ED 111 855 - ERIC · 2014. 1. 27. · ED 111 855 TITLE. 4. INSTITUTION Kentucky State Dept. of Education, Frankfort. Div. of. Evaluation. PUB DATE. 74\ NOTE 194p.; For related documents,

$Page 1: ED 111 855 - ERIC · 2014. 1. 27. · ED 111 855 TITLE. 4. INSTITUTION Kentucky State Dept. of Education, Frankfort. Div. of. Evaluation. PUB DATE. 74\ NOTE 194p.; For related documents,$
ED 111 855

TITLE4.

INSTITUTION Kentucky State Dept. of Education, Frankfort. Div. ofEvaluation.

PUB DATE 74\NOTE 194p.; For related documents, see TM 004 821, 823,

824 and ED 077 940 and 941, ED 081 793 and ED 093 .

917

DOCUMENT RESUME/

TM 004 822

Kentucky Educational Assessment Program 1974: Grade

EDRS PRICE MF-$0.76 HC-$9.51 Plus Postage.DESCRIleRS Bagic Skills; Data Anal-3,44a; *Educational

\ Accountability; *EducatiOnal.Assessment; EducationalNeeds; *Educational Objectives; Elementary Education;

--. Grade 4; Human Relations; Item Analysis; Sampling;Self Concept; *State Programs; State Surveys; Student

/ 1Attitudes; Test Result

IDENTIFIERS *Kentucky Educational Sessment Programf

ABSTRACTThe Kentucky Educational Assessment Program is an

ongoing effort to gather information regarding progress towardattainment of the educational.gOals for Kentucky citizens. Majoremphasis is on the determination of the actual'level of pup'lperformance in relation to desired performance.,In the f u h grade,relevant information was gathered in three goal areas:. eneralEducation, (2) Human Relationships, and (3) Physical and Mental WellBeing. Recognizing that information attained through a statewideassessment program should be utilized for decision-making to improveeducational programs, objectives, and goals, this assessmentprocedure was developed to be valid at three levels: local district,Educational Development District (EDD), and statewide. Regional andstatewide apsessment data are reported. (BJG)

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-KENTUCKY EDUCATICNAL,ASSESSMENT PIOG.RAM

TECHNICAL REPORT FOR FOURTH GRADE

) Prepared by

Division of EvaluationOffice of-Planning and Research

With the assistance of

personnel of the

Statewide Testing Program

and

Division of Computer Services

Lyman V. GingerSuperintendent of Public Instruction

Kentucky Department 4EducationFrankfort, Kentucky4

1974

4

s.-\

s,\

LYMAN V. GINGERSortmontsocsr or Puouc ItamocnoN.

' COMMONWEALTH OF KENTUCKY

DEPARTMENT OF EDUCATIONFRANKFORT, KY.'40601

durrent economic conditions Stress the imperative nature for

the development of a compehensive,accountability program in

Kentucky edudation. The ability to report concisely where we are

and precisely where we ve going contintes to be a priority activity

in the development of a credible model to sustafn support 'of public

education.

The Kentucky Department of Education is committed to,a broad

plan of action to move positively in the direction of accountability

in education. With the adoption of Goals of Education in Kentucky

'by the State Board, there exists he base from which a viable effort

can be implemented with a comprehensive assessment program being a

major component.

This report represents a continuing effort by the department

to report to the public and educators the progress being made towardat

sour goals. Further development and implementation of a comprehensive

assessm t plan will ultimately result in measurement of progress

Aftoward the achievement of all the goals of education thrdughout the

state. P

.1

CABINET MEMBERS

KENTUCKY STATE DEPARTMENT OF EDUCATION

Dr. Lyman V. Ginger Superintendent of Public Instructio4 .

