0.82 0.95

10.P 5_G912_C_S_14172_FINAL_Wo rkto ge the_S400_P aper B/C 5 2.34 Yes 0.90 1.10

11.P 3_G912_C_S_13975_FINAL_Seaturtle_S400_P aper B/C 3 2.52 Yes 0.84 1.00


0 1 2 3 4

Task 1 5.7% 11.5% 82.8% N/A N/A

Task 2 2.1% 7.5% 25.1% 35.5% 29.7%

Task 3 7.7% 13.9% 78.4% N/A N/A

Task 4 17.0% 37.8% 28.4% 12.8% 4.0%

Task 5 11.0% 20.0% 69.0% N/A N/A

Task 6 17.9% 38.8% 26.8% 12.2% 4.2%

Task 7 2.1% 7.5% 25.1% 35.5% 29.7%

Task 8 1.4% 7.0% 25.4% 36.6% 29.6%

Task 9 1.0% 6.9% 25.7% 36.2% 30.1%

Task 10 2.2% 12.1% 28.3% 32.3% 25.1%

Task 11 1.7% 9.3% 26.3% 34.5% 28.2%

Task 12 1.9% 9.8% 26.6% 34.0% 27.7%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchore

d?

Fit Statistics

Raw Score


Raw Score


Table 6.7.4.2H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G912_P A_S_14691_Lunch_S400_P aper AA F AA O

2.P 5_G912_C_S_14192_FINAL_LunchS400_P aper AA F AA O

3.P 3_G912_C_S_14171_FINAL_Wo rkto getherS400_P aper AA F AA O

4.P 5_G912_C_S_14172_FINAL_Wo rkto getherS400_P aper AA M AA H

5.P 3_G912_C_S_13975_FINAL_SeaturtleS400_P aper AA M AA H




Name




6 265 18.88 246.12 283.88

7 296 19.90 276.10 315.90

8 297 19.90 277.10 316.90

9 327 21.43 305.57 348.43

10 328 21.43 306.57 349.43

11 336 21.94 314.06 357.94

12 336 21.94 314.06 357.94

13 337 21.94 315.06 358.94

14 346 22.45 323.55 368.45

15 347 22.45 324.55 369.45

16 357 23.47 333.53 380.47

17 369 24.49 344.51 393.49

18 384 26.02 357.98 410.02

19 427 32.65 394.35 459.65

20 428 32.65 395.35 460.65

21 428 32.65 395.35 460.65

22 428 32.65 395.35 460.65

23 428 32.65 395.35 460.65

24 428 32.65 395.35 460.65

25 428 32.65 395.35 460.65

26 428 32.65 395.35 460.65

27 428 32.65 395.35 460.65

28 428 32.65 395.35 460.65

29 428 32.65 395.35 460.65

30 428 32.65 395.35 460.65


Table 6.7.4.2I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.6 0.2 1.7 0.6 1.7 0.7 1.6 0.7

7 1.8 0.1 1.8 0.3 1.8 0.5 1.8 0.4

8 1.8 0.3 1.8 0.3 1.8 0.5 1.8 0.5

9 2.1 0.2 1.9 0.8 1.9 0.5 1.8 0.4

10 2.2 0.5 1.9 0.7 1.9 0.9 1.8 0.6

11 2.4 1.0 2.2 0.7 2.2 1.1 1.9 0.8

12 2.4 2.1 2.2 1.9 2.2 2.7 1.9 2.6

13 2.4 2.7 2.2 2.9 2.2 3.2 1.9 2.6

14 2.7 3.2 2.8 3.9 2.9 3.6 2.3 3.1

15 2.7 3.0 2.8 4.0 2.9 4.5 2.6 4.0

16 3.0 4.6 3.1 4.8 2.9 4.8 2.7 4.3

17 3.5 5.0 3.2 4.7 3.3 6.1 3.0 4.9

18 4.0 8.3 4.3 8.5 4.6 8.4 4.9 6.8

19 6.0 8.0 6.0 7.0 6.0 6.8 6.0 6.6

20 6.0 7.9 6.0 7.2 6.0 7.3 6.0 6.8

21 6.0 6.9 6.0 7.0 6.0 6.8 6.0 7.0

22 6.0 6.6 6.0 6.2 6.0 6.0 6.0 6.6

23 6.0 6.6 6.0 5.6 6.0 5.3 6.0 6.4

24 6.0 7.8 6.0 7.6 6.0 6.7 6.0 7.2

25 6.0 4.4 6.0 4.4 6.0 4.1 6.0 4.2

26 6.0 3.7 6.0 3.9 6.0 4.3 6.0 4.5

27 6.0 3.7 6.0 3.7 6.0 3.5 6.0 4.6

28 6.0 3.7 6.0 3.8 6.0 3.7 6.0 4.2

29 6.0 2.8 6.0 3.5 6.0 2.6 6.0 3.6

30 6.0 6.7 6.0 5.9 6.0 5.6 6.0 6.4


Table 6.7.4.2J


Raw Score




0

1,000

2,000

3,000

4,000

5,000

6 8 10 12 14 16 18 20 22 24 26 28 30

Co

un

t

Raw Score


Grade

No. of


9 10,133 6 30 24.61 4.19

10 7,815 6 30 24.57 4.28

11 6,461 6 30 24.62 4.21

12 5,210 6 30 24.59 4.26

Total 29,619 6 30 24.60 4.23


Table 6.7.4.3A

0

5,000

10,000

15,000

20,000

25,000

30,000

182 204 226 248 270 292 314 336 358 380 402 424

Co

un

t

Scale Score


Grade

No. of


9 10,133 265 428 421.36 22.59

10 7,815 182 428 421.37 21.28

11 6,461 284 428 422.11 19.33

12 5,210 265 428 422.01 19.05

Total 29,619 182 428 421.64 20.96


Table 6.7.4.3B

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



1 88 0.9% 22 0.3% 9 0.1% 4 0.1% 123 0.4%

2 250 2.5% 288 3.7% 129 2.0% 122 2.3% 789 2.7%

3 194 1.9% 149 1.9% 207 3.2% 168 3.2% 718 2.4%

4 382 3.8% 302 3.9% 245 3.8% 212 4.1% 1,141 3.9%

5 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0%

6 9,219 91.0% 7,054 90.3% 5,871 90.9% 4,704 90.3% 26,848 90.6%

Total 10,133 100.0% 7,815 100.0% 6,461 100.0% 5,210 100.0% 29,619 100.0%

Total


Table 6.7.4.3C

Level





Table 6.7.4.3E



Figure 6.7.4.3D



Figure 6.7.4.3E



50,457 6 0.931 1.326

Cronbach's Alpha

Table 6.7.4.3F





Table 6.7.4.3G


Average

Task

Difficulty

(in logits)

No. of

Tasks

Average

Infit

Mean

Square

Average

Outfit

Mean

Square

0.00 12 0.78 1.38

Infit

Mnsq

Outfit

Mnsq

1.P 1_G912_P A_S_14165_Lunch_S400_P aper A 1 -4.90 Yes 0.68 3.83

2.P 3_G912_AC_S_14166_Lunch_S400_P aper A* 3 0.91 Yes 1.10 1.48

3.P 1_G912_P A_S_14163_P aho na_S400_P aper A 1 -4.88 Yes 0.56 0.78

4.P 3_G912_A_S_14164_FINAL_P aho na_S400_P aper A 3 0.40 Yes 0.69 0.95

5.P 1_G912_P A_S_14159_Butte rfly_S400_P aper A 1 -4.55 Yes 0.61 2.04

6.P 3_G912_A_S_14160_FINAL_Butte rfly_S400_P aper A 3 1.87 Yes 0.69 0.97

7.P 1_G912_P A_S_14691_Lunch_S400_P aper B/C* 3 0.91 Yes 1.10 1.48

8.P 5_G912_C_S_14192_FINAL_Lunch_S400_P aper B/C 5 1.65 Yes 0.89 1.04

9.P 3_G912_C_S_14171_FINAL_Wo rkto ge ther_S_400_P aper B/C 3 2.00 Yes 0.82 0.95

10.P 5_G912_C_S_14172_FINAL_Wo rkto ge the_S400_P aper B/C 5 2.34 Yes 0.90 1.10



0 1 2 3 4

Task 1 5.7% 11.5% 82.8% N/A N/A

Task 2 2.1% 7.5% 25.1% 35.5% 29.7%

Task 3 7.7% 13.9% 78.4% N/A N/A

Task 4 17.0% 37.8% 28.4% 12.8% 4.0%

Task 5 11.0% 20.0% 69.0% N/A N/A

Task 6 17.9% 38.8% 26.8% 12.2% 4.2%

Task 7 2.1% 7.5% 25.1% 35.5% 29.7%

Task 8 1.4% 7.0% 25.4% 36.6% 29.6%

Task 9 1.0% 6.9% 25.7% 36.2% 30.1%

Task 10 2.2% 12.1% 28.3% 32.3% 25.1%

Task 11 1.7% 9.3% 26.3% 34.5% 28.2%

Task 12 1.9% 9.8% 26.6% 34.0% 27.7%



Task Type

ECR

Name Tier PL

Task

Difficulty

(in logits)

Anchored

?

Fit Statistics

Raw Score


Raw Score


Table 6.7.4.3H


DIF

Summary

DIF

Level

Favoring

Male (M)

Favoring

Female (F)

Favoring

Hispanic (H)

Favoring

Other (O)

AA 3 3 3 3

BB 0 0 0 0

CC 0 0 0 0

DIF

Level

Favored

Group

DIF

Level

Favored

Group

1.P 1_G912_P A_S_14691_Lunch_S400_P aper AA F AA O

2.P 5_G912_C_S_14192_FINAL_LunchS400_P aper AA F AA O

3.P 3_G912_C_S_14171_FINAL_Wo rkto getherS400_P aper AA F AA O

4.P 5_G912_C_S_14172_FINAL_Wo rkto getherS400_P aper AA M AA H





Name




6 265 18.88 246.12 283.88

7 296 19.90 276.10 315.90

8 297 19.90 277.10 316.90

9 327 21.43 305.57 348.43

10 328 21.43 306.57 349.43

11 336 21.94 314.06 357.94

12 336 21.94 314.06 357.94

13 337 21.94 315.06 358.94

14 346 22.45 323.55 368.45

15 347 22.45 324.55 369.45

16 357 23.47 333.53 380.47

17 369 24.49 344.51 393.49

18 384 26.02 357.98 410.02

19 427 32.65 394.35 459.65

20 428 32.65 395.35 460.65

21 428 32.65 395.35 460.65

22 428 32.65 395.35 460.65

23 428 32.65 395.35 460.65

24 428 32.65 395.35 460.65

25 428 32.65 395.35 460.65

26 428 32.65 395.35 460.65

27 428 32.65 395.35 460.65

28 428 32.65 395.35 460.65

29 428 32.65 395.35 460.65

30 428 32.65 395.35 460.65


Table 6.7.4.3I



Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

Proficiency

Level Score

% of

Students

6 1.6 0.1 1.7 0.0 1.7 0.1 1.6 0.1

7 1.8 0.0 1.8 0.0 1.8 0.0 1.8 0.0

8 1.8 0.0 1.8 0.0 1.8 0.1 1.8 0.0

9 2.1 0.0 1.9 0.0 1.9 0.0 1.8 0.0

10 2.2 0.1 1.9 0.0 1.9 0.1 1.8 0.1

11 2.4 0.0 2.2 0.1 2.2 0.1 1.9 0.1

12 2.4 0.2 2.2 0.1 2.2 0.3 1.9 0.2

13 2.4 0.3 2.2 0.4 2.2 0.5 1.9 0.4

14 2.7 0.6 2.8 0.6 2.9 0.6 2.3 0.4

15 2.7 1.0 2.8 0.8 2.9 0.8 2.6 0.9

16 3.0 1.3 3.1 1.2 2.9 1.5 2.7 1.2

17 3.5 2.0 3.2 2.0 3.3 1.9 3.0 1.9

18 4.0 4.1 4.3 3.8 4.6 3.9 4.9 3.8

19 6.0 3.8 6.0 4.2 6.0 3.5 6.0 3.9

20 6.0 5.1 6.0 5.1 6.0 4.9 6.0 4.5

21 6.0 5.3 6.0 4.8 6.0 5.8 6.0 5.8

22 6.0 7.1 6.0 7.2 6.0 6.6 6.0 7.1

23 6.0 6.9 6.0 7.3 6.0 7.3 6.0 7.4

24 6.0 9.8 6.0 9.8 6.0 9.5 6.0 9.9

25 6.0 6.9 6.0 6.7 6.0 6.5 6.0 6.3

26 6.0 6.5 6.0 6.7 6.0 7.7 6.0 7.5

27 6.0 6.5 6.0 7.2 6.0 7.3 6.0 7.4

28 6.0 8.5 6.0 8.1 6.0 7.5 6.0 8.3

29 6.0 7.7 6.0 8.3 6.0 8.0 6.0 8.1

30 6.0 16.1 6.0 15.4 6.0 15.6 6.0 14.8


Table 6.7.4.3J


Raw Score




ACCESS for ELLs 2.0 Paper English Language Proficiency Test,



Volume 3 of 3: Analyses Across Tiers

Prepared by:




April 2017


Volume 3

7. Analysis Across Tiers: Overview ........................................................................ 1

7.1 Background ...................................................................................................................... 1

7.1.1 Reliability of Composites .......................................................................................... 1

7.1.2 Accuracy and Consistency of Classification ............................................................. 1

7.2 Descriptions ...................................................................................................................... 3

7.2.1 Scale Score Information (Figure A and Table A) ..................................................... 3

7.2.2 Proficiency Level Information (Figure B and Table B) ............................................ 3

7.2.3 Conditional Standard Error of Measurement at Cut Scores (Table C) ..................... 4

7.2.4 Test Characteristic Curve (Figure C) ........................................................................ 4

7.2.5 Test Information Function (Figure D) ...................................................................... 5

7.2.6 Reliability Information (Table D) ............................................................................. 5

7.2.7 Accuracy and Consistency of Classification Tables (Table E) ................................. 5

8 Analyses Across Tiers: Results ........................................................................... 7

8.1 Grade: K ........................................................................................................................... 7

8.1.1 Listening K ................................................................................................................ 7

8.1.2 Reading K ............................................................................................................... 11

8.1.3 Writing K ................................................................................................................ 15

8.1.4 Speaking K .............................................................................................................. 19

8.1.5 Oral Language Composite K ................................................................................... 23

8.1.6 Literacy Composite K ............................................................................................. 26

8.1.7 Comprehension Composite K ................................................................................. 29

8.1.8 Overall Composite K .............................................................................................. 32

8.2 Grade: 1 .......................................................................................................................... 35

8.2.1 Listening 1 ............................................................................................................... 35

8.2.2 Reading 1 ................................................................................................................ 38

8.2.3 Writing 1 ................................................................................................................. 41

8.2.4 Speaking 1 ............................................................................................................... 43

8.2.5 Oral Language Composite 1 ................................................................................... 45

8.2.6 Literacy Composite 1 .............................................................................................. 47

8.2.7 Comprehension Composite 1 .................................................................................. 49

WIDA ACCESS Annual Tech Rpt 12B ii Series 400 (2015–2016)

8.2.8 Overall Composite 1 ..................................................................................................... 51

8.3 Grade: 2 .......................................................................................................................... 53

8.3.1 Listening 2 ............................................................................................................... 53

8.3.2 Reading 2 ................................................................................................................ 56

8.3.3 Writing 2 ................................................................................................................. 59

8.3.4 Speaking 2 ............................................................................................................... 61




8.3.8 Overall Composite 2 ............................................................................................... 69

8.4 Grade: 3 .......................................................................................................................... 71

8.4.1 Listening 3 ............................................................................................................... 71

8.4.2 Reading 3 ................................................................................................................ 74

8.4.3 Writing 3 ................................................................................................................. 77

8.4.4 Speaking 3 ............................................................................................................... 79




8.4.8 Overall Composite 3 ............................................................................................... 87

8.5 Grades: 4–5 .................................................................................................................... 89

8.5.1 Listening 4–5 ........................................................................................................... 89

8.5.2 Reading 4–5 ............................................................................................................ 93

8.5.3 Writing 4–5 ............................................................................................................. 96

8.5.4 Speaking 4–5 ........................................................................................................... 99

8.5.5 Oral Language Composite 4–5 ............................................................................. 102

8.5.6 Literacy Composite 4–5 ........................................................................................ 104

8.5.7 Comprehension Composite 4–5 ............................................................................ 106

8.5.8 Overall Composite 4–5 ......................................................................................... 108

8.6 Grades: 6–8 .................................................................................................................. 110

8.6.1 Listening 6–8 ......................................................................................................... 110

8.6.2 Reading 6–8 .......................................................................................................... 115

8.6.3 Writing 6–8 ........................................................................................................... 120

8.6.4 Speaking 6–8 ......................................................................................................... 124

WIDA ACCESS Annual Tech Rpt 12B iii Series 400 (2015–2016)

8.6.5 Oral Language Composite 6–8 ............................................................................. 128

8.6.6 Literacy Composite 6–8 ........................................................................................ 131

8.6.7 Comprehension Composite 6–8 ............................................................................ 134

8.6.8 Overall Composite 6–8 ......................................................................................... 137

8.7 Grades: 9–12 ................................................................................................................ 140

8.7.1 Listening 9–12 ....................................................................................................... 140

8.7.2 Reading 9–12 ........................................................................................................ 145

8.7.3 Writing 9–12 ......................................................................................................... 150

8.7.4 Speaking 9–12 ....................................................................................................... 154

8.7.5 Oral Language Composite 9–12 ........................................................................... 158

8.7.6 Literacy Composite 9–12 ...................................................................................... 161

8.7.7 Comprehension Composite 9–12 .......................................................................... 164

8.7.8 Overall Composite 9–12 ....................................................................................... 167

References .............................................................................................................170

Acknowledgements...............................................................................................174


7. Analysis Across Tiers: Overview

7.1 Background

7.1.1 Reliability of Composites

Four composite scores are reported for ACCESS 2.0 Paper: Oral Language (Oral), Literacy

(Litr), Comprehension (Cphn), and Overall Composite (Over). To estimate the reliability of these

composite scores, a stratified Cronbach’s alpha coefficient (e.g., Kamata, Turhan, & Darandari,

2003; Kane & Case, 2004; Rudner, 2001) is computed, weighted by the contribution of each

domain score into the composite. Specifically, the formula is

where

k = number of components j

wj = weight of component j

σj2 = variance of component j

σc2 = variance of composite

ρj = reliability coefficient of component j.

The input to compute the stratified Cronbach’s alpha is provided in the appropriate tables in

Chapter 8.

Note that when Cronbach’s alpha is computed for domains, as described in Section 5.2.8, the

alpha is computed for each test form. When Cronbach’s alpha is computed for the composites, it

is computed by grade-level cluster. For example, for Grade 2, Cronbach’s alpha for the domains

of Listening and Reading is computed for the Cluster 1–2 Tier A, Tier B, and Tier C test forms.

For the domains of Writing and Speaking, Cronbach’s alpha is computed for the Cluster 2–3 Tier

A test form and for the Tier B and C test form (recall Tier B and Tier C are the same form for

Writing and Speaking). To compute Cronbach’s alpha for the Grade 2 composites, the analysis is

run at the grade-level cluster. The variance and the reliability at the grade-level cluster for each

of the domains is presented, along with the variance and reliability of the composite.

7.1.2 Accuracy and Consistency of Classification

For each domain across tiers, as well as for the four composite scores, tables are provided that

indicate estimates of the accuracy and consistency of classification of examinees into the WIDA

proficiency levels based on their performance on the test. It is important to know the reliability

of any student’s test score and the degree of precision with which it has been measured (i.e., the

estimate of the invariant standard error of measure [SEM] of classical test theory and the

2

221 )1(

1c

jjjkj

c

w


estimate of the variable conditional standard error of the Rasch measurement model). However,

because decisions about students are ultimately made on the basis of their classification into

proficiency levels according to their performance on ACCESS 2.0 Paper, it is important to know

how well these classifications are made. The analyses that were used utilize the methods outlined

and implemented in Livingston and Lewis (1995) and Young and Yoon (1998) as implemented

in the software program BB-CLASS (Brennan, 2004b) (cf. also Lee, Hanson, & Brennan, 2002).

In the approach of Livingston and Lewis (1995), the accuracy of a decision is the extent to which

decisions made on the basis of the administered test (i.e., the observed scores) would agree with

those made if each student could somehow be tested with all possible parallel forms of the

assessments; that is, the examinees’ “true score.” Meanwhile, the consistency of a decision is the

extent to which decisions made on the basis of the administered test would agree with those

made if each student were to take a different but parallel form of the test. Thus, in every analysis

of classification, two parallel analyses are made: accuracy (vis-à-vis “true scores”) and

consistency (vis-à-vis a parallel test).

In terms of classifications around a single cut point, students can be misclassified in one of two

ways. Students who were below the proficiency level cut score (based on their “true score”), but

were classified based on the observed score as being above the cut score, are considered to be

false positives. Students who were above the proficiency level cut score (based on their “true

score”), but were classified as being below a cut score based on the observed score, are

considered to be false negatives. All other students are considered to be accurately placed either

above or below the cut score.

True scores are, of course, unknown. The approach taken by Livingston and Lewis (1995) and

implemented here uses information about the reliability of the test, the cut scores, and the

observed distribution of scores. Then, using a four-parameter beta distribution, the distribution of

the true scores and of scores on a parallel form were modeled. Overall accuracy and consistency

indices are produced by comparing the percentage of students classified across all categories the

same way by both the observed distribution and modeled distribution. These indices indicate the

percent of all students who would be classified into the same proficiency level by both the

administered test and either the true score distribution (accuracy) or a parallel test (consistency).

(These tables also provide an estimate of Cohen’s kappa statistic, which is a very conservative

estimate of the overall classification since it corrects for chance.)

Accuracy and consistency are also observed conditional on the proficiency level. These indices

examine the percent of students classified by both tests into a proficiency level divided by all

students classified into that Level according either to the true score distribution (accuracy) or a

parallel test (consistency).

Finally, the most important set of indices may be the indices at the cut points. At every cut point,

using the true score distribution (i.e., accuracy), the percentage of students who are consistently

placed above and below the cut score is provided, as well as those who are false positives and

false negatives. For consistency, only the percentage of students classified consistently above


and below the cut score is calculated. Thus, for example, to evaluate the degree of confidence

that one can have in a decision made based on the Overall Composite score as to whether or not

students are being accurately classified into PL 5 (“Bridging”), one can look at the accuracy

index provided in the table for the cut score 4/5.

7.2 Descriptions

7.2.1 Scale Score Information (Figure A and Table A)

Figure A and Table A relate to the ACCESS 2.0 Paper scale scores that were achieved by

students in the grade-level cluster. Figure A shows the distribution of the scale scores. The

horizontal axis shows the full range of all scale scores observed for the grade-level cluster. To

provide a full perspective, it extends somewhat below and above the range of observed scale

scores. The vertical axis shows the number of students (count). Each bar shows how many

students were awarded each scale score. Note that, for Listening and Reading, the effects of

capping the scores for Tier A and Tier B can often be clearly detected in this figure.

Table A shows, by grade and by total for the grade-level cluster:

The number of students in the analyses (the number students who were not absent,

invalid, refused, exempt, or in the wrong cluster),

the minimum observed scale score,

the maximum observed scale score,

the mean (average) scale score, and

the standard deviation (std. dev.) of the scale scores.

7.2.2 Proficiency Level Information (Figure B and Table B)

Figure B and Table B provide information on the proficiency level distribution of the students in

the grade-level cluster. Figure B shows the distribution of the proficiency levels. The horizontal

axis shows the six WIDA proficiency levels. The vertical axis shows the percentage of students.

Each bar shows the percentage of students who were placed into each proficiency level.

Each row of Table B shows, by grade and by total for the grade-level cluster:

The WIDA proficiency level designation (1–6),

the number of students (count) whose performance on the test form placed them into that

proficiency level in the domain being tested, and

the percentage of students, out of the total number of students taking the form within a

grade or within the total of students in the grade-level cluster, who were placed into that

proficiency level in the domain being tested.

For Kindergarten, this information is provided for scores based on both the Accountability cut



7.2.3 Conditional Standard Error of Measurement at Cut Scores (Table C)

Table C and Figures C and D provide information across the three overlapping tiers within a

grade-level cluster and on the comparative conditional standard error of measurement (CSEM).

Note that this information applies only to the domain scores; this information is not applicable to

the composite scores.

Table C presents information on the CSEM at the most important points at which decisions are

made about students, based on performance on ACCESS 2.0 Paper—the cut points between

proficiency levels. Because the cut points depend on grade level, information is provided for

each grade within the grade-level cluster. The leftmost column shows the cut (e.g., 1/2, which is

the cut score between PL 1 and PL 2). The next column shows the grade level. The next column

shows the cut score in the scale score metric (e.g., 305). In the last column(s), the corresponding

CSEM is given for each cut score in the scale score metric. For Kindergarten, the SEMs are

provided in separate tables for the accountability and instructional cut scores. For each of the

other grade-level clusters, the SEMs for the cut scores are provided in one table for the tiers (A,

B, and C).

From this table it is possible to examine how well the different tiers are targeted for making

decisions about students at the various cut scores. For example, Tier A is intended for students at

the lowest end of the language proficiency continuum. Optimally, Tier A forms should have the

lowest CSEM of any tier at the 1/2 cut point, and a relatively low CSEM at the 2/3 cut point. At

the other end of the continuum, Tier C forms should optimally have the lowest CSEM at the 5/6

cut point, and a relatively low CSEM at the 4/5 cut point. Tier B should have low CSEM in the

middle range. Information from this table provides comparable information on how well the

three tiers are targeted to provide the most accurate measure in order to place their intended

examinees into the proficiency levels that they target. (Note that, because of the capping of

scores on Tiers A and B, there is no information given for some of the cuts.)

As described in Section 1.3.4.2, the CSEM from the equated ACCESS Series 303 Writing and

Speaking scale scores are used to approximate the CSEM for ACCESS 2.0 Series 400 scale

scores. These CSEM are approximations since there were obtained through the equipercentile

relationship between ACCESS Series 303 and ACCESS 2.0 Series 400 scale scores. Since the

ACCESS Series 303 Speaking test was not tiered, the CSEM at the cut scores for Speaking are

presented by grade-level cluster.

7.2.4 Test Characteristic Curve (Figure C)

Figure C shows the test characteristic curve across the entire test for Kindergarten and across the

three tiers for the other grade-level clusters. (Note that this information applies only to the

domain scores; this information is not applicable to the composite scores. For ACCESS 2.0

Series 400, it applies to Listening and Reading only.) It shows graphically how the tiers differ in

difficulty. Tier A is represented by a dotted curve, Tier B by a light solid curve, and Tier C by a


dark solid curve. Note that not all tiers have the same number of items. Thus, some curves for

Listening and Reading in this figure may not end at the top horizontal line. Five vertical lines in

the graphic indicate the cut scores at the highest grade in each cluster only.

7.2.5 Test Information Function (Figure D)

Figure D compares the test information function across the entire test for Kindergarten and

across the three tiers for the other grade-level clusters. (Note that this information applies only to

the domain scores; this information is not applicable to the composite scores. For ACCESS 2.0

Series 400, it applies to Listening and Reading only.) This figure reflects the SEM columns in

Table C. Again, Tier A is represented by a dotted curve, Tier B by a light solid curve, and Tier C

by a dark solid curve. As in Figure C, the cut scores at the highest grade in each grade-level

cluster are indicated by vertical lines. These lines make it easy to see which form measures most

accurately at which cut score.

7.2.6 Reliability Information (Table D)

In order to produce accuracy and consistency of classification tables, it was necessary to produce

a single reliability estimate across the three tiers. For the domains, this was a weighted reliability

estimate (Cronbach’s alpha). In other words, it is the average reliability weighted by the number

of students who were administered that test form. Thus, Table D, based on the information from

Table F in Chapter 6, provides the number of students and the reliability estimate for each tier.

The final column presents the weighted reliability, which is an estimate of the reliability of the

scale scores across the tiers.

For the composite scores, Table D presents the data used to calculate an estimate of the

reliability of the composite using stratified Cronbach’s alpha (see Section 7.1.1). The first

column shows the components forming the composite, the second column shows the weight of

the composite in the total score, the third shows the variance of the scale scores, and the fourth

shows the reliability of the composite. (Note that these are the weighted reliabilities across the

tiers.) Unlike the weighted composite, which is an average, the stratified alpha reflects the fact

that there are 2–4 measures being combined into one single measure. Thus, the reliability of the

composite score will be higher than the reliability of any single sub-score within the composite.

7.2.7 Accuracy and Consistency of Classification Tables (Table E)

Table E presents three rows of information related to the accuracy and consistency of placement

into the WIDA proficiency levels (see Section 7.1.2). With the adoption of grade-level cut scores

with ACCESS Series 102, placement within a proficiency level now depends on the grade level

of the student. Therefore, separate tables for each grade in a grade-level cluster are provided. The

first row provides overall indices related to the accuracy and consistency of classification, as

well as Cohen’s kappa. The second row of information shows accuracy and consistency

information conditional per proficiency level. The third provides indices of classification

accuracy and consistency at the cut points. These indices are perhaps the most important of all


when using any of these as an absolute cut-point (i.e., determining which students have reached

PL 6). Note that the consistency is generally higher at the cut points than over the proficiency

levels. For practical purposes, the primary score used for such decisions are the Overall

Composite scores.

Because of the scoring caps placed on Listening and Reading, there are several cases where there

were no test takers placed into the proficiency level and accuracy of classification conditional on

that level cannot be computed. In these cases, ‘NA’ has been placed in the table. In addition,

there are a few cases where due to the small percentage of test takers placed into the proficiency

level and the range of observed scale scores, accuracy of classification conditional on that level

cannot be estimated by BB-CLASS. In such cases, a hyphen (-) has been placed in the table. For

Writing, these results can also occur in higher proficiency levels.

For Kindergarten, these tables are provided for both the accountability cut scores and the

instructional cut scores.


8 Analyses Across Tiers: Results

8.1 Grade: K

8.1.1 Listening K

0

5,000

10,000

15,000

20,000

25,000

100 120 140 160 180 200 220 240 260 280 300 320 340 360

Co

un

t

Scale Score

Figure 8.1.1A Scale Scores: List K S400 Paper

Grade

No. of


K 245,920 100 363 272.32 71.74

Scale Score Descriptive Statistics: List K S400 Paper

Table 8.1.1A

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.1Bi Proficiency Level: List K S400 Paper (Accountability)

Level Count Percent

1 59,186 24.1%

2 23,544 9.6%

3 20,757 8.4%

4 14,070 5.7%

5 38,431 15.6%

6 89,932 36.6%

Total 245,920 100.0%

Table 8.1.1Bi Bi



0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.1Bii Proficiency Level: List K S400 Paper

(Instructional)

Level Count Percent

K1 29,491 12.0%

K2 13,289 5.4%

K3 23,327 9.5%

K4 37,380 15.2%

K5 75,357 30.6%

K6 67,076 27.3%

Total 245,920 100.0%

Table 8.1.1BiiBii




1/2 229 17.28

2/3 251 18.41

3/4 278 20.66

4/5 286 21.42

5/6 308 24.80

Table 8.1.1ci

Conditional Standard Error of Measurement at

Cut Scores: List K Accountability S400 Paper

SEMProficiency Level Cut Score

1/2 175 17.28

2/3 204 16.91

3/4 240 17.66

4/5 279 20.66

5/6 322 27.43

Table 8.1.1cii


Cut Scores: List K Instructional S400 Paper

Proficiency

Level Cut Score SEM


0

3

6

9

12

15

18

21

24

27

30

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw S

core

Ability Measure

Figure 8.1.1C

Test Characteristic Curve: List K S400 Paper

0

1

2

3

4

5

6

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 8.1.1D

Test Information Function: List K S400 Paper


Tiers No. of Students Reliability

- 245,920 0.937

Table 8.1.1D

Reliability: List K S400 Paper

Accuracy

0.687

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.944 0.031 0.024 0.922

2/3 0.932 0.027 0.041 0.905

3/4 0.919 0.047 0.034 0.887

4/5 0.909 0.043 0.048 0.878

5/6 0.897 0.033 0.069 0.858

Consistency

0.873 0.818

Table 8.1.1Ei

Accuracy and Consistency of Classification Indices: List (Grade K) S400 Paper (Accountability)

Consistency Kappa (k)

0.624 0.501

Overall

Indices

Indices at

Cut Points

Conditional

on Level

Cut Point

Accuracy

Consistency

0.827 0.778

0.212

0.471

0.157

0.358

0.325

0.343

Accuracy

0.246

0.461

Accuracy

0.679

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.970 0.013 0.017 0.957

2/3 0.960 0.020 0.020 0.943

3/4 0.943 0.029 0.028 0.919

4/5 0.920 0.039 0.041 0.889

5/6 0.874 0.039 0.086 0.826

0.730 0.659

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level

Accuracy Consistency

0.891 0.819

0.434 0.317

0.521 0.396

0.568 0.448

0.697

Table 8.1.1Eii

Accuracy and Consistency of Classification Indices: List (Grade K) S400 Paper (Instructional)

Overall

Indices


0.578 0.462

0.568


8.1.2 Reading K

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

100 117 134 151 168 185 202 219 236 253 270 287

Co

un

t

Scale Score

Figure 8.1.2A Scale Scores: Read K S400 Paper

Grade

No. of


K 245,920 100 290 194.15 66.93

Scale Score Descriptive Statistics: Read K S400 Paper

Table 8.1.2A

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.2Bi

Proficiency Level: Read K S400 Paper (Accountability)

Level Count Percent

1 160,103 65.1%

2 17,576 7.1%

3 11,951 4.9%

4 13,821 5.6%

5 42,469 17.3%

6 0 0.0%

Total 245,920 100.0%

Table 8.1.2Bi Bi



0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.2Bii Proficiency Level: Read K S400 Paper

(Instructional)

Level Count Percent

K1 54,136 22.0%

K2 32,382 13.2%

K3 46,058 18.7%

K4 19,956 8.1%

K5 25,147 10.2%

K6 68,241 27.7%

Total 245,920 100.0%

Table 8.1.2BiiBii




1/2 238 15.08

2/3 251 16.90

3/4 261 18.98

4/5 274 22.10

5/6 295 30.68

Table 8.1.2ci


Cut Scores: Read K Accountability S400 Paper

SEM

Proficiency

Level Cut Score

1/2 121 14.04

2/3 159 13.52

3/4 204 13.00

4/5 228 14.04

5/6 255 17.68

Table 8.1.2cii


Cut Scores: Read K Instructional S400 Paper

Proficiency

Level Cut Score SEM


0

3

6

9

12

15

18

21

24

27

30

-14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1

Exp

ecte

d R

aw S

core

Ability Measure

Figure 8.1.2C

Test Characteristic Curve: Read K S400 Paper

0

1

2

3

4

5

-14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1

Info

rma

tio

n

Ability Measure

Figure 8.1.2D

Test Information Function: Read K S400 Paper



- 245,920 0.949

Table 8.1.2D

Reliability: Read K S400 Paper

Accuracy

0.815

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.934 0.039 0.027 0.910

2/3 0.936 0.032 0.033 0.911

3/4 0.941 0.029 0.030 0.916

4/5 0.945 0.034 0.021 0.920

0.180

0.341

Consistency

Table 8.1.2Ei

Accuracy and Consistency of Classification Indices: Read (Grade K) S400 Paper (Accountability)


0.779 0.585

Overall

Indices

Conditional on

Level 0.941 0.926

Cut Point

Accuracy

Consistency

0.2120.293

0.868 0.771

Indices at Cut

Points

N/A N/A

0.244

0.256

Accuracy

Accuracy

0.727

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.946 0.019 0.035 0.925

2/3 0.943 0.032 0.025 0.919

3/4 0.939 0.028 0.033 0.914

4/5 0.943 0.030 0.027 0.918

5/6 0.942 0.034 0.025 0.918

0.392 0.291

0.908 0.856

0.842

0.573 0.457

0.701 0.591

Indices at

Cut Points

Table 8.1.2Eii

Accuracy and Consistency of Classification Indices: Read (Grade K) S400 Paper (Instructional)

Overall

Indices


0.646 0.562

0.482 0.364

Conditional

on Level

Cut Point

Accuracy

Consistency


0.906


8.1.3 Writing K

0

10,000

20,000

30,000

40,000

50,000

100 117 134 151 168 185 202 219 236 253 270 287 304 321 338

Co

un

t

Scale Score

Figure 8.1.3A Scale Scores: Writ K S400 Paper

Grade

No. of


K 245,920 100 339 211.38 66.13

Scale Score Descriptive Statistics: Writ K S400 Paper

Table 8.1.3A

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.3Bi

Proficiency Level: Writ K S400 Paper (Accountability)

Level Count Percent

1 142,202 57.8%

2 48,450 19.7%

3 31,715 12.9%

4 16,247 6.6%

5 7,306 3.0%

6 0 0.0%

Total 245,920 100.0%

Table 8.1.3Bi Bi



0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.3Bii Proficiency Level: Writ K S400 Paper

(Instructional)

Level Count Percent

K1 43,495 17.7%

K2 72,812 29.6%

K3 40,205 16.3%

K4 34,140 13.9%

K5 47,962 19.5%

K6 7,306 3.0%

Total 245,920 100.0%

Table 8.1.3BiiBii




1/2 225 18.35

2/3 259 19.90

3/4 295 26.43

4/5 323 33.90

5/6 350 38.87

Table 8.1.3ci


Cut Scores: Writ K Accountability S400 Paper

SEM

Proficiency

Level Cut Score

1/2 145 31.10

2/3 218 18.04

3/4 244 19.28

4/5 269 20.83

5/6 326 34.52

Table 8.1.3cii


Cut Scores: Writ K Instructional S400 Paper

Proficiency

Level Cut Score SEM


0123456789

1011121314151617

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 8.1.3C

Test Characteristic Curve: Writ K S400

0

1

2

3

4

-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rma

tio

n

Ability Measure

Figure 8.1.3D

Test Information Function: Writ K S400



- 245,920 0.923

Table 8.1.3D

Reliability: Writ K S400 Paper

Accuracy

0.735

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.922 0.034 0.043 0.894

2/3 0.902 0.022 0.076 0.863

3/4 0.904 0.096 0.000 0.893

4/5 0.970 0.030 0.000 0.969

0.912

Table 8.1.3Ei

Accuracy and Consistency of Classification Indices: Writ (Grade K) S400 Paper (Accountability)


0.684 0.479

Overall

Indices

Conditional

on Level

- 0.149

Indices at

Cut Points

0.267

0.390

0.459

Consistency

-

Cut Point

Accuracy

0.348

0.603

N/A N/A


0.940

Accuracy

0.659

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.955 0.024 0.020 0.935

2/3 0.916 0.041 0.043 0.884

3/4 0.899 0.031 0.070 0.862

4/5 0.886 0.039 0.076 0.836

5/6 0.970 0.030 0.000 0.969

0.374 0.278

0.600

0.865 0.791

0.789 0.704

0.507 0.383

Indices at

Cut Points

- 0.135

0.532

Table 8.1.3Eii

Accuracy and Consistency of Classification Indices: Writ (Grade K) S400 Paper (Instructional)

Overall

Indices


0.571 0.459

Conditional

on Level

Cut Point

Accuracy

Consistency



8.1.4 Speaking K

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

100 125 150 175 200 225 250 275 300 325 350 375

Co

un

t

Scale Score

Figure 8.1.4A Scale Scores: Spek K S400 Paper

Grade

No. of


K 245,920 100 375 306.09 70.10

Scale Score Descriptive Statistics: Spek K S400 Paper

Table 8.1.4A

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.4Bi Proficiency Level: Spek K S400 Paper (Accountability)

Level Count Percent

1 52,694 21.4%

2 53,459 21.7%

3 40,763 16.6%

4 28,218 11.5%

5 70,786 28.8%

6 0 0.0%

Total 245,920 100.0%

Table 8.1.4Bi Bi



0.0%

10.0%

20.0%

30.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.4Bii Proficiency Level: Spek K S400 Paper

(Instructional)