Mr. Samuel M. Alexander . . Deputy Superintendent for Public Instruction

Mr. Don C. Bale Assistant Superintendent'Bureau of Instruction

Mr. Ben F. Coffmag-- Assistant SuperintendentBureau of Rehabilitation Services

Dr. Arthur L. Cotterill . . . Head, Office of Planning and Research

Dr. Carl F. Lamar . . 00 Assistant Superintendent'ti

Bureau of Vocational Education

Mr. James P. Melton Assistant SuperintendentBureau of Administration and Finance

Mr. Marshall E. Swain Assistant SuperintendefitBureau of Pupil Personnel Servicesa

Mr. Frdnk Vittetow Assistant SuperintendentBureau of Federal and. State Relation's

V

FOREWORD

The Kentucky Educational Assessment Program is an ongoing effort

to gather information regarding progress toward attainment of the educa-

tional goals for Kentucky citizens. The source of the educational goals

presented in this report is Goals of Education in Kentucky as published

in 1973 by the Kentucky State Department ofEducation.*

The reader should be aware that it is not feasible to conduct an

assessment program for all of the educational goals for Kentucky citizens

in a single year. -Therefore, the 1974 assessment program focused upon

predominant,concerns determined from a survey of Kentucky citizens

published in 1970 by the Kentucky State Department of Education. Those

priority concerns included development of basic learning skills; development

ofknowledge and skills related to occupational competence; development of

positive attitudes toward self, peers, school, reading, mathematics; and

the development of positive attitudes toward citizenship. These concerns

encompass fivefive of the eight goal areas as set forth in theiGoals of

Education in Kentucky published in 1973. The goals are broad and general

in nature; however, this is as it should be because it reflects long-range,

expectations. Specificity and detail were achieved through the development

of objectives and the use of selected measurement items for assessing the

status of pupil performance in relation to the priority developmental areas

expressqd in the composite goal,

It is recognized that a statewide assessment program can be justified

only if the information obtained is utilized as the basis for decision-

-aking to improve educational programs, objectives, and goals. Therefore,

ithe as:A.ssinent procedure vcs developed to 1e valid at three levels--local

district, Educational Development District (EDIT), and statewide. District ,

viii-41

6 6.

4,

'level data were provided to the individual local dtstricts sampled, while

iFor example, in reading, results are reported for the general areas/of

regional and

reading vocabulary and reading comprehension, as well as for sp ific

skills/concepts within these. general areas. Additional deta ed informs-

tion,is provided by the reporting of individual measurement item results

/,

statewide assessment data.are reported within this document.

Analyses of the assessment,datayere performed at several levels.. ,.

/

.

Icontributing to score levels for the specific skills/concepts. Reporting

of data in this manner provides the educator with the opportunity to

analyze local district results, as well as regional and statewide results

at several levels in each developmental area described by the broad goal.

The extent to which state, regional, and local educators find the present

document to be useful in this regard will provide a measure of success of

the Kentucky Educational Assessment Program.

-;

8 veMle

cc

TABLE OF CONTENTS

Page

LIST OF TABLES . . xi

LIST OF FIGURES xvii

INTRODUCTION 1

Performance OVIective 1Learner Needs . . . e-1 3

STATEWIDE ASSESSMENT'RESULTS 5'

\\Goal Area I:. General Education1.1 Reading

5

51.1 Language 91.1 Arithmetic 121.1 Study Skills 17Statewide Profiles--General Education Goals 191.7 Attitude toward School 241.7 Attitude toward Reading 251.7 Attitude toward Arithmetic 26-

Goal Area III: Human Relationships 283.2 Attitude toward Peers 28

I

Goal Area VI: Physical and Mental Well Being 306.3 Attitude toward Self 30

Statewide ProfileAttitudinal Goals 31

ASSESSMENT RESULTS FOR EDUCATIONAL DEVEL6PMENT DISTRICTS

Goal Area I: General Education1.1 Reading1.1 language1.1 Arithmetic1.1 Study Skills1.7 Attitude toward1.7-Attitude toward1.7 Attitude toward

School-

Reading. . 4

Arithmetic

3333

5573

105123

126128

Goal Area III: Human Relationships y 1303.2 Attitude toward Peers 130

Goal Area VI: Physical and Mental Well Being 1336/3 Attitude toward Self 133

LIST OF ,REFERENCES

9

137

APPENDIX A:

APPENDIX B:

APENDIX 6

APPENDIX D:

APPENDIX E:

APPENDIX F:

. TABLE OF CONTENTS (continued). .