Level Count Percent

K1 52,694 21.4%

K2 17,614 7.2%

K3 35,845 14.6%

K4 40,763 16.6%

K5 28,218 11.5%

K6 70,786 28.8%

Total 245,920 100.0%

Table 8.1.4BiiBii




1/2 269 18.68

2/3 314 16.27

3/4 343 20.89

4/5 366 31.33

5/6 383 44.99

Table 8.1.4ci


Cut Scores: Spek K Accountability S400 Paper

SEM

Proficiency

Level Cut Score

1/2 256 20.89

2/3 285 17.07

3/4 308 16.27

4/5 342 20.49

5/6 365 30.53


Cut Scores: Spek K Instructional S400 Paper

Proficiency

Level Cut Score SEM

Table 8.1.4cii


0

2

4

6

8

10

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.1.4C

Test Characteristic Curve: Spek K S400

0

1

2

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4

Info

rmati

on

Ability Measure

Figure 8.1.4D

Test Information Function: Spek K S400



- 245,920 0.897

Table 8.1.4D

Reliability: Spek K S400 Paper

Accuracy

0.442

Level

1

2

3

4

5

6

Accuracy False Positives

False

Negatives

1/2 0.933 0.038 0.029 0.907

2/3 0.892 0.031 0.078 0.852

3/4 0.859 0.043 0.098 0.777

4/5 0.712 0.288 0.000 0.734

Indices at Cut

Points

- 0.576

N/A

0.759

Cut Point

Accuracy

Consistency

0.203 0.187

N/A

0.368

0.519

Conditional

on Level

Accuracy

0.250

0.655

Consistency

0.830

Table 8.1.4Ei

Accuracy and Consistency of Classification Indices: Spek (Grade K) S400 Paper (Accountability)


0.440 0.310

Overall

Indices

Accuracy

0.409

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.941 0.028 0.030 0.915

2/3 0.916 0.046 0.037 0.888

3/4 0.896 0.027 0.077 0.863

4/5 0.871 0.041 0.087 0.792

5/6 0.712 0.288 0.000 0.739

0.867

Table 8.1.4Eii

Accuracy and Consistency of Classification Indices: S400 Paper (Grade K) S400 Paper (Instructional)

0.417 0.295


Overall

Indices


Indices at

Cut Points

0.209 0.193

Conditional

on Level

0.383 0.262

0.792

0.296 0.224

0.487 0.373

Consistency

- 0.591

Cut Point

Accuracy


8.1.5 Oral Language Composite K

0

5,000

10,000

15,000

20,000

100 122 144 166 188 210 232 254 276 298 320 342 364

Co

un

t

Scale Score

Figure 8.1.5A Scale Scores: Oral K S400 Paper

Grade

No. of


0 245,920 100 369 289.43 67.13

Scale Score Descriptive Statistics: Oral K S400 Paper

Table 8.1.5A

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.5Bi

Proficiency Level: Oral K S400 Paper (Accountability)

Level Count Percent

1 58,608 23.8%

2 33,616 13.7%

3 38,621 15.7%

4 21,739 8.8%

5 34,931 14.2%

6 58,405 23.7%

Total 245,920 100.0%

Table 8.1.5Bi Bi

Proficiency Level Distribution: Oral K S400


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.5Bii Proficiency Level: Oral K S400 Paper

(Instructional)

Level Count Percent

K1 34,668 14.1%

K2 20,454 8.3%

K3 27,496 11.2%

K4 48,227 19.6%

K5 56,670 23.0%

K6 58,405 23.7%

Total 245,920 100.0%

5Bii

Proficiency Level Distribution: Oral K S400


Table 8.1.5Bii


Table 8.1.5Ci

n/a

Figure 8.1.5.Cii

n/a Figure 8.1.5D

n/a

Component Weight Variance Reliability

Listening 0.50 5145.919 0.937

Speaking 0.50 4913.404 0.897

Oral 4505.828 0.954

*Variances from students who had results in all four domains

Table 8.1.5D

Oral Composite Reliability: Oral K S400 Paper

Accuracy

0.642

Level

1

2

3

4

5

6

Accuracy False Positives

False

Negatives

1/2 0.955 0.024 0.021 0.936

2/3 0.936 0.030 0.034 0.912

3/4 0.929 0.026 0.045 0.902

4/5 0.930 0.025 0.046 0.893

5/6 0.865 0.086 0.049 0.825

Consistency

0.901 0.853

Table 8.1.5Ei

Accuracy and Consistency of Classification Indices: Oral (Grade K) S400 Paper (Accountability)


0.550 0.451

Overall

Indices

Indices at Cut

Points

Conditional

on Level

Cut Point

Accuracy

Consistency

0.757 0.667

0.360

0.380

0.247

0.298

0.597

0.500

Accuracy

0.481

0.619


Accuracy

0.668

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.968 0.017 0.014 0.954

2/3 0.951 0.024 0.025 0.932

3/4 0.939 0.028 0.033 0.915

4/5 0.932 0.024 0.044 0.904

5/6 0.871 0.066 0.063 0.825

0.730 0.648

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.880 0.817

0.547 0.422

0.539 0.425

0.690 0.573

0.568

Table 8.1.5Eii

Accuracy and Consistency of Classification Indices: Oral (Grade K) S400 Paper (Instructional)

Overall

Indices


0.563 0.462

0.450


8.1.6 Literacy Composite K

0

5,000

10,000

15,000

20,000

25,000

30,000

100 119 138 157 176 195 214 233 252 271 290 309

Co

un

t

Scale Score

Figure 8.1.6A Scale Scores: Litr K S400 Paper

Grade

No. of


K 245,920 100 315 203.02 61.79

Scale Score Descriptive Statistics: Litr K S400 Paper

Table 8.1.6A

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.6Bi Proficiency Level: Litr K S400 Paper (Accountability)

Level Count Percent

1 154,227 62.7%

2 30,075 12.2%

3 30,360 12.3%

4 21,645 8.8%

5 9,613 3.9%

6 0 0.0%

Total 245,920 100.0%

Table 8.1.6Bi Bi

Proficiency Level Distribution: Litr K S400


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.6Bii Proficiency Level: Litr K S400 Paper (Instructional)

Level Count Percent

K1 42,982 17.5%

K2 58,617 23.8%

K3 43,798 17.8%

K4 31,536 12.8%

K5 51,688 21.0%

K6 17,299 7.0%

Total 245,920 100.0%

Table 8.1.6Bii6Bii

Proficiency Level Distribution: Litr K S400



Table 8.1.6Ci

n/a

Figure 8.1.6Cii

n/a Figure 8.1.6D

n/a


Reading 0.50 4479.701 0.949

Writing 0.50 4372.858 0.923

Literacy 3818.479 0.963


Table 8.1.6D

Literacy Composite Reliability: Litr K S400 Paper

Accuracy

0.806

Level

1

2

3

4

5

Accuracy

False

Positives

False

Negatives

1/2 0.946 0.028 0.027 0.924

2/3 0.947 0.024 0.029 0.925

3/4 0.948 0.024 0.028 0.922

4/5 0.961 0.039 0.000 0.957

Conditional

on Level

Indices at Cut

Points

Cut Point

Accuracy

Consistency

0.501

-

0.442

0.337

0.582

0.461

Accuracy

0.446

0.582

Consistency

0.956 0.939

Table 8.1.6Ei

Accuracy and Consistency of Classification Indices: Litr (Grade K) S400 Paper (Accountability)


0.755 0.567

Overall

Indices


Accuracy

0.735

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.964 0.016 0.020 0.949

2/3 0.948 0.027 0.025 0.926

3/4 0.942 0.027 0.030 0.920

4/5 0.949 0.022 0.029 0.927

5/6 0.930 0.070 0.000 0.927

0.471

0.654

Table 8.1.6Eii

Accuracy and Consistency of Classification Indices: Litr (Grade K) S400 Paper (Instructional)

Overall

Indices


0.662 0.584

0.635

- 0.477

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.905 0.850

0.809 0.735

0.700 0.591

0.593


8.1.7 Comprehension Composite K

0

2,000

4,000

6,000

8,000

10,000

100 117 134 151 168 185 202 219 236 253 270 287 304

Co

un

t

Scale Score

Figure 8.1.7A Scale Scores: Cphn K S400 Paper

Grade

No. of


K 245,920 100 312 217.59 61.13

Scale Score Descriptive Statistics: Cphn K S400 Paper

Table 8.1.7A

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Percent

Proficiency Level

Figure 8.1.7Bi Proficiency Level: Cphn K S400 Paper (Accountability)

Level Count Percent

1 140,502 57.1%

2 17,239 7.0%

3 17,351 7.1%

4 16,789 6.8%

5 32,396 13.2%

6 21,643 8.8%

Total 245,920 100.0%

Table 8.1.7Bi Bi

Proficiency Level Distribution: Cphn K S400


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.7Bii Proficiency Level: Cphn K S400 Paper (Instructional)

Level Count Percent

K1 30,075 12.2%

K2 35,081 14.3%

K3 51,150 20.8%

K4 34,428 14.0%

K5 37,075 15.1%

K6 58,111 23.6%

Total 245,920 100.0%

Table 8.1.7Bii7Bii

Proficiency Level Distribution: Cphn K S400



Table 8.1.7Ci

n/a

Figure 8.1.7Cii

n/a Figure 8.1.7D

n/a


Listening 0.30 5145.919 0.937

Reading 0.70 4479.701 0.949

Comprehension 3737.336 0.962


Table 8.1.7D

Comprehension Composite Reliability: Cphn K S400 Paper

Accuracy

0.785

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.947 0.025 0.028 0.925

2/3 0.950 0.027 0.023 0.928

3/4 0.949 0.030 0.021 0.929

4/5 0.950 0.029 0.021 0.930

5/6 0.963 0.022 0.015 0.947

Consistency

0.956 0.938

Table 8.7.1Ei

Accuracy and Consistency of Classification Indices: Cphn (Grade K) S400 Paper (Accountability)


0.730 0.575

Overall Indices

Indices at Cut

Points

Conditional on

Level

Cut Point

Accuracy

Consistency

0.818 0.695

0.398

0.673

0.299

0.565

0.403

0.288

Accuracy

0.298

0.392


Accuracy

0.760

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.967 0.014 0.018 0.953

2/3 0.950 0.024 0.026 0.929

3/4 0.942 0.027 0.031 0.919

4/5 0.948 0.026 0.026 0.926

5/6 0.951 0.029 0.019 0.932

0.914 0.864

Indices at Cut

Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.879 0.803

0.706 0.598

0.743 0.647

0.612 0.493

0.657

Table 8.1.7Eii

Accuracy and Consistency of Classification Indices: Cphn (Grade K) S400 Paper (Instructional)

Overall

Indices


0.671 0.601

0.544


8.1.8 Overall Composite K

0

1,000

2,000

3,000

4,000

5,000

6,000

100 116 132 148 164 180 196 212 228 244 260 276 292 308 324

Co

un

t

Scale Score

Figure 8.1.8A Scale Scores: Over K S400 Paper

Grade

No. of


K 245,920 100 331 228.73 57.72

Scale Score Descriptive Statistics: Over K S400 Paper

Table 8.1.8A

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.8Bi Proficiency Level: Over K S400 Paper (Accountability)

Level Count Percent

1 126,036 51.3%

2 39,370 16.0%

3 37,062 15.1%

4 25,417 10.3%

5 15,756 6.4%

6 2,279 0.9%

Total 245,920 100.0%

Table 8.1.8Bi Bi

Proficiency Level Distribution: Over K S400


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.1.8Bii Proficiency Level: Over K S400 Paper (Instructional)

Level Count Percent

K1 33,777 13.7%

K2 47,902 19.5%

K3 47,405 19.3%

K4 43,817 17.8%

K5 54,984 22.4%

K6 18,035 7.3%

Total 245,920 100.0%

Table 8.1.8Bii8Bii

Proficiency Level Distribution: Over K S400



Table 8.1.8Ci

n/a

Figure 8.1.8Cii

n/a Figure 8.1.8D

n/a


Listening 0.15 5145.919 0.937

Reading 0.35 4479.701 0.949

Speaking 0.15 4913.404 0.897

Writing 0.35 4372.858 0.923

Overall Composite 3331.258 0.974


Table 8.1.8D

Overall Composite Reliability: Over K S400 Paper

Accuracy

0.815

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.952 0.024 0.023 0.933

2/3 0.952 0.022 0.025 0.932

3/4 0.961 0.018 0.021 0.944

4/5 0.959 0.030 0.011 0.944

5/6 0.991 0.009 0.000 0.991

Indices at Cut

Points

Conditional

on Level

Cut Point

Accuracy

Consistency

- -

0.595

0.620

0.487

0.544

0.711

0.598

Accuracy

0.601

0.708

Consistency

0.952 0.933

Table 8.1.8Ei

Accuracy and Consistency of Classification Indices: Over (Grade K) S400 Paper (Accountability)


0.754 0.634

Overall

Indices


Accuracy

0.789

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.975 0.012 0.014 0.964

2/3 0.957 0.022 0.021 0.939

3/4 0.949 0.024 0.027 0.928

4/5 0.955 0.020 0.024 0.936

5/6 0.953 0.035 0.012 0.941

0.631

0.764

Table 8.1.8Eii

Accuracy and Consistency of Classification Indices: Over (Grade K) S400 Paper (Instructional)

Overall

Indices


0.711 0.645

0.704

0.759 0.619

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.913 0.866

0.819 0.747

0.762 0.668

0.734


8.2 Grade: 1

8.2.1 Listening 1

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

121 140 159 178 197 216 235 254 273 292 311 330 349 368 387

Co

un

t

Scale Score

Figure 8.2.1A Scale Scores: List 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Percent

Proficiency Level

Figure 8.2.1B Proficiency Level: List 1 S400 Paper

Grade No. of Students Min. Max. Mean Std. Dev.

1 81,435 121 397 300.66 27.51

Scale Score Descriptive Statistics: List 1 S400 Paper

Table 8.2.1A

Level Count Percent

1 1,976 2.4%

2 4,319 5.3%

3 12,294 15.1%

4 20,087 24.7%

5 34,299 42.1%

6 8,460 10.4%

Total 81,435 100.0%

Table 8.2.1B

Proficiency Level Distribution: List 1 S400 Paper

Tier A Tier B Tier C

1/2 1 238 19.16 19.91 19.16

2/3 1 267 19.91 19.16 18.03

3/4 1 295 22.92 19.54 18.79

4/5 1 305 n/a 19.91 19.16

5/6 1 330 n/a n/a 21.79

Table 8.2.1C

Conditional Standard Error of Measurement at Cut Scores: List 1 S400 Paper

Proficiency

Level Grade Cut Score

SEM


0

3

6

9

12

15

18

21

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.2.1C

Test Characteristic Curve: List 1ABC S400 Paper

1A

1B

1C

0

1

2

3

4

5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 8.2.1D

Test Information Function: List 1ABC S400 Paper

1A

1B

1C



Weighted

Reliability

A 29,448 0.750

B 32,225 0.630

C 19,762 0.610

Table 8.2.1D

Weighted Reliability: List 1 S400 Paper

0.668

Accuracy

0.481

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.976 0.000 0.024 0.974

2/3 0.946 0.013 0.042 0.908

3/4 0.802 0.150 0.048 0.733

4/5 0.754 0.146 0.100 0.693

5/6 0.911 0.050 0.039 0.852

0.311

0.629

Table 8.2.1E

Accuracy and Consistency of Classification Indices: List (Grade 1) S400 Paper

Overall

Indices


0.374 0.177

0.546

0.581 0.357

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.850 0.388

0.371 0.231

0.337 0.249

0.371


8.2.2 Reading 1

0

5,000

10,000

15,000

20,000

25,000

180 198 216 234 252 270 288 306 324 342 360 378 396

Co

un

t

Scale Score

Figure 8.2.2A Scale Scores: Read 1 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.2B Proficiency Level: Read 1 S400 Paper


1 77,556 180 397 286.45 23.76

Scale Score Descriptive Statistics: Read 1 S400 Paper

Table 8.2.2A

Level Count Percent

1 5,804 7.5%

2 7,940 10.2%

3 11,852 15.3%

4 19,747 25.5%

5 24,744 31.9%

6 7,469 9.6%

Total 77,556 100.0%

Table 8.2.2B

Proficiency Level Distribution: Read 1 S400 Paper


1/2 1 253 11.96 15.34 14.30

2/3 1 269 11.44 12.74 12.48

3/4 1 283 11.70 11.44 11.44

4/5 1 294 n/a 10.92 10.92

5/6 1 314 n/a n/a 11.18

Table 8.2.2C

Conditional Standard Error of Measurement at Cut Scores: Read 1 S400 Paper

Proficiency


SEM


0

3

6

9

12

15

18

21

24

27

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.2.2C

Test Characteristic Curve: Read 1ABC S400 Paper

1A

1B

1C

0

1

2

3

4

5

6

7

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 8.2.2D

Test Information Function: Read 1ABC S400 Paper

1A

1B

1C



Weighted

Reliability

A 28,886 0.776

B 29,930 0.766

C 18,732 0.783

0.773

Table 8.2.2D

Weighted Reliability: Read 1 S400 Paper

Accuracy

0.468

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.925 0.000 0.075 0.913

2/3 0.888 0.056 0.056 0.827

3/4 0.820 0.137 0.043 0.761

4/5 0.819 0.116 0.065 0.768

5/6 0.937 0.030 0.033 0.900

0.359

0.657

Table 8.2.2E

Accuracy and Consistency of Classification Indices: Read (Grade 1) S400 Paper

Overall

Indices


0.377 0.226

0.543

0.668 0.487

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.351

0.332 0.252

0.311 0.238

0.437


8.2.3 Writing 1

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

203 219 235 251 267 283 299 315 331

Co

un

t

Scale Score

Figure 8.2.3A Scale Scores: Writ 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.3B Proficiency Level: Writ 1 S400 Paper


1 84,178 203 333 271.19 23.22

Scale Score Descriptive Statistics: Writ 1 S400 Paper

Table 8.2.3A

Level Count Percent

1 8,036 9.5%

2 32,843 39.0%

3 39,814 47.3%

4 3,485 4.1%

5 0 0.0%

6 0 0.0%

Total 84,178 100.0%

Table 8.2.3B

Proficiency Level Distribution: Writ 1 S400 Paper

Tier A Tier B/C

1/2 1 238 7.15 6.84

2/3 1 272 7.77 8.09

3/4 1 308 8.09 8.09

4/5 1 336 7.46 7.15

5/6 1 362 6.53 6.53

Table 8.2.3C

Conditional Standard Error of Measurement at Cut Scores: Writ 1 S400 Paper

Proficiency


SEM


Figure 8.2.3C

n/a Figure 8.2.3D

n/a


Weighted

Reliability

A 30,871 0.874

Table 8.2.3D

Weighted Reliability: Writ 1 S400 Paper

B/C 53,307 0.9340.912

Accuracy

0.839

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.967 0.015 0.019 0.952

2/3 0.914 0.036 0.050 0.880

3/4 0.959 0.041 0.000 0.952

-

N/A

0.280

N/A

Indices at

Cut Points

Cut Point

Accuracy

Consistency


0.839 0.735

0.857 0.797

0.827 0.798

N/A N/A

Conditional

on Level

Table 8.2.3E

Accuracy and Consistency of Classification Indices: Writ (Grade 1) S400 Paper

Overall

Indices


0.783 0.640


8.2.4 Speaking 1

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

173 189 205 221 237 253 269 285 301 317 333 349 365 381

Co

un

t

Scale Score

Figure 8.2.4A Scale Scores: Spek 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.4B Proficiency Level: Spek 1 S400 Paper


1 83,486 173 391 345.68 54.72

Scale Score Descriptive Statistics: Spek 1 S400 Paper

Table 8.2.4A

Level Count Percent

1 9,733 11.7%

2 15,959 19.1%

3 8,191 9.8%

4 4,865 5.8%

5 4,062 4.9%

6 40,676 48.7%

Total 83,486 100.0%

Table 8.2.4B

Proficiency Level Distribution: Spek 1 S400 Paper

Tier A Tier B/C

1/2 1 278 21.43 21.43

2/3 1 318 20.41 20.41

3/4 1 344 19.39 19.39

4/5 1 367 19.39 19.39

5/6 1 385 19.39 19.39

Table 8.2.4C

Conditional Standard Error of Measurement at Cut Scores: Spek 1 S400 Paper

Proficiency


SEM


Figure 8.2.4C

n/a

Figure 8.2.4D

n/a


Weighted

Reliability

A 30,570 0.8480.885

Table 8.2.4D

Weighted Reliability: Spek 1 S400 Paper

0.90652,916B/C

Accuracy

0.659

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.927 0.050 0.023 0.900

2/3 0.913 0.033 0.054 0.887

3/4 0.937 0.020 0.043 0.906

4/5 0.951 0.024 0.025 0.917

5/6 0.887 0.095 0.018 0.846

0.191

0.165

Table 8.2.4E

Accuracy and Consistency of Classification Indices: Spek (Grade 1) S400 Paper

Overall

Indices


0.579 0.432

0.102

0.956 0.915

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.650 0.555

0.645 0.543

0.384 0.296

0.292


8.2.5 Oral Language Composite 1

0

5,000

10,000

15,000

20,000

147 167 187 207 227 247 267 287 307 327 347 367 387

Co

un

t

Scale Score

Figure 8.2.5A Scale Scores: Oral 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.5B Proficiency Level: Oral 1 S400 Paper