I

' GOALS OF EDUCATION IN KENTUCKY 139

PActo

. HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES 1.45

SAMPLING PROCEDURES 4ND SAMPLE SIZE IY PARTICIPATINGSCHOOL DISTRICT, EDUCATIONAL DEVELOPMENT DISTRICT,AND STATEWIDE 155

KENTUCKY STUDENT ATTITUDE INVENTORY 163

RESULTS OF ANALYSIS OF DATA FOR BOYS AND FOR GIRLS . 169

ITEM ANALYSIS SULTS BY SKILL/CONCEPT 177

4

M' 1

10 .0°

LIST OF TABLES

.14

Table Page

Aver'age Grade Equivalent Scores and theOercentage of FourthGrade Pupils Meeting the Criterion by Educat4onal DevelopmentDistrict for Knowledge of Vocabulary 34

2 'Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of the Meaning ofWords in Context 36

3 Average_Grade Equivalent Scores and the .Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Reading Comprehension 38

7LV

4 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of Directly StatedDetails (Literal Meaning) 40

5 Average Percentage of Correct Answers by EducationalDevelopmentDistrict_forFourth Grade Pupils' Comprehension of Words andPhrases (Simple Rewording) 42

6 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension ,(Paraphrasing),of the Meaning of Ideas

7 Average Percentage of Correct Answers by Educational Development,District for Fourth Grade Pupils' Comprehension of Main Ideas.'. .

8 Average Percentage of Correct Answers by Educational DevelOpmentDistrict for Fourth Grade Pupils' Comprehension of Relation-ships

.., ) ,

9 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fburth Grade Pupils' Comprehension/(Draw Conclusi

tof Given Facts and Statements '

44

46

48

50

10 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension (Inference) ofContextual Clues 52

11 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth-Grade Pupils' Analysis-of Indefinite orIncomplete Statements (Extended Meaning) ' - 54

12 Average Grade Equivalent Scores and the Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Knowledge of Spelling 56

13 Average Percentage of Correct Answers by Educational Development4 District for Fourth Grade Pupils' KnoWledge of Correctly and

*Incorrectly Spelled Words * . 50

xi ill.

451

) .

LIST OF TABLES (continued)l .

Table ' ; Page

14 Average Grade Equivalent)

Scores and the PSYcentage of FourthGrade Pupils Meeting the Criterion by Educational/Development

* District for Application of the Mechanics of Language . . ,.... ' 60,

- -

15 Average Percentage of COrrect Aswers by Educational DevelopmentDistrict for Fourth Grade Pupil.' Application of PunctuationSkills 62 .

;6 Average Percentage of Correct Aniwers by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of CapitalizationSkills 64

17 Average Grade Equivalent Scores and the Percentage of Founth°Grade POils Meeting the Criteribn by Educational DevelopmentDistrict for Application of Language Expression 66

18 Average Percentage of Correct' Answers by Educational DevelopmentDistrict for Fourth Grade.Pupils' Application of CorrectGrammatical Usage "68

19 Average Pero-enrage of Correct Answers by iducational DevelopmentfDistrict for Fourth Grade Pupils' Comprehermilon of ClarAtyand/or Economy of Expression

20 Average Percentage of Corrett Answeri by Educational Development,DistAct for Fourth Grade Pupils' Comprehension of the Author'sImplication (Word,Choice)

?l Average Grade Equivalent Scores and the Percentage Of FoUrthGrade Pupils Meetini'the Criterion by Educational DevelopmentDistrict for /Application of Arithmetic' Computation

22 Average Percentage pf Correct Answer's by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of AdditionSkills

70.

72

74

76A

23 Average Percentage of Correct Answers by Eddcational DevelopmentDistrict for Fourth Grade Pupils' Application of Subtraction,Skills 78

24 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of MultiplicationSkills 80

. -. *

25 Average Percentage of Correct Answers by Educational Development.District for Fourth Grade Pupils' Application of DivisionSkills 82

26 Average Grade Equivalent Scores and the'Percentage of FourthGrade pupils Meeting the Criterion by Educational DevelopmentDistrict for Comprehension of Arithmetic Concepts

4,t

. 12

84

"Fsxiii

LIST OF TABLES (continued)

Table Page-

27 Aiterage Percentage of Correct, Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of ArithmeticConcepts' 86

28 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of ArithmeticConcepts (Converting Form)

'29 Average Percentage of Correct Answers by Educational Development.. District for Fourth Grade Pupils' Comprehension of Equations . . . 90

30 Average Percentage of Correct Answers by Educational DevelopmentDistrict for pouTh Grade Pupils' Comprehension of Comparative

- Relationships

88

92

Average Bercentageof COrrect Answers by Educational DevelopmentDistrict for Fourth Grade-Pupils' Comprehension of Relationships(Ratici, Part - Whole,. Sequence, Geometric) 94

"32 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Analysis of the Components ofArithmetic Word Problems (Organization) 96

33 Average Grade Equivalent Scores and the.Percentige of FoUrth_Grade Pupils Meeting 'the Criterion by Educational DevelopmentDistrict for Application of Skills in Solving Arithmetic WordProblems 98

34 *Average Percentage of CorrectAnswtrs by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of Problem-Solving(Selecting Methods) 100

35 Average'Percehtage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of Problem-Solving(Correct SolUtion) 102

36 Average Percentage of Correct Answers by Educational, DevelopmentDistrict for Fourth Grade Pupils' Analysis of the Components ofArithmetic Word Problems "(Organization) 104

37 Average Grade Equivalent Scores and the Percentage of Fourth GradePupils Meeting the Criterion by EdutatfOnal Development Districtfor Knowledge of Reference Material Techniques 106

14,38 Average Percentage of Correct Answers by Educational Development

District for Eourth Grade Pupils' Knowledge of Parts of Books. . . 108

39 Average percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of Dictionary Use. . .110

13

xiv

LIST OF TABLES-(pontinued)

Table Page

40 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge df Library Use . . . . 112

41 Average Grade Equivalent Scores and the Percentage of Fourth-. Grade Pupils Meeting the Criterion by Educational pevelopment

District for Comprehension of Graphic Materials 114

42 Average. Percentage of Correct Anvers by Edudational DevelopmentDistrict for Fourth Grade Pupils. Comprehension'of Symbols,Legends, and Data Tresented in Graphic and Tabular Form 116

43 Average Grade Equivalent Scores and the Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Comprehension of Relationships Presented in

Graphical Form 118

44 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension (Draw Conclusions)

of Graphic Data 120

45 Average Percentage of Correct Answers by Educational Development

District for Fourth Grade Pupils' Analysis of Graphic Data and

Determination of Extended Meaning 122

46 Percentage of Fourth Grade Pupils Responding Positively to theIndividual Questions Related to Attitude toward Sthool by

Educational Development District 125

47 4%Percentage of,Fourth Grade Pupils Responding Positively to theIndividual Questions Relating to Attitude toward Reading by


48 Percentage of Fourth'Grade Pupils Responding Positively to the

Individual estions Related to Attitudg toward Arithmetic by

Educational4

Development District 129

49 Percentage of Fourth Grade Pupils Responding Positively to the

Individual Questions Relating to Attitude toward Peers by


50 Percentage of Fourth Grade Pupils Responding Positively to the

individual Questions Related to Attitude toward Self by Educe-

: tional Development District . 134

51 Fourth Grade Sample Size by Participating School District and


52 Average Grade Equivalency Scores in Reading for Fourth Grade

Pupils by Sex and Educational Development District 171

Tible

)

I

LIST OF TABLES (continued)

xv

Page. ,

53 .Average Grade Equivalency Scores in Language for Fourth GradePupils by Sex,and Educational, Development District ...... . 172

54 Average Grade Equivalency Scores. in Arithmetic for Fourth GradePupils by Sex and Educational Development District 173

55 Average Grade Equivalency Scores in Study Skills for Fourth GradePupils by Sex and Educational Development District 174

56 Statewide Percentages of Positive Response for Fourth Grade Pupilsby Sex for Attitudinal Questions 175

57 Reading Vocabulary Item Analysis Information--Percentage CcVrectby Educational Development District for.Fourth 'Grade 179

58' Reading Comprehension Item Analysis Informalpn--Pe entageCorrect by Educational Development District for Fou h Grade . . . 181

59 Language/Spelling Item Analysis Information--Percentage Correctby Educational Development District for Fourth Grade 183

60 Language Mechanics Item Analysis Information -- Percentage Correct.by Educational Development District for Fourth Grade f 184