1 80,880 147 394 323.72 35.85

Scale Score Descriptive Statistics: Oral 1 S400 Paper

Table 8.2.5A

Level Count Percent

1 3,977 4.9%

2 11,357 14.0%

3 16,982 21.0%

4 6,178 7.6%

5 33,346 41.2%

6 9,040 11.2%

Total 80,880 100.0%

Table 8.2.5B

Proficiency Level Distribution: Oral 1 S400 Paper

Table 8.2.5C

n/a

Figure 8.2.5C

n/a Figure 8.2.5D

n/a



Listening 0.50 747.597 0.668

Speaking 0.50 2912.176 0.885

Oral 1273.903 0.886


Table 8.2.5D

Oral Composite Reliability: Oral 1 S400 Paper

Accuracy

0.628

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.978 0.010 0.012 0.967

2/3 0.936 0.026 0.038 0.912

3/4 0.919 0.024 0.057 0.880

4/5 0.893 0.074 0.033 0.843

5/6 0.884 0.059 0.057 0.839

0.161

0.759

Table 8.2.5E

Accuracy and Consistency of Classification Indices: Oral (Grade 1) S400 Paper

Overall

Indices


0.508 0.369

0.685

0.482 0.339

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.784 0.643

0.709 0.588

0.679 0.549

0.230


8.2.6 Literacy Composite 1

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

200 216 232 248 264 280 296 312 328 344 360

Co

un

t

Scale Score

Figure 8.2.6A Scale Scores: Litr 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.6B Proficiency Level: Litr 1 S400 Paper


1 77,556 200 364 279.37 20.33

Scale Score Descriptive Statistics: Litr 1 S400 Paper

Table 8.2.6A

Level Count Percent

1 4,504 5.8%

2 18,310 23.6%

3 41,369 53.3%

4 9,587 12.4%

5 3,338 4.3%

6 448 0.6%

Total 77,556 100.0%

Table 8.2.6B

Proficiency Level Distribution: Litr 1 S400 Paper

Table 8.2.6C

n/a

Figure 8.2.6C

n/a Figure 8.2.6D

n/a



Reading 0.50 562.489 0.773

Writing 0.50 509.875 0.912

Literacy 409.334 0.895


Table 8.2.6D

Literacy Composite Reliability: Litr 1 S400 Paper

Accuracy

0.781

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.971 0.006 0.023 0.961

2/3 0.904 0.055 0.041 0.863

3/4 0.931 0.031 0.037 0.899

4/5 0.979 0.016 0.005 0.971

5/6 0.996 0.004 0.000 0.996

0.487

0.751

Table 8.2.6E

Accuracy and Consistency of Classification Indices: Litr (Grade 1) S400 Paper

Overall

Indices


0.692 0.531

0.623

0.932 0.767

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.845 0.693

0.708 0.611

0.860 0.811

0.621


8.2.7 Comprehension Composite 1

0

5,000

10,000

15,000

20,000

185 201 217 233 249 265 281 297 313 329 345 361 377 393

Co

un

t

Scale Score

Figure 8.2.7A Scale Scores: Cphn 1 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.7B Proficiency Level: Cphn 1 S400 Paper


1 75,575 185 397 290.94 22.76

Scale Score Descriptive Statistics: Cphn 1 S400 Paper

Table 8.2.7A

Level Count Percent

1 2,452 3.2%

2 7,614 10.1%

3 15,733 20.8%

4 17,983 23.8%

5 24,194 32.0%

6 7,599 10.1%

Total 75,575 100.0%

Table 8.2.7B

Proficiency Level Distribution: Cphn 1 S400 Paper

Table 8.2.7C

n/a

Figure 8.2.7C

n/a Figure 8.2.7D

n/a



Listening 0.30 747.597 0.668

Reading 0.70 562.489 0.773



Table 8.2.7D

Comprehension Composite Reliability: Cphn 1 S400 Paper

Accuracy

0.575

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.968 0.000 0.032 0.965

2/3 0.918 0.027 0.055 0.880

3/4 0.856 0.106 0.039 0.805

4/5 0.853 0.086 0.061 0.806

5/6 0.949 0.026 0.025 0.922

0.393

0.708

Table 8.2.7E

Accuracy and Consistency of Classification Indices: Cphn (Grade 1) S400 Paper

Overall

Indices


0.472 0.324

0.603

0.748 0.592

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.287

0.484 0.380

0.478 0.381

0.487


8.2.8 Overall Composite 1

0

500

1,000

1,500

2,000

2,500

3,000

196 211 226 241 256 271 286 301 316 331 346 361

Co

un

t

Scale Score

Figure 8.2.8A Scale Scores: Over 1 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.2.8B Proficiency Level: Over 1 S400 Paper


1 75,085 196 370 292.73 22.45

Scale Score Descriptive Statistics: Over 1 S400 Paper

Table 8.2.8A

Level Count Percent

1 2,961 3.9%

2 12,578 16.8%

3 34,790 46.3%

4 18,384 24.5%

5 5,412 7.2%

6 960 1.3%

Total 75,085 100.0%

Table 8.2.8B

Proficiency Level Distribution: Over 1 S400 Paper

Table 8.2.8C

n/a

Figure 8.2.8C

n/a Figure 8.2.8D

n/a



Listening 0.15 747.597 0.668

Reading 0.35 562.489 0.773

Speaking 0.15 2912.176 0.885

Writing 0.35 509.875 0.912



Table 8.2.8D

Overall Composite Reliability: Over 1 S400 Paper

Accuracy

0.795

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.985 0.004 0.010 0.980

2/3 0.943 0.031 0.027 0.918

3/4 0.916 0.040 0.044 0.882

4/5 0.962 0.021 0.017 0.946

5/6 0.987 0.013 0.000 0.988

- 0.784

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.868 0.772

0.771 0.677

0.853 0.800

0.745 0.649

0.639

Table 8.2.8E

Accuracy and Consistency of Classification Indices: Over (Grade 1) S400 Paper

Overall

Indices


0.714 0.590

0.533


8.3 Grade: 2

8.3.1 Listening 2

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

121 141 161 181 201 221 241 261 281 301 321 341 361 381

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 80,833 121 397 328.17 31.03


Table 8.3.1A

Level Count Percent

1 1,594 2.0%

2 3,169 3.9%

3 7,444 9.2%

4 9,117 11.3%

5 39,538 48.9%

6 19,971 24.7%

Total 80,833 100.0%


Table 8.3.1B


1/2 2 247 19.16 19.54 18.79

2/3 2 281 21.04 19.16 18.41

3/4 2 311 25.55 20.29 19.91

4/5 2 324 n/a 21.42 21.04

5/6 2 350 n/a n/a 24.80

Table 8.3.1C


Proficiency


SEM


0

3

6

9

12

15

18

21

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.3.1C


2A

2B

2C

0

1

2

3

4

5

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

Info

rma

tio

n

Ability Measure

Figure 8.3.1D


2A

2B

2C



Weighted

Reliability

A 10,176 0.815

B 33,278 0.626

C 37,378 0.555

0.617

Table 8.3.1D


Accuracy

0.513

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.982 0.000 0.017 0.980

2/3 0.960 0.007 0.034 0.934

3/4 0.881 0.069 0.050 0.808

4/5 0.789 0.138 0.073 0.718

5/6 0.811 0.114 0.076 0.734

0.155

0.628

Table 8.3.1E


Overall

Indices


0.400 0.174

0.567

0.638 0.467

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.845 0.469

0.371 0.224

0.309 0.193

0.207


8.3.2 Reading 2

0

5,000

10,000

15,000

20,000

25,000

200 216 232 248 264 280 296 312 328 344 360 376 392

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 78,002 200 397 313.22 27.59


Table 8.3.2A

Level Count Percent

1 3,862 5.0%

2 5,711 7.3%

3 12,288 15.8%

4 10,426 13.4%

5 27,547 35.3%

6 18,168 23.3%

Total 78,002 100.0%

Table 8.3.2B



1/2 2 267 11.44 13.00 12.74

2/3 2 286 11.70 11.18 11.18

3/4 2 303 13.00 10.66 10.92

4/5 2 312 n/a 10.66 10.92

5/6 2 331 n/a n/a 11.96

Table 8.3.2C


Proficiency


SEM


0

3

6

9

12

15

18

21

24

27

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.3.2C


2A

2B

2C

0

1

2

3

4

5

6

7

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Info

rma

tio

n

Ability Measure

Figure 8.3.2D


2A

2B

2C



Weighted

Reliability

A 10,006 0.828

B 31,865 0.834

C 36,130 0.787

0.811

Table 8.3.2D


Accuracy

0.535

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.951 0.000 0.049 0.945

2/3 0.925 0.034 0.041 0.881

3/4 0.863 0.088 0.050 0.807

4/5 0.831 0.109 0.060 0.779

5/6 0.888 0.053 0.060 0.839

0.216

0.644

Table 8.3.2E


Overall

Indices


0.443 0.291

0.547

0.752 0.632

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.765 0.402

0.341 0.255

0.413 0.306

0.276


8.3.3 Writing 2

Figure 8.3.3.A Scale Scores: Writ 2 S400 Paper

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

209 225 241 257 273 289 305 321 337 353

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 81,795 209 353 287.59 22.98


Table 8.3.3A

Level Count Percent

1 5,432 6.6%

2 24,148 29.5%

3 50,161 61.3%

4 2,053 2.5%

5 1 0.0%

6 0 0.0%

Total 81,795 100.0%

Table 8.3.3B


Tier A Tier B/C

1/2 2 251 6.84 7.46

2/3 2 285 8.40 8.40

3/4 2 320 7.77 7.46

4/5 2 348 6.84 6.53

5/6 2 373 6.53 7.15

Table 8.3.3C


Proficiency


SEM


Figure 8.3.3C

n/a Figure 8.3.3D

n/a


Weighted

Reliability

A 10,443 0.9060.925

0.92871,352

Table 8.3.3D


B/C

Accuracy

0.887

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.011 0.009 0.971

2/3 0.932 0.027 0.041 0.904

3/4 0.975 0.025 0.000 0.970

Indices at

Cut Points

4/5 cut could not be estimated because there was only one case after the cut and it

was removed from the data

N/A

Table 8.3.3E


Overall

Indices


0.845 0.701

Cut Point

Accuracy

Consistency


0.843

Conditional

on Level

-

N/A

0.091

N/A

N/A

0.752

0.869 0.802

0.899 0.881


8.3.4 Speaking 2

0

10,000

20,000

30,000

40,000

50,000

60,000

174 192 210 228 246 264 282 300 318 336 354 372 390

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 81,205 174 391 368.72 44.49


Table 8.3.4A

Level Count Percent

1 4,925 6.1%

2 6,589 8.1%

3 4,509 5.6%

4 3,649 4.5%

5 5,826 7.2%

6 55,707 68.6%

Total 81,205 100.0%

Table 8.3.4B


Tier A Tier B/C

1/2 2 286 21.43 21.43

2/3 2 322 20.41 20.41

3/4 2 345 19.39 19.39

4/5 2 368 19.39 19.39

5/6 2 386 19.39 19.39

Table 8.3.4C


Proficiency


SEM


Figure 8.3.4C

n/a Figure 8.3.4D

n/a


Weighted

Reliability

A 10,330 0.9120.911

0.91170,875

Table 8.3.4D


B/C

Accuracy

0.751

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.970 0.018 0.012 0.958

2/3 0.953 0.017 0.030 0.940

3/4 0.955 0.013 0.032 0.936

4/5 0.961 0.017 0.022 0.937

5/6 0.878 0.076 0.045 0.774

0.208

0.185

Table 8.3.4E


Overall

Indices


0.632 0.368

0.100

0.931 0.905

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.730 0.624

0.593 0.489

0.364 0.289

0.304



0

5,000

10,000

15,000

20,000

25,000

172 192 212 232 252 272 292 312 332 352 372 392

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 80,320 172 394 348.88 32.78


Table 8.3.5A

Level Count Percent

1 2,625 3.3%

2 3,462 4.3%

3 9,363 11.7%

4 6,137 7.6%

5 40,280 50.1%

6 18,453 23.0%

Total 80,320 100.0%

Table 8.3.5B


Table 8.3.5C

n/a

Figure 8.3.5C

n/a Figure 8.3.5D

n/a



Listening 0.50 957.194 0.617

Speaking 0.50 1923.229 0.911

Oral 1065.326 0.874


Table 8.3.5D


Accuracy

0.612

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.989 0.004 0.006 0.985

2/3 0.972 0.016 0.012 0.960

3/4 0.947 0.013 0.039 0.928

4/5 0.922 0.035 0.044 0.872

5/6 0.770 0.230 0.000 0.688

0.191

0.632

Table 8.3.5E


Overall

Indices


0.484 0.261

0.620

- 0.351

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.865 0.762

0.554 0.419

0.719 0.578

0.304



0

500

1,000

1,500

2,000

2,500

3,000

3,500

205 217 229 241 253 265 277 289 301 313 325 337 349 361

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 78,002 205 368 300.87 22.52


Table 8.3.6A

Level Count Percent

1 3,805 4.9%

2 11,896 15.3%

3 39,370 50.5%

4 15,730 20.2%

5 6,680 8.6%

6 521 0.7%

Total 78,002 100.0%


Table 8.3.6B


Table 8.3.6C

n/a

Figure 8.3.6C

n/a Figure 8.3.6D

n/a


Reading 0.50 759.202 0.811

Writing 0.50 504.991 0.925

Literacy 502.920 0.910


Table 8.3.6D


Accuracy

0.763

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.007 0.013 0.975

2/3 0.933 0.038 0.029 0.904

3/4 0.904 0.038 0.058 0.865

4/5 0.947 0.040 0.013 0.930

5/6 0.993 0.007 0.000 0.995

0.507

0.722

Table 8.3.6E


Overall

Indices


0.674 0.526

0.578

- 0.973

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.842 0.762

0.703 0.588

0.863 0.809

0.611



0

5,000

10,000

15,000

20,000

25,000

206 223 240 257 274 291 308 325 342 359 376 393

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 77,283 206 397 317.95 26.41


Table 8.3.7A

Level Count Percent

1 2,026 2.6%

2 4,061 5.3%

3 12,154 15.7%

4 12,395 16.0%

5 29,660 38.4%

6 16,987 22.0%

Total 77,283 100.0%

Table 8.3.7B


Table 8.3.7C

n/a

Figure 8.3.7C

n/a Figure 8.3.7D

n/a



Listening 0.30 957.194 0.617

Reading 0.70 759.202 0.811



Table 8.3.7D


Accuracy

0.616

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.976 0.000 0.024 0.976

2/3 0.960 0.017 0.023 0.935

3/4 0.896 0.060 0.044 0.850

4/5 0.855 0.086 0.059 0.805

5/6 0.901 0.048 0.051 0.856

0.294

0.703

Table 8.3.7E


Overall

Indices


0.511 0.360

0.611

0.770 0.652

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.887 0.602

0.428 0.327

0.546 0.409

0.381



0

500

1,000

1,500

2,000

2,500

3,000

3,500

202 215 228 241 254 267 280 293 306 319 332 345 358 371

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



2 76,803 202 373 315.21 23.42


Table 8.3.8A

Level Count Percent

1 2,626 3.4%

2 5,822 7.6%

3 24,564 32.0%

4 30,129 39.2%

5 12,319 16.0%

6 1,343 1.7%

Total 76,803 100.0%

Table 8.3.8B


Table 8.3.8C

n/a

Figure 8.3.8C

n/a Figure 8.3.8 D

n/a



Listening 0.15 957.194 0.617

Reading 0.35 759.202 0.811

Speaking 0.15 1923.229 0.911

Writing 0.35 504.991 0.925



Table 8.3.8D


Accuracy

0.760

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.984 0.009 0.006 0.988

2/3 0.964 0.024 0.012 0.956

3/4 0.913 0.040 0.047 0.886

4/5 0.893 0.049 0.058 0.857

5/6 0.983 0.018 0.000 0.989

- 0.997

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.750 0.850

0.721 0.605

0.847 0.771

0.768 0.679

0.622

Table 8.3.8E


Overall

Indices


0.679 0.552

0.529


8.4 Grade: 3

8.4.1 Listening 3

0

5,000

10,000

15,000

20,000

162 187 212 237 262 287 312 337 362 387 412 437 462

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 58,389 162 469 347.71 34.84


Table 8.4.1A

Level Count Percent

1 320 0.5%

2 2,889 4.9%

3 6,983 12.0%

4 8,858 15.2%

5 22,739 38.9%

6 16,600 28.4%

Total 58,389 100.0%

Table 8.4.1B



1/2 3 255 22.54 22.17 27.05

2/3 3 295 19.54 19.54 20.66

3/4 3 325 19.54 19.16 18.41

4/5 3 340 n/a 19.54 18.03

5/6 3 367 n/a n/a 18.41

Table 8.4.1C


Proficiency


SEM


0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.4.1C


3A

3B

3C

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 8.4.1D


3A

3B

3C



Weighted

Reliability

A 10,382 0.752

B 21,586 0.618

C 26,420 0.613

0.640

Table 8.4.1D


Accuracy

0.487

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.995 0.000 0.005 0.994

2/3 0.945 0.000 0.055 0.917

3/4 0.824 0.104 0.072 0.754

4/5 0.760 0.173 0.068 0.695

5/6 0.847 0.094 0.059 0.785

0.205

0.562

Table 8.4.1E


Overall

Indices


0.406 0.209

0.474

0.764 0.616

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.022

- 0.148

0.299 0.221

0.247


8.4.2 Reading 3

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

158 180 202 224 246 268 290 312 334 356 378 400 422 444

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 56,094 158 448 330.22 25.73


Table 8.4.2A

Level Count Percent

1 1,650 2.9%

2 5,463 9.7%

3 7,116 12.7%

4 8,034 14.3%

5 21,752 38.8%

6 12,079 21.5%

Total 56,094 100.0%

Table 8.4.2B



1/2 3 279 12.48 15.34 22.88

2/3 3 302 11.70 12.48 16.38

3/4 3 320 11.96 11.18 13.52

4/5 3 328 n/a 10.92 12.48

5/6 3 347 n/a n/a 10.92

Table 8.4.2C


Proficiency


SEM


0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.4.2C


3A

3B

3C

:

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 8.4.2D


3A

3B

3C



Weighted

Reliability

A 10,166 0.804

B 20,782 0.771

C 25,145 0.693

Table 8.4.2D


0.742

Accuracy

0.507

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.971 0.000 0.029 0.965

2/3 0.917 0.020 0.063 0.877

3/4 0.846 0.103 0.051 0.780

4/5 0.801 0.127 0.073 0.742

5/6 0.873 0.064 0.064 0.815

0.207

0.623

Table 8.4.2E


Overall

Indices


0.412 0.244

0.534

0.704 0.560

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.800 0.308

0.485 0.344

0.308 0.226

0.263


8.4.3 Writing 3

0

1,000

2,000

3,000

4,000

5,000

215 230 245 260 275 290 305 320 335 350 365 380

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 58,960 215 386 327.39 33.14


Table 8.4.3A

Level Count Percent

1 3,451 5.9%

2 7,014 11.9%

3 10,700 18.1%

4 31,624 53.6%

5 6,128 10.4%

6 43 0.1%

Total 58,960 100.0%

Table 8.4.3B


Tier A Tier B/C

1/2 3 264 10.88 7.77

2/3 3 297 11.19 7.77

3/4 3 330 11.51 8.09

4/5 3 360 10.57 7.46

5/6 3 384 9.33 6.53

Table 8.4.3C


Proficiency


SEM


Figure 8.4.3C

n/a Figure 8.4.3D

n/a


Weighted

Reliability

A 10,579 0.895

Table 8.4.3D


0.92148,381B/C0.916

Accuracy

0.767

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.982 0.009 0.009 0.974

2/3 0.963 0.014 0.023 0.948

3/4 0.927 0.032 0.041 0.893

4/5 0.895 0.105 0.000 0.850

5/6 0.999 0.001 0.000 0.999

Consistency

-

-

Cut Point

Accuracy

0.788 0.690

0.696 0.561

0.759

Consistency

0.228

0.761

Table 8.4.3E


Overall

Indices


0.669 0.486

Indices at

Cut Points

Conditional

on Level

-

0.776

0.852

Accuracy


8.4.4 Speaking 3

0

5,000

10,000

15,000

20,000

25,000

30,000

175 195 215 235 255 275 295 315 335 355 375 395 415

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 58,487 175 428 370.79 49.99


Table 8.4.4A

Level Count Percent

1 4,723 8.1%

2 6,146 10.5%

3 4,665 8.0%

4 3,005 5.1%

5 4,733 8.1%

6 35,215 60.2%

Total 58,487 100.0%

Table 8.4.4B


Tier A Tier B/C

1/2 3 293 18.88 18.88

2/3 3 326 22.45 22.45

3/4 3 346 23.98 23.98

4/5 3 369 23.98 23.98

5/6 3 389 24.49 24.49

Table 8.4.4C


Proficiency


SEM


Figure 8.4.4C

n/a Figure 8.4.4D

n/a


Weighted

Reliability

A 10,482 0.8980.909

Table 8.4.4D


0.911B/C 48,005

Accuracy

0.741

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.971 0.018 0.011 0.958

2/3 0.946 0.020 0.033 0.931

3/4 0.950 0.010 0.041 0.932

4/5 0.956 0.014 0.030 0.920

5/6 0.885 0.056 0.059 0.774

0.176

0.231

Table 8.4.4E


Overall

Indices


0.605 0.403

0.123

0.902 0.880

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.794 0.700

0.654 0.551

0.463 0.374

0.291



0

2,000

4,000

6,000

8,000

10,000

169 189 209 229 249 269 289 309 329 349 369 389 409 429

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 57,989 169 436 359.70 36.57


Table 8.4.5A

Table 8.4.5B

Level Count Percent

1 1,881 3.2%

2 3,751 6.5%

3 6,806 11.7%

4 6,852 11.8%

5 22,478 38.8%

6 16,221 28.0%

Total 57,989 100.0%


Table 8.4.5C

n/a

Figure 8.4.5C

n/a Figure 8.4.5D

n/a



Listening 0.50 1214.722 0.640

Speaking 0.50 2460.427 0.909

Oral 1337.093 0.876


Table 8.4.5D


Accuracy

0.623

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.987 0.004 0.008 0.982

2/3 0.965 0.016 0.019 0.950

3/4 0.935 0.025 0.040 0.906

4/5 0.897 0.054 0.049 0.853

5/6 0.823 0.049 0.128 0.767

0.284

0.691

Table 8.4.5E


Overall

Indices


0.516 0.356

0.574

0.643 0.566

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.847 0.724

0.631 0.491

0.602 0.456

0.389



0

500

1,000

1,500

2,000

2,500

214 234 254 274 294 314 334 354 374 394 414

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 56,094 214 414 329.16 26.47


Table 8.4.6A

Table 8.4.6B

Level Count Percent

1 2,223 4.0%

2 5,607 10.0%

3 10,194 18.2%

4 21,634 38.6%

5 13,875 24.7%

6 2,561 4.6%

Total 56,094 100.0%


Table 8.4.6C

n/a

Figure 8.4.6C

n/a Figure 8.4.6D

n/a



Reading 0.50 661.147 0.742

Writing 0.50 1062.725 0.916

Literacy 695.076 0.907


Table 8.4.6D


Accuracy

0.697

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.986 0.004 0.009 0.981

2/3 0.964 0.014 0.022 0.949

3/4 0.914 0.049 0.036 0.877

4/5 0.877 0.042 0.081 0.829

5/6 0.954 0.046 0.000 0.942

0.667

0.618

Table 8.4.6E

Accuracy and Consistency of Classification Indices:Litr (Grade 3) S400 Paper

Overall

Indices


0.592 0.457

0.546

- 0.270

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.874 0.774

0.760 0.654

0.649 0.527

0.767



0

2,000

4,000

6,000

8,000

10,000

12,000

213 233 253 273 293 313 333 353 373 393 413 433 453

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 55,691 213 454 335.67 26.69


Table 8.4.7A

Level Count Percent

1 469 0.8%

2 4,130 7.4%

3 8,314 14.9%

4 9,625 17.3%

5 19,759 35.5%

6 13,394 24.1%

Total 55,691 100.0%


Table 8.4.7B

Table 8.4.7C

n/a

Figure 8.4.7C

n/a Figure 8.4.7D

n/a



Listening 0.30 1214.722 0.640

Reading 0.70 661.147 0.742



Table 8.4.7D


Accuracy

0.598

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.992 0.000 0.008 0.991

2/3 0.946 0.011 0.043 0.925

3/4 0.884 0.074 0.043 0.832

4/5 0.843 0.089 0.068 0.792

5/6 0.895 0.055 0.050 0.849

0.300

0.648

Table 8.4.7E


Overall

Indices


0.497 0.344

0.555

0.787 0.670

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.254

0.635 0.464

0.460 0.350

0.386



0

200

400

600

800

1,000

1,200

1,400

1,600

215 231 247 263 279 295 311 327 343 359 375 391 407

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



3 55,326 215 417 338.25 27.60


Table 8.4.8A

Level Count Percent

1 1,733 3.1%

2 4,162 7.5%

3 9,178 16.6%

4 16,354 29.6%

5 18,466 33.4%

6 5,433 9.8%

Total 55,326 100.0%

Table 8.4.8B


Table 8.4.8C

n/a

Figure 8.4.8C

n/a Figure 8.4.8D

n/a



Listening 0.15 1214.722 0.640

Reading 0.35 661.147 0.742

Speaking 0.15 2460.427 0.909

Writing 0.35 1062.725 0.916



Table 8.4.8D


Accuracy

0.723

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.991 0.003 0.006 0.988

2/3 0.976 0.011 0.013 0.966

3/4 0.940 0.032 0.028 0.914

4/5 0.910 0.033 0.057 0.875

5/6 0.905 0.089 0.006 0.891

0.621 0.431

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.907 0.837

0.777 0.681

0.741 0.633

0.773 0.673

0.669

Table 8.4.8E


Overall

Indices


0.639 0.520

0.635


8.5 Grades: 4–5


0

2,000

4,000

6,000

8,000

10,000

12,000

162 187 212 237 262 287 312 337 362 387 412 437 462

Co

un

t

Scale Score

Figure 8.5.1A Scale Scores: List 4-5 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.1B Proficiency Level: List 4-5 S400 Paper


4 43,996 162 469 364.47 38.07

5 33,597 162 469 375.22 40.57

Total 77,593 162 469 369.13 39.54

Scale Score Descriptive Statistics: List 4-5 S400 Paper

Table 8.5.1A


1 421 1.0% 574 1.7% 995 1.3%

2 2,209 5.0% 2,063 6.1% 4,272 5.5%

3 4,212 9.6% 3,837 11.4% 8,049 10.4%

4 7,752 17.6% 6,319 18.8% 14,071 18.1%

5 15,951 36.3% 9,675 28.8% 25,626 33.0%

6 13,451 30.6% 11,129 33.1% 24,580 31.7%

Total 43,996 100.0% 33,597 100.0% 77,593 100.0%

TotalGrade 5Grade 4

Proficiency Level Distribution: List 4-5 S400 Paper

Table 8.5.1B

Level



4 264 21.79 21.42 25.17

5 274 20.66 20.66 23.29

4 307 19.16 19.16 19.54

5 318 19.54 19.16 18.79

4 338 20.29 19.16 18.03

5 350 21.42 19.91 18.03

4 355 n/a 20.29 18.41

5 368 n/a 21.42 18.79

4 383 n/a n/a 19.54

5 397 n/a n/a 20.665/6

Conditional Standard Error of Measurement at Cut Scores: List 4-5 S400 Paper

Proficiency


SEM

Table 8.5.1C

1/2

2/3

3/4

4/5


0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 8.5.1C

Test Characteristic Curve: List 4-5ABC S400 Paper

4-5A

4-5B

4-5C

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rma

tio

n

Ability Measure

Figure 8.5.1D

Test Information Function: List 4-5ABC S400 Paper

4-5A

4-5B

4-5C



Weighted

Reliability

A 13,281 0.768

B 23,672 0.668

C 40,639 0.618

0.659

Table 8.5.1D

Weighted Reliability: List 4-5 S400 Paper

Accuracy

0.502

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.990 0.000 0.010 0.989

2/3 0.940 0.000 0.060 0.915

3/4 0.857 0.088 0.055 0.788

4/5 0.783 0.135 0.083 0.719

5/6 0.835 0.093 0.071 0.769

0.248

0.536

Table 8.5.1Ei


Overall

Indices


0.415 0.220

0.455

0.748 0.613

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.085

- 0.204

0.270 0.194

0.311

Accuracy

0.499

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.983 0.000 0.017 0.980

2/3 0.938 0.011 0.050 0.905

3/4 0.859 0.077 0.063 0.795

4/5 0.799 0.101 0.100 0.735

5/6 0.824 0.109 0.067 0.757

0.272

0.443

Table 8.5.1Eii


Overall

Indices


0.411 0.225

0.371

0.769 0.632

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


- 0.260

0.432 0.265

0.316 0.225

0.347


8.5.2 Reading 4–5

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

166 186 206 226 246 266 286 306 326 346 366 386 406 426 446

Co

un

t

Scale Score

Figure 8.5.2A Scale Scores: Read 4-5 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.2B Proficiency Level: Read 4-5 S400 Paper


4 42,232 166 448 343.57 28.20

5 32,507 212 448 352.64 31.31

Total 74,739 166 448 347.51 29.94

Scale Score Descriptive Statistics: Read 4-5 S400 Paper

Table 8.5.2A

Table 8.5.2B


1 1,963 4.6% 2,372 7.3% 4,335 5.8%

2 3,796 9.0% 3,662 11.3% 7,458 10.0%

3 6,068 14.4% 6,431 19.8% 12,499 16.7%

4 6,556 15.5% 3,214 9.9% 9,770 13.1%

5 12,549 29.7% 8,646 26.6% 21,195 28.4%

6 11,300 26.8% 8,182 25.2% 19,482 26.1%

Total 42,232 100.0% 32,507 100.0% 74,739 100.0%

Level


Proficiency Level Distribution: Read 4-5 S400 Paper


4 291 11.96 13.52 19.24

5 302 11.70 12.48 16.38

4 316 11.96 11.44 14.04

5 328 12.48 10.92 12.48

4 336 13.00 10.92 11.70

5 350 14.56 11.18 10.92

4 343 n/a 10.92 11.18

5 355 n/a 11.44 10.66

4 360 n/a n/a 10.66

5 372 n/a n/a 10.66

1/2

2/3

3/4

4/5

5/6

Table 8.5.2C

Conditional Standard Error of Measurement at Cut Scores: Read 4-5 S400 Paper

Proficiency


SEM


0

3

6

9

12

15

18

21

24

27

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 8.5.2C

Test Characteristic Curve: Read 4-5ABC S400 Paper

4-5A

4-5B

4-5C

0

1

2

3

4

5

6

7

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 8.5.2D

Test Information Function: Read 4-5ABC S400 Paper

4-5A

4-5B

4-5C



Weighted

Reliability

A 13,037 0.848

B 22,775 0.809

C 38,926 0.773

0.797

Table 8.5.2D

Weighted Reliability: Read 4-5 S400 Paper

Accuracy

0.529

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.963 0.003 0.034 0.957

2/3 0.933 0.025 0.042 0.894

3/4 0.850 0.103 0.047 0.795

4/5 0.821 0.098 0.082 0.768

5/6 0.870 0.066 0.064 0.815

0.247

0.531

Table 8.5.2Ei


Overall

Indices


0.438 0.289

0.446

0.759 0.638

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.825 0.560

0.464 0.338

0.370 0.275

0.311

Accuracy

0.530

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.955 0.007 0.037 0.941

2/3 0.915 0.037 0.048 0.870

3/4 0.837 0.100 0.062 0.781

4/5 0.824 0.095 0.081 0.770

5/6 0.868 0.067 0.066 0.813

0.155

0.495

Table 8.5.2Eii


Overall

Indices


0.437 0.294

0.408

0.738 0.613

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.829 0.622

0.464 0.336

0.439 0.341

0.197


8.5.3 Writing 4–5

0

1,000

2,000

3,000

4,000

5,000

221 238 255 272 289 306 323 340 357 374 391

Co

un

t

Scale Score

Figure 8.5.3A Scale Scores: Writ 4-5 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.3B Proficiency Level: Writ 4-5 S400 Paper


4 44,328 221 398 350.66 24.98

5 33,801 227 400 353.81 25.33

Total 78,129 221 400 352.02 25.18

Scale Score Descriptive Statistics: Writ 4-5 S400 Paper

Table 8.5.3A

Table 8.5.3B


1 898 2.0% 1,037 3.1% 1,935 2.5%

2 1,798 4.1% 1,369 4.1% 3,167 4.1%

3 5,399 12.2% 7,405 21.9% 12,804 16.4%

4 30,812 69.5% 22,123 65.5% 52,935 67.8%

5 5,401 12.2% 1,867 5.5% 7,268 9.3%

6 20 0.0% 0 0.0% 20 0.0%

Total 44,328 100.0% 33,801 100.0% 78,129 100.0%

Level


Proficiency Level Distribution: Writ 4-5 S400 Paper


Tier A Tier B/C

4 275 9.02 6.53

5 287 9.64 6.84

4 308 11.82 8.40

5 319 11.82 8.40

4 340 11.51 8.09

5 350 11.19 7.77

4 371 9.95 7.15

5 381 9.64 6.84

4 394 9.02 6.53

5 403 9.02 6.53

Table 8.5.3C

Conditional Standard Error of Measurement at Cut Scores: Writ 4-5 S400 Paper

Proficiency


SEM

1/2

2/3

3/4

5/6

4/5

Figure 8.5.3C

n/a Figure 8.5.3D

n/a



Weighted

Reliability

A 13,495 0.8820.902

0.90664,634B/C

Table 8.5.3D

Weighted Reliability: Writ 4-5 S400 Paper

Accuracy

0.818

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.995 0.003 0.002 0.993

2/3 0.987 0.006 0.007 0.980

3/4 0.964 0.006 0.030 0.942

4/5 0.878 0.122 0.000 0.838

5/6 1.000 0.000 0.000 1.000

Indices at

Cut Points

Conditional

on Level

Cut Point

Accuracy

Consistency


0.874 0.796

0.779 0.653

0.860 0.706

0.813 0.810

- -

Table 8.5.3Ei


Overall

Indices


0.753 0.443

- 0.168

Accuracy

0.829

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.994 0.003 0.004 0.991

2/3 0.981 0.011 0.007 0.972

3/4 0.909 0.015 0.075 0.873

4/5 0.945 0.055 0.000 0.938

Consistency

Table 8.5.3Eii


Overall

Indices


0.776 0.530

0.905 0.847

AccuracyConditional

on Level

- 0.086

Indices at

Cut Points

Cut Point

Accuracy

0.669 0.538

0.854 0.686

0.819

Consistency

N/A N/A

0.830



0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

176 193 210 227 244 261 278 295 312 329 346 363 380 397

Co

un

t

Scale Score

Figure 8.5.4A Scale Scores: Spek 4-5 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.4B Proficiency Level: Spek 4-5 S400 Paper


4 44,032 176 403 363.11 54.20

5 33,579 177 403 365.40 55.92

Total 77,611 176 403 364.10 54.96

Scale Score Descriptive Statistics: Spek 4-5 S400 Paper

Table 8.5.4A

Table 8.5.4B


1 5,287 12.0% 4,174 12.4% 9,461 12.2%

2 5,853 13.3% 3,806 11.3% 9,659 12.4%

3 2,873 6.5% 1,915 5.7% 4,788 6.2%

4 2,746 6.2% 1,753 5.2% 4,499 5.8%

5 3,646 8.3% 2,487 7.4% 6,133 7.9%

6 23,627 53.7% 19,444 57.9% 43,071 55.5%

Total 44,032 100.0% 33,579 100.0% 77,611 100.0%

Level


Proficiency Level Distribution: Spek 4-5 S400 Paper


Tier A Tier B/C

4 299 19.39 19.39

5 305 19.90 19.90

4 329 22.45 22.45

5 333 22.96 22.96

4 348 23.98 23.98

5 350 23.98 23.98

4 371 23.98 23.98

5 374 23.98 23.98

4 391 25.00 25.00

5 394 25.00 25.00

Table 8.5.4C

Conditional Standard Error of Measurement at Cut Scores: Spek 4-5 S400 Paper

Proficiency


SEM

1/2

2/3

3/4

4/5

5/6

Figure 8.5.4C

n/a Figure 8.5.4D

n/a



Weighted

Reliability

A 13,384 0.9020.903

Table 8.5.4D

Weighted Reliability: Spek 4-5 S400 Paper

B/C 64,227 0.903

Accuracy

0.696

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.945 0.033 0.022 0.924

2/3 0.923 0.024 0.053 0.901

3/4 0.932 0.021 0.047 0.903

4/5 0.941 0.030 0.030 0.906

5/6 0.897 0.073 0.030 0.857

0.193

0.292

Table 8.5.4Ei


Overall

Indices


0.633 0.465

0.200

0.939 0.900

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.747 0.654

0.585 0.483

0.277 0.217

0.279

Accuracy

0.699

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.946 0.033 0.021 0.927

2/3 0.926 0.023 0.051 0.907

3/4 0.934 0.017 0.049 0.908

4/5 0.944 0.026 0.031 0.905

5/6 0.881 0.085 0.035 0.821

0.161

0.223

Table 8.5.4Eii


Overall

Indices


0.623 0.432

0.133

0.935 0.896

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.758 0.676

0.542 0.446

0.263 0.206

0.240


8.5.5 Oral Language Composite 4–5

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

174 194 214 234 254 274 294 314 334 354 374 394 414 434

Co

un

t

Scale Score

Figure 8.5.5A Scale Scores: Oral 4-5 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.5B Proficiency Level: Oral 4-5 S400 Paper


4 43,724 191 436 364.19 40.53

5 33,404 174 436 370.69 43.18

Total 77,128 174 436 367.01 41.83

Scale Score Descriptive Statistics: Oral 4-5 S400 Paper

Table 8.5.5A

Table 8.5.5B


1 1,911 4.4% 2,021 6.1% 3,932 5.1%

2 3,286 7.5% 2,440 7.3% 5,726 7.4%

3 6,061 13.9% 3,788 11.3% 9,849 12.8%

4 5,265 12.0% 3,738 11.2% 9,003 11.7%

5 14,750 33.7% 12,178 36.5% 26,928 34.9%

6 12,451 28.5% 9,239 27.7% 21,690 28.1%

Total 43,724 100.0% 33,404 100.0% 77,128 100.0%

Proficiency Level Distribution: Oral 4-5 S400 Paper

Level


Table 8.5.55C

n/a

Figure 8.5.55C

n/a Figure 8.5.55D

n/a



Listening 0.50 1561.651 0.659

Speaking 0.50 2983.671 0.903

Oral 1748.202 0.882


Table 8.5.5D

Oral Composite Reliability: Oral 4-5 S400 Paper

Accuracy

0.615

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.983 0.006 0.011 0.975

2/3 0.956 0.022 0.022 0.936

3/4 0.924 0.028 0.049 0.893

4/5 0.897 0.052 0.051 0.853

5/6 0.836 0.053 0.110 0.780

0.278

0.644

Table 8.5.5Ei


Overall

Indices


0.507 0.360

0.521

0.677 0.598

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.835 0.707

0.588 0.450

0.603 0.466

0.376

Accuracy

0.596

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.978 0.008 0.014 0.969

2/3 0.955 0.022 0.023 0.936

3/4 0.929 0.027 0.044 0.899

4/5 0.898 0.053 0.049 0.854

5/6 0.813 0.060 0.128 0.754

0.263

0.647

Table 8.5.5Eii


Overall

Indices


0.489 0.333

0.528

0.630 0.547

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.854 0.744

0.552 0.420

0.537 0.401

0.362


8.5.6 Literacy Composite 4–5

0

500

1,000

1,500

2,000

2,500

220 237 254 271 288 305 322 339 356 373 390 407

Co

un

t

Scale Score

Figure 8.5.6A Scale Scores: Litr 4-5 S400 Paper

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.6B Proficiency Level: Litr 4-5 S400 Paper