61 Language ression Item Analysis Information--Percentage Correct4 by Educat onal Development District for Fourth Grade 185

62 Arithmetic Computation Itbm Analysis Information-- PercentageCorrect y Educational Development District for Fourth Grade . . 186

63 Arithmetic Concepts Item Analysis Information--Percentage Correctby Educational Tevelopment District for Fourth Grade 188

64 Arithmetic Applications.Item.AnalYsis Information--PercentageCornct ty Educational Development District for Fourth Grade . . . 189

65 Study Skills/Reference Materials Item Analysis Information --

' Percentage Correct by Educational Development District.forFourth Grade 190

66' Study Skills/Graphic Materials Item Analysis Information--Percentage Correct by Educational Developmgpt District forFourth Grade 191

15

r'

4

LIST' OF FIGURE!

Figure

1 Goa). and Objective Numbering .

Page

2

2 Learner Need 3

3 Average Gr Equivalent Profile and Measure9ent Parameters ofFourth G de Pupils,' Statewide, for the Basic Skills Areas asMeasured by theComprehensive rests of Basic Skills, Form Q,Level 2 21

4 Percentage Profile.oflourth Grade Pupils, Statewide, Meeting theCriterion in Basic Skill Areas as Measured by the ComprehensiveTests, of Basic Skills, Form Q, Level 2 23

5 Average Percentage Profile of Fourth Grade Pupils, Statewide,Meeting the Criterion in Attitudinal Areas as Measured by theKentucky Student Attitude Inventory -32

M

ti

INTRODUCTION

The major emphasis of the Kentucky educational ASsessment Program

was to determine the'actual of performance of Kentucky pupils in -1

relation todesired performance; The purpose of the assessment activities

was to provide preliminary answers to the question: "Are Kentucky pupils

7 -

doing as well as expected?"

41 .

In the fourth grade, relevant information was gathered in three of

the eight goal areas which were established in 1973. They were:

Goal Area I: General EduCation

Goal Area III: Human Relationships,

Goal Area VI: Physical and Mental Well Being,

A summary of the Goals of Education in Kentucky is provided in Appendix A.4111%

To measure perfOrmance within the goal areas, two concepts_ were employed

which reflect current thinking fn.the area of educational assessment. These

concepts are the development of perf Oima nce objectives and the identification

of learner needs.

Performance Objective

A performance objective is a'stateMent that expresses the performance

7

level of expected behavior for a pupil or pupilsln regard to a selected

area orconcern and measurement instrument: Performance objectives provide

for the determination of actual pupil attainment in regard to,expectations

of pupil attainment by-providing a criterion and other specific information

'necessary for determinin progress toward meeting educational goals.

Example Performance Objective

During the spring semester of 1974, Kentucky pupils willddionstrate reading comprehension by attaining an averagegrade equivalent score equal to or exceeding the criterion

,4

2

as measured by the Reading Comprehension Subtest of theCoMprehensive Teats of-Basic Skills.

Performance objectives for the 1974 Kentucky Educational Assessment NProgram were develo*d for individual skills /concepts within the general 4'

, .

assessment areas. Numbers assigned to individual performance objectives

reflect their position within a goal/objective hierarchy. Figure 1- .

illustrates the numbering system utilized.

GOAL AREA 1:0

Goal 1.1Performance Objective. 1.1.1 -- General areaPerformance Objective 1.1.1.1Performance Objective 1.1.1.2 Specific skills/conceptsPerformance Objective 1.1.1.3

FIGURE 1

GOAL AND OBJECTIVE NUMBERING

A complete list of the goals and related performance objectives used

in the'study is presented in Appendix B.

In developing the performance objectives for the assessment program, )key terms described the behaviors measured by the objectives. These terms

and definitions are:1

KNOWLEDGE Involves the recognition and recall of facts .

(t:g., defining terms, recalling names, dates,.persons, identifying words, etc.).

COMPREHENSION The learner interprets, translates, summa-rizes, or paraphrases given material. Theperson can organize the material into anotherlanguage or form of communication (e.g.,reading a book or musical scores, graspingthe thought of material studied, ability todescribe something in one's own words, etc.).

'Benjamin S. Bloom, et al., Taxonomy of Educational Objectives,Handbook I: Cognitive Domain (New York: David McKay Company, Inc.,,

1956).

David R. Krathwohl, et al., Taxonomy of Educational Objectives_,

Handbook II: Affective Domain (New York: David McKay Company, Inc.,

1956).

1. 18

"b.

APPLICATION

ANALYSIS

RESPOND

Involves the use of material in'a,situation-which is different from that situation in whichit was originally learned (e.g., the use ofabstract ideas, principles, or theories inproblem - solving)..

'Involved separating a complex entity.into itsparts, drawing comparisons and relationshipsbetween the plementd (e.g.,.ability to recog-nize assumptions, to'distinguish cause 'andeffect -relationships, reorganization-of biasesor points of view, etc.).

InvolVes the indication oflaffective behaviorconsistent with given expeOations in a definedsituation.

In addition to describing behavior, each obje4tive specified a

3

measurement instrument which assessed the behavior. Two test instruments

afire utilized in the 1974 Kentucky Educational Assessment Program for

fourth-grade. The Comprehensive Tests of Basic Skills, Form Q, Level 2,

were used as the measurement device for the performance objectives dealing

with cognitive behavior and the Kentucky Student Attitude Inventory (see

Appendix D) was employed as the measurement instrument for attitudinal

objectives. Assessment of the citizenship goal was not included at the.

fourth grade level for the 1974 program.

Learner Needs

A learner need is identified when actual pupil performance is below

e2igeeted pupil performance as measured by a specific instrument. Figure 2

illustrates the concept of a learner need.

ResultsExpected minus Actual equals below equals Learnerperformance performance expectation need

FIGURE 2

LEARNER NEED

"'. 19

4

The identification of a learner need serves to indicate those areas

in which pupils are not meeting expectations. Additional data should be

collected and analyzed to determirie'the degree of need and the causes for

the existence of.learner needs. It should be recognized that the inter-

action of many factors (variables) contribute to indications of learner

needs. A detailed examination of these factors is an essential step in

the comprehensive assessment of educational programs.

In order 410 gather meaningful data describing educational performance

for identification of indicated learner needs at the district, regional,

and statewide levels, random sampling techniques were'employed for select-

ing districts and pupils to participate. A description of the sampling

procedures and a list of participating districts including the number of

. pupils tested are provided in Appendix C./.

200

1

STATEWIDE ASSESSMENT RESULTS

A summary of results for'Kentucky pupils Is provided in the present

section. Actual attainment levels inli.elation to expected attainment levels

are presented for general skill areas and specific-skills/concepts by goal

area. In addition, sample assessment items are provided for the general

skill areas. Data tables indicating results for boys and for girls are

presented in Appendix E. Item analysis results organized by skills/concepts

R,are provided in Appendix F.

GOAL AREA I: GENERAL EDUCATION

Goal 1.1: Each citizen of the Commonwealth should be assuredan opportunity to realize his full potential in written andoral communication, reading, computation, and mathematicalconcepts.

The first goal in the general education goal category was assessed in

the areas of (1) reading, (2) language, (3) arithmetic, and (4).study skills

using the Comprehensive Tests of Basic Skills, Form Q, Level 2. A criterion

of 4.7 grade eqbivalency was established as the level of desired perforMance.

The results for Goal 1.1 are presented below.

Readin

Reading Vocabulary

, Performance Objective

During the spring semester of the fourth grade,, Kentuckypupils will demonstrate knowledge of vocabulary by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Reading Vocabulary Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Knowledge of Reading Vocabulary

Test Situation: Pupils were asked to choose the word which hada similar meaning to an underlined word.

*NM

Oa

6

Item: a large dog.

a. brownb. bigc. smalld. old

Results

For the statewide sample, 46 percent of the fourth grade pupilsattained-

the criterion of 4.7 grade equivalency, and the statewide average grade

equivalent score was 4.7.

Specific Skills/Concepts Related to Knowledge of Reading Vocabulary

1.1.1.1 Knowledge of the Meaning of Words in Context

The expected criterion level for fourth grade pupils was

established as 57 percent. The average percentage of correct items

for the statewide sample was 54 percent.