4 42,232 227 423 347.53 23.37

5 32,507 220 423 353.69 25.28

Total 74,739 220 423 350.21 24.41

Scale Score Descriptive Statistics: Litr 4-5 S400 Paper

Table 8.5.6A

Table 8.5.6B


1 853 2.0% 1,143 3.5% 1,996 2.7%

2 2,302 5.5% 2,421 7.4% 4,723 6.3%

3 6,935 16.4% 7,542 23.2% 14,477 19.4%

4 17,768 42.1% 12,521 38.5% 30,289 40.5%

5 11,371 26.9% 7,173 22.1% 18,544 24.8%

6 3,003 7.1% 1,707 5.3% 4,710 6.3%

Total 42,232 100.0% 32,507 100.0% 74,739 100.0%

Proficiency Level Distribution: Litr 4-5 S400 Paper

Level


Table 8.5.66C

n/a

Figure 8.5.66C

n/a Figure 8.5.66D

n/a



Reading 0.50 892.680 0.797

Writing 0.50 592.838 0.902

Literacy 590.684 0.899


Table 8.5.6D

Literacy Composite Reliability: Litr 4-5 S400 Paper

Accuracy

0.689

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.993 0.002 0.005 0.991

2/3 0.979 0.009 0.012 0.969

3/4 0.925 0.042 0.034 0.891

4/5 0.863 0.037 0.100 0.813

5/6 0.929 0.071 0.000 0.916

0.699

0.577

Table 8.5.6Ei


Overall

Indices


0.592 0.436

0.519

- 0.303

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.896 0.807

0.737 0.620

0.693 0.567

0.799

Accuracy

0.676

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.988 0.003 0.008 0.984

2/3 0.967 0.016 0.017 0.951

3/4 0.905 0.047 0.048 0.865

4/5 0.867 0.041 0.092 0.815

5/6 0.948 0.053 0.000 0.939

0.628

0.556

Table 8.5.6Eii


Overall

Indices


0.573 0.427

0.487

- 0.261

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.889 0.798

0.687 0.559

0.724 0.608

0.737


8.5.7 Comprehension Composite 4–5

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

213 233 253 273 293 313 333 353 373 393 413 433 453

Co

un

t

Scale Score

Figure 8.5.7A Scale Scores: Cphn 4-5 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.7B Proficiency Level: Cphn 4-5 S400 Paper


4 41,983 213 454 350.03 29.31

5 32,362 230 454 359.54 32.12

Total 74,345 213 454 354.17 30.93

Scale Score Descriptive Statistics: Cphn 4-5 S400 Paper

Table 8.5.7A

Table 8.5.7B


1 691 1.6% 1,159 3.6% 1,850 2.5%

2 3,301 7.9% 2,962 9.2% 6,263 8.4%

3 6,710 16.0% 5,918 18.3% 12,628 17.0%

4 7,024 16.7% 4,901 15.1% 11,925 16.0%

5 12,892 30.7% 8,947 27.6% 21,839 29.4%

6 11,365 27.1% 8,475 26.2% 19,840 26.7%

Total 41,983 100.0% 32,362 100.0% 74,345 100.0%

Proficiency Level Distribution: Cphn 4-5 S400 Paper

Level


Table 8.5.77C

n/a

Figure 8.5.77C

n/a Figure 8.5.77D

n/a



Listening 0.30 1561.651 0.659

Reading 0.70 892.680 0.797



Table 8.5.7D

Comprehension Composite Reliability: Cphn 4-5 S400 Paper

Accuracy

0.616

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.987 0.001 0.013 0.985

2/3 0.955 0.014 0.031 0.934

3/4 0.890 0.067 0.043 0.844

4/5 0.856 0.073 0.071 0.808

5/6 0.893 0.054 0.053 0.847

0.313

0.606

Table 8.5.7Ei


Overall

Indices


0.517 0.376

0.511

0.804 0.702

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.839 0.559

0.638 0.498

0.519 0.398

0.402

Accuracy

0.603

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.003 0.017 0.974

2/3 0.948 0.021 0.031 0.922

3/4 0.879 0.071 0.050 0.833

4/5 0.857 0.067 0.076 0.809

5/6 0.892 0.056 0.052 0.846

0.281

0.563

Table 8.5.7Eii


Overall

Indices


0.504 0.371

0.468

0.799 0.692

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.857 0.678

0.602 0.461

0.534 0.416

0.362


8.5.8 Overall Composite 4–5

0

500

1,000

1,500

2,000

219 236 253 270 287 304 321 338 355 372 389 406 423

Co

un

t

Scale Score

Figure 8.5.8A Scale Scores: Over 4-5 S400 Paper

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.5.8B Proficiency Level: Over 4-5 S400 Paper


4 41,726 219 425 352.42 26.76

5 32,179 221 425 358.67 28.97

Total 73,905 219 425 355.14 27.91

Scale Score Descriptive Statistics: Over 4-5 S400 Paper

Table 8.5.8A

Table 8.5.8B


1 1,158 2.8% 1,363 4.2% 2,521 3.4%

2 2,303 5.5% 2,247 7.0% 4,550 6.2%

3 6,078 14.6% 5,108 15.9% 11,186 15.1%

4 13,202 31.6% 10,380 32.3% 23,582 31.9%

5 14,011 33.6% 10,105 31.4% 24,116 32.6%

6 4,974 11.9% 2,976 9.2% 7,950 10.8%

Total 41,726 100.0% 32,179 100.0% 73,905 100.0%

Proficiency Level Distribution: Over 4-5 S400 Paper

Level


Table 8.5.88C

n/a

Figure 8.5.88C

n/a Figure 8.5.88D

n/a



Listening 0.15 1561.651 0.659

Reading 0.35 892.680 0.797

Speaking 0.15 2983.671 0.903

Writing 0.35 592.838 0.902



Table 8.5.8D

Overall Composite Reliability: Over 4-5 S400 Paper

Accuracy

0.706

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.993 0.002 0.005 0.991

2/3 0.982 0.009 0.009 0.973

3/4 0.944 0.031 0.025 0.919

4/5 0.907 0.029 0.064 0.872

5/6 0.881 0.119 0.000 0.872

- 0.452

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.921 0.862

0.757 0.656

0.733 0.620

0.804 0.710

0.626

Table 8.5.8Ei


Overall

Indices


0.631 0.504

0.604

Accuracy

0.709

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.990 0.003 0.007 0.986

2/3 0.976 0.012 0.012 0.966

3/4 0.937 0.035 0.029 0.910

4/5 0.898 0.030 0.072 0.860

5/6 0.908 0.092 0.000 0.893

- 0.354

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.914 0.854

0.744 0.639

0.717 0.602

0.788 0.686

0.633

Table 8.5.8Eii


Overall

Indices


0.620 0.495

0.592


8.6 Grades: 6–8


0

1,000

2,000

3,000

4,000

5,000

6,000

132 162 192 222 252 282 312 342 372 402 432 462

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.6.1B Proficiency Level: List 6-8 S400 Paper


6 25,093 178 473 374.20 44.51

7 23,141 178 473 379.66 47.87

8 22,752 132 473 386.25 49.49

Total 70,986 132 473 379.84 47.51


Table 8.6.1A


1 698 2.8% 1,047 4.5% 1,447 6.4% 3,192 4.5%

2 2,892 11.5% 3,316 14.3% 3,552 15.6% 9,760 13.7%

3 4,210 16.8% 3,977 17.2% 2,555 11.2% 10,742 15.1%

4 4,823 19.2% 4,228 18.3% 4,420 19.4% 13,471 19.0%

5 7,124 28.4% 6,022 26.0% 5,072 22.3% 18,218 25.7%

6 5,346 21.3% 4,551 19.7% 5,706 25.1% 15,603 22.0%

Total 25,093 100.0% 23,141 100.0% 22,752 100.0% 70,986 100.0%

Table 8.6.1B


Level




6 283 21.04 19.54 23.67

7 293 20.66 18.79 21.79

8 302 20.29 18.41 20.66

6 328 20.29 18.03 18.41

7 337 20.66 18.41 18.03

8 345 21.04 18.79 17.66

6 359 22.17 19.54 17.66

7 368 23.29 20.29 18.03

8 375 24.05 21.04 18.03

6 380 n/a 21.79 18.41

7 390 n/a 23.29 19.16

8 399 n/a 24.42 19.91

6 409 n/a n/a 21.04

7 418 n/a n/a 22.54

8 426 n/a n/a 23.67

Table 8.6.1C

2/3

3/4

4/5

5/6


Proficiency


SEM

1/2


0

3

6

9

12

15

18

21

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.6.1C


6-8A

6-8B

6-8C

0

1

2

3

4

5

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7

Info

rmati

on

Ability Measure

Figure 8.6.1D


6-8A

6-8B

6-8C



Weighted

Reliability

A 16,796 0.734

B 21,402 0.653

C 32,786 0.607

Table 8.6.1D


0.651

Accuracy

0.446

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.973 0.001 0.026 0.961

2/3 0.896 0.031 0.073 0.846

3/4 0.818 0.094 0.087 0.748

4/5 0.785 0.124 0.092 0.716

5/6 0.855 0.091 0.054 0.791

0.249

0.460

Table 8.6.1Ei


Overall

Indices


0.354 0.192

0.378

0.694 0.509

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.655 0.262

0.480 0.321

0.343 0.261

0.309

Accuracy

0.430

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.958 0.004 0.038 0.937

2/3 0.873 0.042 0.085 0.817

3/4 0.812 0.099 0.089 0.741

4/5 0.791 0.124 0.085 0.724

5/6 0.862 0.085 0.054 0.798

0.237

0.446

Table 8.6.1Eii


Overall

Indices


0.341 0.188

0.360

0.676 0.488

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.633 0.299

0.466 0.332

0.326 0.253

0.294


Accuracy

0.430

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.939 0.005 0.055 0.916

2/3 0.864 0.041 0.094 0.810

3/4 0.829 0.104 0.067 0.759

4/5 0.804 0.121 0.075 0.739

5/6 0.849 0.103 0.048 0.791

0.262

0.391

Table 8.6.1Eiii


Overall

Indices


0.354 0.205

0.314

0.755 0.583

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.610 0.316

0.458 0.347

0.224 0.172

0.334


8.6.2 Reading 6–8

0

500

1,000

1,500

2,000

2,500

3,000

3,500

183 205 227 249 271 293 315 337 359 381 403 425 447

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.6.2B Proficiency Level: Read 6-8 S400