Reading Comprehension

Performance Objective 1.1.2 '

During "the spring semester of the bOurth grade,.Kentuckypupils will demonstrate reading comprehension by at ainingan average grade equivalent score,equal to pr exce6ng thecriterion (4,7) as measured by the Reading Comprehensibn'Subtest of the CoOprehensive'Tests of Basic Skills, Form Q,

Level 2..

Sample'Assessment Item for Reading Comprehension

Test Situation: Pupils were asked to read written material and choose"the test answer to =questions related to interpretingtranslating, summarizing,'or paraphrasing the material.

Item: f. (Story about mountain climbing) John says in his story,

that mouncsin climbing

a. is exciting, but hazardous.

b. is not exciting, but scary,

c. is hard work.d. is good exercise.-

Sn

S

Results ti

.7

For the statewide sample, 44.percent of the fourth grade pdpils attained



Specific Skills/Concepts Related to Reading Comprehension

1.1.2.1 Knowledge of Directly St_ ated Details (Literal Meaning)

,

The expected criterion level for fourth grade pupils wasestablished as 52 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 48 percent.

1.1.2.2 Comprehension of Words and Phrases (Simple Rewording)


1.1.2.3 Comprehension (Paraphrasing) of the Meaning of Ideas

The expected criterion level for fourthgrade pupils wasestablished as 65 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 61 perCent.

1.1.2.4 Comprehension of Main Ideas

The expected criterion level for fourth grade pupil's* wasestablished as 5(r percent. The average percentage of correct items

' for the fourth grade statewide sample was 53 percent.

1.1.2.5 Comprehension of Relationships

The expected criterion level for fourth grade pupils wasestablished as 46 percent. The average, percentageof correct itemsfor the fourth grade stateide sample was 43 percent.

1.1.2.6 Comprehension Conclusions) of Given Facts and Statements

The pxpected criterion 14evel for fourth grade pupils wasestablished as 46 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 43 percent.

1.1.2.7 Comprehension (Inference) of Contextual Clues

The expected criterion level for fourth grade pupils wasestablished as 60 percent. The average percentage of correct itemsfor the fOurth grade statewide sample was 54 percent. "

" *4 23

a

1.1.2.8 Analysis of Indefinite or Incomplete Statements (Extended Meaning)


Conclusions -- Reading Results

Two areas related to the achievement of Kentucky pupils in reading

were assessed statewide at the fourth grade level:

1. Knowledge of vocabulary2. Reading comprehension

Knowledge, of Vocabulary

The assessment results did not indicate a learner need forfourth grade pupils in knowledge of vocabulary; however, this was notthe case for the related skill/concept of knowledge of the meaning ofwords in context..


The criterion of an average 4.7.grade equivalency was attained.Consequently, a learner needtwas not identified.

However, the assessment results provide evidence of learnerneeds for the 'following skills/concepts related to reading comprehension:

1. Knowledge of directly stated details2. Comprehension of words and phrases3. ComOehension of meaning of ideas4. .Comprehension of main ideas5. Comprehension of relationships6. Comprehension of given facts and statements7. Comprehension of contextual clues8. Analysis of indefinite or incomplete statements

Item analysis data, listed by reading skill/concept for individual

Educational Development.Districts, as well as statewide, may be reviewed

in Appendix F. Reading Results by Educational Development District for

reading subtests and individual skills/concepts are provided in a later

section of the present report.

Language

Spelling

Performance Objective 1.1.3

9

,During the spring semester of the fourth grade, Kentucky

pupils will demonstrate knowledge of-spelling by attaining anaverage grade equivalent score equal to or exceeding the criterion

,_

(4.7) as measured by the Language/Spelling Subtest of the ompre-

hensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Knowledge of Spelling

Test Situation: Pupils were asked to look at four words and identifythe word that,was incorrectly spelled or mark "none"

if ell four words were spelled correctly.

Item: a. hevyb. slowc. dartd. spoone. none

.Results

For the statewide sample, 43 percent of the-fourth grade pupils attained



Specific Skills/Concepts Related to Knowledge of Spelling

1.1.3.1 Knowlldge of Correctly and Incorrectly. Spelled Words

The expected criterion level for fourth grade pupils was

established at 58.percent. The average percentage of correct items

for the fourth-grade statewide sample was 54 percent.