Paper


6 23,619 183 438 349.99 23.14

7 21,959 256 438 355.49 25.20

8 21,698 236 458 361.87 26.58

Total 67,276 183 458 355.61 25.43


Table 8.6.2A


1 1,415 6.0% 2,147 9.8% 2,712 12.5% 6,274 9.3%

2 5,468 23.2% 5,700 26.0% 5,978 27.6% 17,146 25.5%

3 7,488 31.7% 6,266 28.5% 5,326 24.5% 19,080 28.4%

4 3,170 13.4% 2,864 13.0% 1,954 9.0% 7,988 11.9%

5 4,425 18.7% 3,595 16.4% 4,061 18.7% 12,081 18.0%

6 1,653 7.0% 1,387 6.3% 1,667 7.7% 4,707 7.0%

Total 23,619 100.0% 21,959 100.0% 21,698 100.0% 67,276 100.0%

Table 8.6.2B


Level




6 312 11.96 13.78 15.60

7 321 11.70 12.74 14.04

8 329 11.70 11.96 12.74

6 340 11.70 11.18 11.70

7 349 12.22 10.92 11.18

8 358 12.74 10.92 10.92

6 360 13.00 10.92 10.92

7 369 13.78 10.92 10.66

8 376 14.82 11.44 10.92

6 366 n/a 10.92 10.66

7 375 n/a 11.18 10.92

8 382 n/a 11.70 10.92

6 382 n/a n/a 10.92

7 391 n/a n/a 11.44

8 398 n/a n/a 11.96

1/2


Proficiency


SEM

Table 8.6.2C

2/3

3/4

4/5

5/6


0

3

6

9

12

15

18

21

24

27

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.6.2C


6-8A

6-8B

6-8C

0

1

2

3

4

5

6

7

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 8.6.2D


6-8A

6-8B

6-8C



Weighted

Reliability

A 16,210 0.770

B 19,737 0.794

C 31,327 0.748

0.767

Table 8.6.2D


Accuracy

0.543

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.960 0.009 0.031 0.943

2/3 0.871 0.058 0.071 0.817

3/4 0.831 0.107 0.062 0.776

4/5 0.857 0.083 0.060 0.804

5/6 0.946 0.040 0.014 0.918

0.219

0.509

Table 8.6.2Ei


Overall

Indices


0.434 0.275

0.392

0.683 0.420

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.762 0.530

0.634 0.507

0.543 0.455

0.281

Accuracy

0.527

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.942 0.015 0.043 0.918

2/3 0.863 0.064 0.073 0.805

3/4 0.831 0.108 0.060 0.778

4/5 0.858 0.080 0.062 0.806

5/6 0.945 0.041 0.013 0.915

0.218

0.457

Table 8.6.2Eii


Overall

Indices


0.421 0.267

0.349

0.623 0.349

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.782 0.586

0.620 0.501

0.498 0.413

0.279


Accuracy

0.524

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.931 0.019 0.049 0.904

2/3 0.859 0.066 0.075 0.800

3/4 0.842 0.097 0.062 0.785

4/5 0.853 0.094 0.053 0.802

5/6 0.933 0.051 0.016 0.901

0.151

0.492

Table 8.6.2Eiii


Overall

Indices


0.422 0.275

0.387

0.622 0.368

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.797 0.623

0.616 0.503

0.457 0.367

0.195


8.6.3 Writing 6–8

0500

1,0001,5002,0002,5003,0003,5004,0004,500

233 248 263 278 293 308 323 338 353 368 383 398

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



6 25,286 233 401 352.22 26.40

7 23,338 239 402 353.71 26.19

8 22,975 245 407 356.09 25.50

Total 71,599 233 407 353.95 26.09


Table 8.6.3A


1 979 3.9% 1,558 6.7% 2,146 9.3% 4,683 6.5%

2 2,678 10.6% 2,761 11.8% 3,814 16.6% 9,253 12.9%

3 9,399 37.2% 13,504 57.9% 15,435 67.2% 38,338 53.5%

4 12,113 47.9% 5,506 23.6% 1,580 6.9% 19,199 26.8%

5 117 0.5% 9 0.0% 0 0.0% 126 0.2%

6 0 0.0% 0 0.0% 0 0.0% 0 0.0%

Total 25,286 100.0% 23,338 100.0% 22,975 100.0% 71,599 100.0%

Table 8.6.3B


Level



Tier A Tier B/C

6 298 9.02 6.84

7 308 9.64 7.77

8 318 11.19 8.40

6 329 11.82 8.40

7 339 12.13 8.09

8 348 11.82 8.09

6 361 11.51 7.77

7 371 11.19 7.46

8 381 10.57 7.15

6 391 10.26 6.84

7 399 9.64 6.53

8 408 9.33 6.53

6 412 9.02 6.53

7 420 9.02 6.84

8 428 9.33 8.09

Table 8.6.3C

1/2


Proficiency


SEM

2/3

3/4

4/5

5/6

Figure 8.6.33C

n/a Figure 8.6.3D

n/a



Weighted

Reliability

A 17,007 0.859

Table 8.6.3D


0.91454,592B/C0.901

Accuracy

0.725

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.988 0.008 0.005 0.981

2/3 0.967 0.012 0.021 0.954

3/4 0.775 0.043 0.182 0.690

4/5 0.995 0.005 0.000 0.995

Consistency

Table 8.6.3Ei


Overall

Indices


0.622 0.386

0.815 0.719

AccuracyConditional

on Level

- 0.000

Indices at

Cut Points

Cut Point

Accuracy

0.823 0.725

0.734 0.521

0.671

Consistency

N/A N/A

0.700

Accuracy

0.709

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.984 0.008 0.008 0.977

2/3 0.962 0.012 0.025 0.946

3/4 0.764 0.236 0.000 0.704

0.807

Conditional

on Level

N/A N/A

Indices at

Cut Points

Table 8.6.3Eii


Overall

Indices


0.628 0.353

N/A N/A

0.809

- 0.350

0.698

Cut Point

Accuracy

Consistency

0.683 0.685


0.878


Accuracy

0.854

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.978 0.011 0.011 0.969

2/3 0.944 0.017 0.039 0.921

3/4 0.931 0.069 0.000 0.901

Conditional

on Level

-

N/A

0.120

N/A

N/AN/A

Cut Point

Accuracy

Consistency

Indices at

Cut Points


0.885

Table 8.6.3Eiii


Overall

Indices


0.792 0.571

0.819

0.807 0.692

0.859 0.847



0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

178 195 212 229 246 263 280 297 314 331 348 365 382 399 416

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



6 25,053 178 416 378.77 61.79

7 23,094 179 416 379.29 61.40

8 22,711 180 416 381.02 59.65

Total 70,858 178 416 379.66 60.99


Table 8.6.4A


1 2,981 11.9% 3,043 13.2% 2,816 12.4% 8,840 12.5%

2 1,102 4.4% 1,300 5.6% 1,658 7.3% 4,060 5.7%

3 1,969 7.9% 1,891 8.2% 1,380 6.1% 5,240 7.4%

4 2,628 10.5% 1,485 6.4% 1,489 6.6% 5,602 7.9%

5 1,277 5.1% 1,048 4.5% 929 4.1% 3,254 4.6%

6 15,096 60.3% 14,327 62.0% 14,439 63.6% 43,862 61.9%

Total 25,053 100.0% 23,094 100.0% 22,711 100.0% 70,858 100.0%

Table 8.6.4B


Level



Tier A Tier B/C

6 310 21.43 21.43

7 314 21.43 21.43

8 317 21.94 21.94

6 337 23.47 23.47

7 340 23.47 23.47

8 344 23.47 23.47

6 353 23.47 23.47

7 358 22.96 22.96

8 361 22.96 22.96

6 377 21.94 21.94

7 380 21.94 21.94

8 384 21.94 21.94

6 397 21.94 21.94

7 400 21.43 21.43

8 404 21.94 21.94

Table 8.6.4C

2/3

3/4

4/5

5/6


1/2

SEMProficiency


Figure 8.6.4C

n/a Figure 8.6.4D

n/a



Weighted

Reliability

A 16,816 0.895

Table 8.6.4D


0.9110.91554,042B/C

Accuracy

0.725

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.964 0.022 0.014 0.947

2/3 0.942 0.034 0.024 0.925

3/4 0.924 0.022 0.055 0.905

4/5 0.900 0.013 0.087 0.858

5/6 0.876 0.038 0.086 0.762

0.229

0.092

Table 8.6.4Ei


Overall

Indices


0.606 0.375

0.064

0.867 0.830

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.824 0.745

0.280 0.215

0.386 0.299

0.345

Accuracy

0.745

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.957 0.026 0.017 0.940

2/3 0.938 0.032 0.030 0.921

3/4 0.926 0.018 0.056 0.907

4/5 0.928 0.015 0.057 0.889

5/6 0.900 0.047 0.053 0.796

0.169

0.103

Table 8.6.4Eii


Overall

Indices


0.637 0.417

0.062

0.915 0.878

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.816 0.741

0.331 0.260

0.399 0.315

0.251


Accuracy

0.746

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.955 0.028 0.017 0.939

2/3 0.938 0.026 0.036 0.922

3/4 0.933 0.018 0.049 0.913

4/5 0.936 0.015 0.048 0.898

5/6 0.900 0.058 0.042 0.797

0.187

0.102

Table 8.6.4Eiii


Overall

Indices


0.638 0.415

0.057

0.932 0.897

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.795 0.721

0.428 0.342

0.308 0.244

0.284



0

1,000

2,000

3,000

4,000

5,000

178 198 218 238 258 278 298 318 338 358 378 398 418 438

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



6 24,892 178 445 376.93 47.61

7 22,930 195 445 379.90 49.36

8 22,528 195 445 384.12 49.27

Total 70,350 178 445 380.20 48.81


Table 8.6.5A


1 1,972 7.9% 2,174 9.5% 2,121 9.4% 6,267 8.9%

2 1,684 6.8% 1,815 7.9% 2,047 9.1% 5,546 7.9%

3 2,300 9.2% 2,046 8.9% 1,944 8.6% 6,290 8.9%

4 3,186 12.8% 2,822 12.3% 3,204 14.2% 9,212 13.1%

5 8,453 34.0% 7,330 32.0% 6,610 29.3% 22,393 31.8%

6 7,297 29.3% 6,743 29.4% 6,602 29.3% 20,642 29.3%

Total 24,892 100.0% 22,930 100.0% 22,528 100.0% 70,350 100.0%

Table 8.6.5B


Level


Table 8.6.5C

n/a

Figure 8.6.5C

n/a Figure 8.6.5D

n/a



Listening 0.50 2274.197 0.651

Speaking 0.50 3662.433 0.911

Oral 2382.977 0.883


Table 8.6.5D

Oral Composite Reliability: Oral 6-8 S303

Accuracy

0.573

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.975 0.009 0.015 0.965

2/3 0.956 0.021 0.022 0.937

3/4 0.932 0.028 0.040 0.904

4/5 0.892 0.048 0.060 0.846

5/6 0.785 0.059 0.156 0.727

0.600 0.529

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.874 0.782

0.515 0.384

0.468 0.340

0.403 0.290

0.580

Table 8.6.5Ei


Overall

Indices


0.473 0.313

0.469

Accuracy

0.570

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.970 0.012 0.018 0.957

2/3 0.951 0.022 0.027 0.929

3/4 0.930 0.030 0.039 0.900

4/5 0.892 0.049 0.059 0.845

5/6 0.790 0.066 0.144 0.731

0.274

0.555

Table 8.6.5Eii


Overall

Indices


0.470 0.317

0.449

0.613 0.538

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.864 0.772

0.524 0.395

0.426 0.308

0.388


Accuracy

0.568

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.967 0.014 0.019 0.952

2/3 0.945 0.023 0.032 0.922

3/4 0.927 0.033 0.041 0.895

4/5 0.886 0.052 0.062 0.838

5/6 0.804 0.073 0.123 0.744

0.304

0.523

Table 8.6.5Eiii


Overall

Indices


0.465 0.318

0.421

0.641 0.557

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.842 0.742

0.543 0.414

0.386 0.280

0.423



0

500

1,000

1,500

2,000

2,500

245 259 273 287 301 315 329 343 357 371 385 399 413

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Grade

No. of


9 23,397 256 454 380.24 35.99

10 17,967 260 455 384.80 33.02

11 14,036 260 459 389.82 30.83

12 9,734 268 459 394.36 27.64

Total 65,134 256 459 385.67 33.33


Table 8.7.8A


1 914 3.9% 1,436 6.5% 1,903 8.8% 4,253 6.3%

2 3,353 14.2% 4,016 18.3% 4,665 21.5% 12,034 17.9%

3 10,150 43.0% 10,523 47.9% 11,392 52.5% 32,065 47.7%

4 7,949 33.7% 5,118 23.3% 3,218 14.8% 16,285 24.2%

5 1,159 4.9% 815 3.7% 500 2.3% 2,474 3.7%

6 94 0.4% 51 0.2% 20 0.1% 165 0.2%

Total 23,619 100.0% 21,959 100.0% 21,698 100.0% 67,276 100.0%

Table 8.6.6B


Level


Table 8.6.6C

n/a

Figure 8.6.6C

n/a Figure 8.6.6D

n/a



Reading 0.50 646.253 0.767

Writing 0.50 633.124 0.901

Literacy 510.632 0.896


Table 8.6.6D


Accuracy

0.750

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.984 0.008 0.008 0.981

2/3 0.946 0.027 0.027 0.926

3/4 0.865 0.051 0.084 0.813

4/5 0.947 0.053 0.000 0.930

5/6 0.996 0.004 0.000 0.999

0.626

-

Table 8.6.6Ei


Overall

Indices


0.658 0.495

0.183

- 0.996

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.797 0.757

0.773 0.664

0.810 0.711

0.681

Accuracy

0.738

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.976 0.010 0.014 0.969

2/3 0.931 0.034 0.035 0.904

3/4 0.864 0.056 0.081 0.812

4/5 0.961 0.039 0.000 0.953

5/6 0.998 0.002 0.000 1.000

0.530

-

Table 8.6.6Eii


Overall

Indices


0.648 0.483

0.175

- 1.000

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.834 0.767

0.755 0.647

0.805 0.719

0.606


Accuracy

0.747

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.971 0.011 0.017 0.961

2/3 0.921 0.038 0.041 0.888

3/4 0.873 0.057 0.069 0.825

4/5 0.976 0.024 0.000 0.973

5/6 0.999 0.001 0.000 1.000

0.409

-

Table 8.6.6Eiii

Accuracy and Consistency of Classification Indices:Litr (Grade 8) S400 Paper

Overall

Indices


0.658 0.480

0.127

- 1.000

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.862 0.781

0.750 0.644

0.812 0.745

0.509



0

500

1,000

1,500

2,000

2,500

212 232 252 272 292 312 332 352 372 392 412 432 452

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.6.7B Proficiency Level: Cphn 6-8 S400

Paper


6 23,496 212 449 357.42 27.04

7 21,832 253 449 362.97 29.55

8 21,554 253 463 369.41 30.97

Total 66,882 212 463 363.10 29.59


Table 8.6.7A


1 793 3.4% 1,455 6.7% 1,705 7.9% 3,953 5.9%

2 3,709 15.8% 4,004 18.3% 4,353 20.2% 12,066 18.0%

3 6,943 29.5% 6,136 28.1% 5,063 23.5% 18,142 27.1%

4 4,166 17.7% 3,728 17.1% 3,516 16.3% 11,410 17.1%

5 5,367 22.8% 4,214 19.3% 4,632 21.5% 14,213 21.3%

6 2,518 10.7% 2,295 10.5% 2,285 10.6% 7,098 10.6%

Total 23,496 100.0% 21,832 100.0% 21,554 100.0% 66,882 100.0%

Table 8.6.7B


Level


Table 8.6.7C

n/a

Figure 8.6.7C

n/a Figure 8.6.7D

n/a



Listening 0.30 2274.197 0.651

Reading 0.70 646.253 0.767



Table 8.6.7D


Accuracy

0.592

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.979 0.004 0.017 0.972

2/3 0.917 0.036 0.047 0.880

3/4 0.858 0.079 0.063 0.806

4/5 0.866 0.069 0.064 0.816

5/6 0.936 0.043 0.021 0.906

0.306

0.574

Table 8.6.7Ei


Overall

Indices


0.482 0.344

0.463

0.752 0.561

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.807 0.594

0.671 0.536

0.614 0.512

0.391

Accuracy

0.571

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.964 0.008 0.027 0.951

2/3 0.906 0.043 0.051 0.865

3/4 0.859 0.077 0.064 0.808

4/5 0.870 0.066 0.063 0.821

5/6 0.930 0.048 0.022 0.899

0.300

0.510

Table 8.6.7Eii


Overall

Indices


0.462 0.331

0.404

0.720 0.518

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.826 0.652

0.641 0.516

0.588 0.484

0.386


Accuracy

0.556

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.960 0.011 0.028 0.945

2/3 0.903 0.043 0.054 0.861

3/4 0.861 0.076 0.063 0.809

4/5 0.861 0.073 0.066 0.811

5/6 0.921 0.052 0.028 0.885

0.281

0.523

Table 8.6.7Eiii


Overall

Indices


0.448 0.320

0.424

0.663 0.462

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.820 0.661

0.660 0.536

0.521 0.415

0.361



0

500

1,000

1,500

2,000

237 252 267 282 297 312 327 342 357 372 387 402 417

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



6 23,311 237 427 359.13 27.53

7 21,632 237 425 362.46 28.82

8 21,347 253 427 366.78 29.08

Total 66,290 237 427 362.68 28.63


Table 8.6.8A


1 1,268 5.4% 1,594 7.4% 1,838 8.6% 4,700 7.1%

2 2,257 9.7% 2,589 12.0% 2,881 13.5% 7,727 11.7%

3 5,046 21.6% 5,712 26.4% 5,919 27.7% 16,677 25.2%

4 9,748 41.8% 7,980 36.9% 7,936 37.2% 25,664 38.7%

5 4,529 19.4% 3,487 16.1% 2,626 12.3% 10,642 16.1%

6 463 2.0% 270 1.2% 147 0.7% 880 1.3%

Total 23,311 100.0% 21,632 100.0% 21,347 100.0% 66,290 100.0%

Table 8.6.8B


Level


Table 8.6.8C

n/a

Figure 8.6.8C

n/a Figure 8.6.8D

n/a



Listening 0.15 2274.197 0.651

Reading 0.35 646.253 0.767

Speaking 0.15 3662.433 0.911

Writing 0.35 633.124 0.901



Table 8.6.8D


Accuracy

0.717

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.988 0.004 0.008 0.983

2/3 0.969 0.016 0.015 0.955

3/4 0.927 0.033 0.039 0.897

4/5 0.853 0.048 0.099 0.803

5/6 0.980 0.020 0.000 0.979

- 0.152

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.913 0.857

0.765 0.666

0.769 0.662

0.766 0.661

0.553

Table 8.6.8Ei


Overall

Indices


0.626 0.490

0.477

Accuracy

0.717

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.982 0.007 0.011 0.976

2/3 0.960 0.020 0.020 0.942

3/4 0.914 0.039 0.047 0.879

4/5 0.872 0.051 0.077 0.827

5/6 0.988 0.012 0.000 0.988

- 0.500

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.904 0.845

0.750 0.647

0.771 0.669

0.724 0.625

0.553

Table 8.6.8Eii


Overall

Indices


0.622 0.498

0.459


Accuracy

0.718

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.008 0.012 0.972

2/3 0.955 0.023 0.022 0.937

3/4 0.912 0.035 0.053 0.876

4/5 0.870 0.130 0.000 0.842

5/6 0.993 0.007 0.000 0.993

- 0.886

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.902 0.845

0.754 0.653

0.780 0.675

0.649 0.629

-

Table 8.6.8Eiii


Overall

Indices


0.630 0.501

0.364


8.7 Grades: 9–12


0

1,000

2,000

3,000

4,000

5,000

136 161 186 211 236 261 286 311 336 361 386 411 436 461 486

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.7.1B Proficiency Level: List 9-12 S400

Paper


9 25,126 136 499 376.56 49.49

10 19,303 203 499 381.43 46.39

11 14,994 224 499 385.74 44.91

12 10,379 224 499 391.36 41.22

Total 69,802 136 499 382.08 46.79


Table 8.7.1A

Table 8.7.1B


1 3,021 12.0% 2,375 12.3% 2,106 14.0% 1,367 13.2% 8,869 12.7%

2 4,618 18.4% 3,050 15.8% 1,874 12.5% 1,197 11.5% 10,739 15.4%

3 3,436 13.7% 3,538 18.3% 2,577 17.2% 2,339 22.5% 11,890 17.0%

4 5,204 20.7% 4,293 22.2% 3,968 26.5% 2,850 27.5% 16,315 23.4%

5 6,336 25.2% 3,963 20.5% 2,671 17.8% 1,331 12.8% 14,301 20.5%

6 2,511 10.0% 2,084 10.8% 1,798 12.0% 1,295 12.5% 7,688 11.0%

Total 25,126 100.0% 19,303 100.0% 14,994 100.0% 10,379 100.0% 69,802 100.0%


Level

TotalGrade 12Grade 11Grade 10Grade 9



9 312 20.66 21.04 22.17

10 322 20.66 20.29 21.04

11 332 21.04 19.91 19.91

12 343 21.42 19.54 19.16

9 352 22.17 19.54 18.41

10 358 22.92 19.54 18.41

11 363 23.29 19.54 18.03

12 366 23.67 19.54 18.03

9 381 25.92 19.54 18.03

10 386 26.68 19.91 18.03

11 389 27.05 19.91 18.03

12 391 27.80 19.91 18.03

9 406 n/a 20.66 18.79

10 412 n/a 21.42 19.16

11 416 n/a 21.79 19.54

12 418 n/a 21.79 19.54

9 432 n/a n/a 21.04

10 436 n/a n/a 21.42

11 438 n/a n/a 21.79

12 439 n/a n/a 22.17

Table 8.7.1C

2/3

3/4

4/5

5/6


Proficiency


SEM

1/2


0

3

6

9

12

15

18

21

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Ex

pec

ted

Ra

w S

core

Ability Measure

Figure 8.7.1C


9-12A

9-12B

9-12C

0

1

2

3

4

5

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

Info

rma

tio

n

Ability Measure

Figure 8.7.1D


9-12A

9-12B

9-12C



Weighted

Reliability

A 18,892 0.639

B 20,988 0.651

C 29,920 0.611

0.631

Table 8.7.1D


Accuracy

0.400

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.913 0.021 0.065 0.880

2/3 0.854 0.049 0.097 0.791

3/4 0.813 0.108 0.079 0.734

4/5 0.780 0.144 0.076 0.718

5/6 0.896 0.083 0.021 0.834

0.264

0.467

Table 8.7.1Ei


Overall

Indices


0.309 0.164

0.387

0.447 0.252

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.719 0.501

0.452 0.338

0.246 0.184

0.323

Accuracy

0.398

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.917 0.018 0.066 0.884

2/3 0.853 0.055 0.092 0.788

3/4 0.802 0.106 0.092 0.727

4/5 0.793 0.138 0.068 0.731

5/6 0.895 0.088 0.018 0.842

0.285

0.405

Table 8.7.1Eii


Overall

Indices


0.313 0.167

0.325

0.538 0.295

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.764 0.530

0.394 0.287

0.321 0.246

0.345


Accuracy

0.393

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.911 0.018 0.071 0.876

2/3 0.863 0.054 0.082 0.797

3/4 0.799 0.109 0.092 0.722

4/5 0.789 0.134 0.077 0.725

5/6 0.883 0.103 0.014 0.829

0.332

0.340

Table 8.7.1Eiii


Overall

Indices


0.312 0.165

0.275

0.541 0.299

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.791 0.567

0.324 0.229

0.305 0.230

0.396

Accuracy

0.395

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.912 0.023 0.065 0.872

2/3 0.854 0.056 0.090 0.792

3/4 0.790 0.091 0.119 0.717

4/5 0.814 0.105 0.081 0.741

5/6 0.881 0.110 0.010 0.836

0.344

0.265

Table 8.7.1Eiv


Overall

Indices


0.316 0.161

0.206

0.609 0.332

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.743 0.514

0.289 0.206

0.382 0.300

0.413


8.7.2 Reading 9–12

0

500

1,000

1,500

2,000

2,500

3,000

233 254 275 296 317 338 359 380 401 422 443 464

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.7.2B Proficiency Level: Read 9-12 S400 Paper


9 24,028 246 468 373.41 31.86

10 18,436 246 468 377.66 31.57

11 14,448 268 468 382.91 31.05

12 10,016 233 468 385.64 29.92

Total 66,928 233 468 378.46 31.66


Table 8.7.2A

Table 8.7.2B


1 3,022 12.6% 2,270 12.3% 1,623 11.2% 1,142 11.4% 8,057 12.0%

2 5,745 23.9% 4,995 27.1% 3,712 25.7% 2,406 24.0% 16,858 25.2%

3 4,170 17.4% 2,399 13.0% 1,597 11.1% 1,115 11.1% 9,281 13.9%

4 2,699 11.2% 2,566 13.9% 1,979 13.7% 1,074 10.7% 8,318 12.4%

5 3,969 16.5% 2,859 15.5% 2,411 16.7% 2,253 22.5% 11,492 17.2%

6 4,423 18.4% 3,347 18.2% 3,126 21.6% 2,026 20.2% 12,922 19.3%

Total 24,028 100.0% 18,436 100.0% 14,448 100.0% 10,016 100.0% 66,928 100.0%

Total


Level




9 336 11.96 11.70 14.82

10 341 11.70 11.44 14.04

11 346 11.70 11.18 13.26

12 350 11.70 10.92 12.74

9 364 11.96 10.92 11.44

10 370 12.48 10.92 10.92

11 374 12.74 11.18 10.66

12 376 13.00 11.18 10.66

9 381 13.52 11.44 10.40

10 383 13.78 11.70 10.40

11 384 13.78 11.70 10.40

12 385 14.04 11.70 10.40

9 387 n/a 11.96 10.40

10 390 n/a 12.22 10.40

11 392 n/a 12.48 10.40

12 393 n/a 12.48 10.40

9 402 n/a n/a 10.66

10 406 n/a n/a 10.92

11 407 n/a n/a 10.92

12 408 n/a n/a 11.18

1/2


Proficiency


SEM

Table 8.7.2C

2/3

3/4

4/5

5/6


0

3

6

9

12

15

18

21

24

27

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9

Exp

ecte

d R

aw

Sco

re

Ability Measure

Figure 8.7.2C


9-12A

9-12B

9-12C

0

1

2

3

4

5

6

7

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9

Info

rma

tio

n

Ability Measure

Figure 8.7.2D


9-12A

9-12B

9-12C



Weighted

Reliability

A 18,634 0.791

B 19,965 0.813

C 28,324 0.798

0.800

Table 8.7.2D


Accuracy

0.516

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.917 0.024 0.058 0.885

2/3 0.868 0.068 0.064 0.811

3/4 0.845 0.103 0.052 0.795

4/5 0.854 0.081 0.065 0.805

5/6 0.906 0.054 0.040 0.864

0.194

0.404

Table 8.7.2Ei


Overall

Indices


0.423 0.295

0.314

0.765 0.620

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.734 0.547

0.555 0.448

0.357 0.280

0.251

Accuracy

0.515

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.908 0.028 0.064 0.873

2/3 0.861 0.077 0.061 0.803

3/4 0.845 0.105 0.050 0.796

4/5 0.861 0.072 0.067 0.814

5/6 0.916 0.049 0.035 0.876

0.243

0.400

Table 8.7.2Eii


Overall

Indices


0.424 0.293

0.308

0.790 0.647

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.677 0.483

0.570 0.472

0.274 0.212

0.315


Accuracy

0.515

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.910 0.025 0.065 0.876

2/3 0.858 0.083 0.059 0.800

3/4 0.844 0.101 0.055 0.793

4/5 0.856 0.079 0.066 0.806

5/6 0.905 0.053 0.042 0.862

0.231

0.406

Table 8.7.2Eiii


Overall

Indices


0.427 0.294

0.314

0.795 0.668

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.652 0.448

0.547 0.454

0.235 0.180

0.298

Accuracy

0.512

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.912 0.026 0.062 0.878

2/3 0.859 0.081 0.060 0.801

3/4 0.848 0.093 0.059 0.792

4/5 0.846 0.097 0.057 0.796

5/6 0.900 0.050 0.050 0.856

0.512 0.404

Conditional

on Level

Indices at

Cut Points

0.180

0.227 0.175

0.754 0.625

Cut Point

Accuracy

Consistency


0.663 0.463

0.531 0.434

0.238

Table 8.7.2Eiv


Overall

Indices


0.421 0.289


8.7.3 Writing 9–12

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

251 269 287 305 323 341 359 377 395 413 431 449

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



9 25,569 251 446 386.56 36.02

10 19,542 257 451 390.30 34.32

11 15,216 263 453 394.26 32.91

12 10,563 269 451 398.06 31.58

Total 70,890 251 453 390.96 34.50


Table 8.7.3A

Table 8.7.3B


1 1,554 6.1% 1,590 8.1% 1,166 7.7% 862 8.2% 5,172 7.3%

2 3,507 13.7% 1,446 7.4% 1,377 9.0% 719 6.8% 7,049 9.9%

3 5,706 22.3% 5,602 28.7% 4,902 32.2% 4,057 38.4% 20,267 28.6%

4 8,657 33.9% 8,766 44.9% 6,842 45.0% 4,654 44.1% 28,919 40.8%

5 5,945 23.3% 2,091 10.7% 919 6.0% 271 2.6% 9,226 13.0%

6 200 0.8% 47 0.2% 10 0.1% 0 0.0% 257 0.4%

Total 25,569 100.0% 19,542 100.0% 15,216 100.0% 10,563 100.0% 70,890 100.0%

Total


Level



Tier A Tier B/C

9 327 9.02 6.53

10 336 10.26 7.15

11 344 11.19 8.09

12 352 11.82 8.40

9 356 12.13 8.40

10 363 12.13 8.40

11 370 11.82 8.40

12 377 11.51 8.09

9 389 11.19 8.09

10 397 11.19 7.77

11 404 10.88 7.77

12 410 10.57 7.46

9 415 10.26 7.15

10 422 9.95 6.84

11 428 9.33 6.84

12 434 9.33 6.53

9 435 9.33 6.53

10 441 9.02 6.53

11 447 9.02 6.53

12 452 9.33 6.53

Table 8.7.3C

2/3

3/4

4/5

5/6

1/2


Proficiency


SEM

Figure 8.7.3C

n/a Figure 8.7.3D

n/a



Weighted

Reliability

A 19,245 0.8380.899

0.92251,645B/C

Table 8.7.3D


Accuracy

0.591

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.975 0.016 0.010 0.962

2/3 0.944 0.020 0.036 0.924

3/4 0.911 0.026 0.063 0.872

4/5 0.760 0.240 0.000 0.752

5/6 0.992 0.008 0.000 0.990

- 0.019

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.766 0.651

0.747 0.629

0.694 0.558

0.508 0.493

-

Table 8.7.3Ei


Overall

Indices


0.527 0.368

0.461

Accuracy

0.696

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.009 0.011 0.971

2/3 0.961 0.019 0.020 0.945

3/4 0.863 0.032 0.105 0.801

4/5 0.891 0.109 0.000 0.845

5/6 0.998 0.002 0.000 0.997

- 0.000

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.887 0.815

0.609 0.471

0.759 0.570

0.661 0.634

-

Table 8.7.3Eii


Overall

Indices


0.586 0.391

0.198


Accuracy

0.689

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.980 0.011 0.009 0.971

2/3 0.961 0.014 0.024 0.946

3/4 0.807 0.036 0.156 0.724

4/5 0.939 0.061 0.000 0.916

5/6 0.999 0.001 0.000 0.999

- 0.000

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.860 0.785

0.708 0.579

0.715 0.492

0.656 0.631

-

Table 8.7.3Eiii


Overall

Indices


0.581 0.366

0.102

Accuracy

0.652

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.983 0.009 0.008 0.976

2/3 0.970 0.011 0.019 0.957

3/4 0.724 0.051 0.226 0.641

4/5 0.974 0.026 0.000 0.969

0.609

Conditional on

Level

- 0.039

0.894 0.837

0.680 0.544

0.679 0.482

Indices at Cut

Points

0.583

N/A

Table 8.7.3Eiv


Overall Indices Consistency Kappa (k)

0.558 0.307

N/A

Cut Point

Accuracy

Consistency




0

10,000

20,000

30,000

40,000

50,000

181 203 225 247 269 291 313 335 357 379 401 423

Co

un

t

Scale Score


0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



9 25,047 181 428 381.29 70.00

10 19,133 182 428 389.66 58.68

11 14,879 183 428 396.49 51.95

12 10,301 184 428 405.27 44.64

Total 69,360 181 428 390.42 60.54


Table 8.7.4A

Table 8.7.4B


1 5,929 23.7% 2,840 14.8% 1,350 9.1% 351 3.4% 10,470 15.1%

2 1,042 4.2% 2,047 10.7% 1,624 10.9% 1,085 10.5% 5,798 8.4%

3 534 2.1% 1,244 6.5% 1,158 7.8% 754 7.3% 3,690 5.3%

4 1,705 6.8% 793 4.1% 642 4.3% 491 4.8% 3,631 5.2%

5 622 2.5% 499 2.6% 339 2.3% 206 2.0% 1,666 2.4%

6 15,215 60.7% 11,710 61.2% 9,766 65.6% 7,414 72.0% 44,105 63.6%

Total 25,047 100.0% 19,133 100.0% 14,879 100.0% 10,301 100.0% 69,360 100.0%

Total


Level



Tier A Tier B/C

9 319 20.92 20.92

10 321 20.92 20.92

11 322 20.92 20.92

12 323 21.43 21.43

9 347 22.45 22.45

10 351 22.96 22.96

11 354 23.47 23.47

12 357 23.47 23.47

9 366 24.49 24.49

10 371 24.49 24.49

11 377 25.00 25.00

12 384 26.02 26.02

9 388 26.53 26.53

10 393 27.04 27.04

11 399 28.06 28.06

12 405 29.08 29.08

9 407 29.59 29.59

10 412 30.61 30.61

11 416 31.12 31.12

12 421 32.14 32.14

Table 8.7.4C

1/2

2/3

3/4

4/5

5/6


SEMProficiency


Figure 8.7.4C

n/a Figure 8.7.4D

n/a



Weighted

Reliability

A 18,903 0.877

B/C 50,457 0.9310.916

Table 8.7.4D


Accuracy

0.813

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.953 0.018 0.030 0.934

2/3 0.955 0.019 0.026 0.934

3/4 0.953 0.026 0.021 0.931

4/5 0.945 0.020 0.035 0.920

5/6 0.933 0.044 0.022 0.900

0.274

0.113

Table 8.7.4Ei


Overall

Indices


0.773 0.612

0.077

0.962 0.936

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.922 0.882

0.270 0.195

0.137 0.095

0.396

Accuracy

0.773

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.947 0.032 0.022 0.927

2/3 0.932 0.024 0.044 0.913

3/4 0.942 0.015 0.043 0.919

4/5 0.959 0.016 0.025 0.931

5/6 0.937 0.049 0.014 0.904

0.163

0.136

Table 8.7.4Eii


Overall

Indices


0.723 0.547

0.084

0.976 0.951

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.800 0.731

0.526 0.433

0.326 0.258

0.240


Accuracy

0.778

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.957 0.029 0.015 0.940

2/3 0.936 0.024 0.040 0.919

3/4 0.946 0.013 0.041 0.924

4/5 0.962 0.015 0.023 0.934

5/6 0.935 0.052 0.012 0.902

0.177

0.121

Table 8.7.4Eiii


Overall

Indices


0.726 0.522

0.073

0.980 0.959

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.727 0.635

0.585 0.489

0.400 0.325

0.261

Accuracy

0.788

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.972 0.022 0.006 0.959

2/3 0.943 0.017 0.039 0.930

3/4 0.954 0.012 0.035 0.934

4/5 0.963 0.012 0.024 0.936

5/6 0.926 0.064 0.011 0.889

0.213

0.096

Table 8.7.4Eiv


Overall

Indices


0.733 0.478

0.054

0.984 0.965

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.558 0.439

0.690 0.591

0.416 0.345

0.319



0

1,000

2,000

3,000

4,000

5,000

192 212 232 252 272 292 312 332 352 372 392 412 432 452

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



9 24,720 192 464 379.46 54.78

10 18,958 193 464 385.94 47.36

11 14,708 212 464 391.49 43.22

12 10,182 213 464 398.68 37.37

Total 68,568 192 464 386.69 48.53


Table 8.7.5A

Table 8.7.5B


1 3,954 16.0% 2,268 12.0% 1,446 9.8% 672 6.6% 8,340 12.2%

2 2,596 10.5% 2,278 12.0% 1,548 10.5% 846 8.3% 7,268 10.6%

3 1,978 8.0% 1,960 10.3% 1,673 11.4% 1,279 12.6% 6,890 10.0%

4 2,704 10.9% 2,816 14.9% 2,848 19.4% 2,676 26.3% 11,044 16.1%

5 8,660 35.0% 6,750 35.6% 4,739 32.2% 3,494 34.3% 23,643 34.5%

6 4,828 19.5% 2,886 15.2% 2,454 16.7% 1,215 11.9% 11,383 16.6%

Total 24,720 100.0% 18,958 100.0% 14,708 100.0% 10,182 100.0% 68,568 100.0%

Total


Level


Table 8.7.5C

n/a

Figure 8.7.5C

n/a Figure 8.7.5D

n/a



Listening 0.50 2204.334 0.631

Speaking 0.50 3640.630 0.916

Oral 2368.980 0.882


Table 8.7.5D

Oral Composite Reliability: Oral 9-12 S400 Paper

Accuracy

0.539

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.955 0.020 0.025 0.937

2/3 0.944 0.021 0.035 0.921

3/4 0.933 0.027 0.040 0.899

4/5 0.880 0.056 0.063 0.818

5/6 0.776 0.086 0.138 0.740

0.201

0.575

Table 8.7.5Ei


Overall

Indices


0.449 0.313

0.521

0.442 0.371

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.869 0.801

0.555 0.430

0.369 0.252

0.314

Accuracy

0.552

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.959 0.017 0.024 0.942

2/3 0.938 0.023 0.039 0.913

3/4 0.925 0.033 0.043 0.888

4/5 0.869 0.072 0.059 0.814

5/6 0.829 0.065 0.105 0.784

0.451 0.351

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.846 0.755

0.595 0.471

0.420 0.302

0.393 0.281

0.628

Table 8.7.5Eii


Overall

Indices


0.447 0.316

0.555


Accuracy

0.554

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.967 0.014 0.020 0.953

2/3 0.944 0.022 0.034 0.922

3/4 0.924 0.032 0.044 0.889

4/5 0.864 0.066 0.071 0.805

5/6 0.829 0.095 0.076 0.783

0.353

0.558

Table 8.7.5Eiii


Overall

Indices


0.448 0.314

0.500

0.487 0.373

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.853 0.759

0.597 0.469

0.473 0.348

0.484

Accuracy

0.583

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.978 0.010 0.012 0.967

2/3 0.956 0.018 0.027 0.938

3/4 0.926 0.030 0.044 0.894

4/5 0.831 0.056 0.113 0.760

5/6 0.881 0.119 0.000 0.809

0.412

0.561

Table 8.7.5Eiv


Overall

Indices


0.452 0.294

0.519

- 0.242

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.840 0.740

0.620 0.484

0.552 0.417

0.566



0

200

400

600

800

1,000

1,200

1,400

1,600

266 281 296 311 326 341 356 371 386 401 416 431 446 461

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level


Grade

No. of


9 24,028 266 454 380.69 30.49

10 18,436 269 457 384.49 29.50

11 14,448 266 461 389.19 28.23

12 10,016 281 458 392.60 26.32

Total 66,928 266 461 385.35 29.46

Scale Score Descriptive Statistics: Litr 9-12 S400 Paper

Table 8.7.6A

Table 8.7.6B


1 1,847 7.7% 1,471 8.0% 1,064 7.4% 677 6.8% 5,059 7.6%

2 3,849 16.0% 3,051 16.5% 2,274 15.7% 1,648 16.5% 10,822 16.2%

3 5,891 24.5% 4,825 26.2% 4,068 28.2% 2,931 29.3% 17,715 26.5%

4 5,669 23.6% 4,733 25.7% 3,787 26.2% 2,809 28.0% 16,998 25.4%

5 4,890 20.4% 3,109 16.9% 2,194 15.2% 1,378 13.8% 11,571 17.3%

6 1,882 7.8% 1,247 6.8% 1,061 7.3% 573 5.7% 4,763 7.1%

Total 24,028 100.0% 18,436 100.0% 14,448 100.0% 10,016 100.0% 66,928 100.0%

Total


Level


Table 8.7.6C

n/a

Figure 8.7.6C

n/a Figure 8.7.6D

n/a



Reading 0.50 999.594 0.800

Writing 0.50 1080.746 0.899

Literacy 858.862 0.910


Table 8.7.6D


Accuracy

0.658

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.972 0.011 0.018 0.960

2/3 0.937 0.027 0.035 0.911

3/4 0.902 0.052 0.046 0.863

4/5 0.901 0.048 0.051 0.861

5/6 0.941 0.041 0.018 0.918

0.490

0.604

Table 8.7.6Ei


Overall

Indices


0.546 0.436

0.503

0.674 0.477

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.848 0.739

0.717 0.604

0.664 0.555

0.603

Accuracy

0.657

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.971 0.011 0.018 0.959

2/3 0.934 0.031 0.035 0.906

3/4 0.896 0.054 0.050 0.856

4/5 0.907 0.040 0.053 0.867

5/6 0.944 0.047 0.009 0.930

0.523

0.550

Table 8.7.6Eii


Overall

Indices


0.548 0.435

0.457

0.704 0.474

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.852 0.746

0.710 0.596

0.672 0.565

0.636


Accuracy

0.651

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.974 0.010 0.016 0.962

2/3 0.934 0.033 0.034 0.905

3/4 0.893 0.051 0.056 0.853

4/5 0.910 0.037 0.052 0.870

5/6 0.935 0.060 0.005 0.926

0.526

0.500

Table 8.7.6Eiii


Overall

Indices


0.546 0.430

0.421

0.737 0.497

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.849 0.743

0.701 0.581

0.697 0.592

0.640

Accuracy

0.656

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.976 0.011 0.014 0.965

2/3 0.933 0.032 0.034 0.905

3/4 0.894 0.047 0.059 0.853

4/5 0.906 0.038 0.055 0.863

5/6 0.943 0.057 0.000 0.937

0.536

0.477

Table 8.7.6Eiv


Overall

Indices


0.552 0.428

0.405

- 0.374

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.836 0.728

0.723 0.605

0.713 0.608

0.652



0

500

1,000

1,500

2,000

2,500

230 250 270 290 310 330 350 370 390 410 430 450 470

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level

Figure 8.7.7B Proficiency Level: Cphn 9-12 S400 Paper


9 23,765 238 477 374.51 35.03

10 18,282 260 477 378.93 33.71

11 14,303 276 477 383.96 32.78

12 9,914 230 477 387.55 30.81

Total 66,264 230 477 379.72 33.92


Table 8.7.7A

Table 8.7.7B


1 2,798 11.8% 1,867 10.2% 1,436 10.0% 1,006 10.1% 7,107 10.7%

2 4,744 20.0% 4,263 23.3% 3,358 23.5% 2,029 20.5% 14,394 21.7%

3 4,983 21.0% 3,677 20.1% 2,403 16.8% 1,680 16.9% 12,743 19.2%

4 3,577 15.1% 2,806 15.3% 2,511 17.6% 1,795 18.1% 10,689 16.1%

5 4,297 18.1% 3,056 16.7% 2,172 15.2% 1,714 17.3% 11,239 17.0%

6 3,366 14.2% 2,613 14.3% 2,423 16.9% 1,690 17.0% 10,092 15.2%

Total 23,765 100.0% 18,282 100.0% 14,303 100.0% 9,914 100.0% 66,264 100.0%

Total


Level


Table 8.7.7C

n/a

Figure 8.7.7C

n/a Figure 8.7.7D

n/a



Listening 0.30 2204.334 0.631

Reading 0.70 999.594 0.800



Table 8.7.7D


Accuracy

0.562

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.942 0.016 0.042 0.920

2/3 0.897 0.050 0.053 0.852

3/4 0.869 0.076 0.054 0.821

4/5 0.875 0.071 0.054 0.831

5/6 0.927 0.042 0.031 0.893

0.283

0.503

Table 8.7.7Ei


Overall

Indices


0.459 0.345

0.395

0.762 0.611

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.824 0.676

0.591 0.475

0.487 0.385

0.363

Accuracy

0.564

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.942 0.018 0.040 0.919

2/3 0.887 0.057 0.056 0.840

3/4 0.871 0.071 0.058 0.822

4/5 0.885 0.065 0.050 0.841

5/6 0.930 0.042 0.028 0.899

0.292

0.497

Table 8.7.7Eii


Overall

Indices


0.460 0.343

0.384

0.784 0.638

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.777 0.605

0.624 0.514

0.465 0.365

0.377


Accuracy

0.558

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.942 0.019 0.038 0.918

2/3 0.885 0.057 0.058 0.837

3/4 0.867 0.075 0.059 0.819

4/5 0.883 0.060 0.057 0.837

5/6 0.925 0.046 0.029 0.891

0.327

0.440

Table 8.7.7Eiii


Overall

Indices


0.458 0.342

0.336

0.809 0.674

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.764 0.590

0.627 0.513

0.395 0.307

0.419

Accuracy

0.558

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.940 0.020 0.040 0.915

2/3 0.888 0.055 0.056 0.843

3/4 0.872 0.068 0.059 0.824

4/5 0.884 0.065 0.051 0.839

5/6 0.925 0.044 0.031 0.892

0.336

0.497

Table 8.7.7Eiv


Overall

Indices


0.455 0.341

0.384

0.805 0.675

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.752 0.579

0.582 0.469

0.412 0.318

0.430



0

200

400

600

800

1,000

1,200

1,400

256 271 286 301 316 331 346 361 376 391 406 421 436 451

Co

un

t

Scale Score


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

1 2 3 4 5 6

Pe

rce

nt

Proficiency Level



9 23,397 256 454 380.24 35.99

10 17,967 260 455 384.80 33.02

11 14,036 260 459 389.82 30.83

12 9,734 268 459 394.36 27.64

Total 65,134 256 459 385.67 33.33


Table 8.7.8A

Table 8.7.8B


1 2,494 10.7% 1,503 8.4% 1,044 7.4% 604 6.2% 5,645 8.7%

2 3,260 13.9% 2,779 15.5% 1,979 14.1% 1,102 11.3% 9,120 14.0%

3 3,752 16.0% 3,439 19.1% 2,969 21.2% 2,391 24.6% 12,551 19.3%

4 5,194 22.2% 4,512 25.1% 3,889 27.7% 3,203 32.9% 16,798 25.8%

5 6,340 27.1% 4,247 23.6% 3,047 21.7% 1,842 18.9% 15,476 23.8%

6 2,357 10.1% 1,487 8.3% 1,108 7.9% 592 6.1% 5,544 8.5%

Total 23,397 100.0% 17,967 100.0% 14,036 100.0% 9,734 100.0% 65,134 100.0%

Total


Level


Table 8.7.8C

n/a

Figure 8.7.8C

n/a Figure 8.7.8D

n/a



Listening 0.15 2204.334 0.631

Reading 0.35 999.594 0.800

Speaking 0.15 3640.630 0.916

Writing 0.35 1080.746 0.899



Table 8.7.8D


Accuracy

0.694

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.973 0.010 0.016 0.963

2/3 0.957 0.018 0.025 0.939

3/4 0.933 0.038 0.030 0.905

4/5 0.909 0.042 0.048 0.874

5/6 0.919 0.044 0.037 0.890

0.606 0.457

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.896 0.831

0.752 0.652

0.644 0.525

0.661 0.543

0.678

Table 8.7.8Ei


Overall

Indices


0.587 0.492

0.588

Accuracy

0.708

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.977 0.010 0.014 0.967

2/3 0.953 0.020 0.027 0.934

3/4 0.927 0.040 0.033 0.897

4/5 0.915 0.038 0.047 0.880

5/6 0.935 0.046 0.019 0.914

0.660 0.481

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.878 0.800

0.777 0.683

0.676 0.564

0.701 0.590

0.659

Table 8.7.8Eii


Overall

Indices


0.604 0.510

0.575


Accuracy

0.703

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.979 0.009 0.012 0.970

2/3 0.954 0.021 0.025 0.935

3/4 0.924 0.039 0.037 0.893

4/5 0.916 0.034 0.050 0.881

5/6 0.929 0.063 0.008 0.917

0.671 0.466

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.876 0.798

0.766 0.666

0.707 0.599

0.727 0.621

0.609

Table 8.7.8Eiii


Overall

Indices


0.607 0.508

0.545

Accuracy

0.714

Level

1

2

3

4

5

6

Accuracy

False

Positives

False

Negatives

1/2 0.984 0.007 0.009 0.977

2/3 0.960 0.020 0.020 0.942

3/4 0.922 0.037 0.041 0.890

4/5 0.909 0.031 0.060 0.870

5/6 0.939 0.061 0.000 0.934

- 0.368

Indices at

Cut Points

Cut Point

Accuracy

Consistency

Conditional

on Level


0.886 0.814

0.745 0.638

0.765 0.666

0.763 0.659

0.567

Table 8.7.8Eiv


Overall

Indices


0.623 0.513

0.508


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Acknowledgements We would like to extend our appreciation to the many CAL staff members who have supported

this work, including:

Melissa Amos, M.S.

Keira Ballantyne, Ph.D.

Fikru Hirpa, M.A.

Min Feng, B.S.

Justin Kelly, Ph.D.

Daniel Lee, M.S.

Chi-Kai (Cary) Lin, Ph.D.

Mohammed Louguit, Ph.D.

Michele Kawood, M.S.Ed.

Dorry M. Kenyon, Ph.D.

Meg Montee, M.A.T

Jennifer Norton, Ed.D.

Jennifer Renn, Ph.D.

Shu Jing Yen, Ph.D.

Jing Wei, Ph.D.

Xin Yu, M.A.

Yu-Chia Wu, M.Ed.

Documents

Annual Technical Report for ACCESS for ELLs 2.0 Paper … document presents the second edition of the WIDA English Language Development Standards, which were released in 2007. The