Mechanics of Language


During the spring semester of the fourth grade, Kentucky

pupils will demonstrate application of the mechanics oflanguage by attaining an average grade equivalent scoreequal to or exceeding the criterion. (4.7) as measured by

the Language Mechanics Subtest of the Comprehensive Tests

of Basic Skills, Form'Q, Level 2.

;

10

Sample Asse sment Items for Application of Mechanics of Language

Test Situ tion: Pupils were asked to read a sentence and to choosethe proper punctuation wherever a blank was placed

Item: The date is Jan' 18.

a. comma (0b. period (.)c. question mark (?)d. quotation marks (")

Test Situation: Pupils were also asked to find the mistake in capitali-zation in underlined parts of sentences. "None" was .

marked if no capitalization errors were present.

Item: The story is called Alice in wonderland andit is abouta. b. c.

the adventures of a little girl named Alice. Noned. e.

Results

For the statewide sample, 49 percent of the fourth grade pupils attained

the criterion of 4.7 grade equivalency, and the-statewide average grade


Specific Skills/Concepts Related to Application of the Mechanics of Language

1.1.4.1 Application of Punctuation Skilli. !

The expected criterion level for fourth grade pupils wasestablished as163 percent. The average percentage of correct items'for the fourth grade statewide sample was 59 percent.

1.1.4.2 Application of Capitalization SkillsI

The expected criterion level for fourth grade pupils wasestablished as 40 percent. The average percentage of correct itemsfor the fourth grade statewide sample wis 45 percent.

Language Expression

Performance Objecti101.1.5

P During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of language expressionby attaining an average grade equivalent score equal to orexceeding the criterion (4.7) as measured by the LanguageExpression Subtest of the Compreh64ve Tests of BasicSkills, Form Q, Level 2.

26

11,

ti

Sample Assessment Item for Application of Language Expression

Test Situation: Pupils were asked to choose the best word or phraseto fill a blank in a sentence,'story, or poem.

Results

Item: We now going to the movie.

a. wasb. are 1

c. amis

11


the criterion of 4.7 grade equivalency, and-the statewide average grade

equivalent scorecwas 4.8.

Specific Shills /Concepts Related to Application of Language Expression

1.1.5.1 Application of Correct Grammatical esage

The expected criterion level for,fourth grade pupils wasestablished as 61 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 54 percent.

1.1.5.2 Comprehension of Clarity and/or Economy of Expression

The expected criterion level for fourth grade-pupils wasestablished as 35 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 34 percent.

1.1.5.3 Comprehension of the Author's Implication (Word Choice)

The expedted'criterion level for fourth grade Pupils wasestablished as 55 percent. ,The average percentage of correct itemsfor the fourth grade statewide sample-was 51 percent.

Conclusions--Language Results

Three areas related to the achievement of Kentucky pupils in

language_were assessed statewide at the fourth grade level:

1. 'nowledge,of spellin2." Ap lication of:the hanics of language3. Appl cation of languag xpression,

27

.07

12

'Knowledge of Spelling

The assessment results did not provide evidence of a learnerneed for fourth -stale pupils in knowledge of spelling; however, this

was not the case for the related skill/concept' of knowledge of correctly

and incorrectly splped words.

Application of the Mechanics of Language

. .

The criterion Of 4.7 was exceeded by four months. However,

the compiled results indicate that the desired criterion was not metfor the related skill/concept concerned with application of punctuation

skills. The results for application of capitalization skills demonstratethat, for this skill/concept, the criterion level was exceeded.

Application of Language Expression

The pupil performance data for application of language ex-pression did .not indicate the existence of a learner need. The criterion

average percentage of correct answers was not attained in the following

related skills/concepts areas:

1. application of correct'grammatical usage.2. comprehension, clarity, and/or economy of expression.

3. comprehension of the author's implication.

Item analysis data, listed by language skills/concepts for individual

Educational Development Distrtats, as well as statewide, may be reviewed in

Appendix F. Language results by Educational Development District for

language subtests and individual skills/concepts are provided in a later

. section of the present report.

$

Arithmetic Computation

Performance Objective 1.1.,6

Arithmetic

ti

During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of arithmetic computationby attaining an average grade equivalent score equal to orexceeding the criterion (4.7) as measured by the ArithmeticComputation S btest of the Comprehensive Tests of Basic

Skills, Form (, Level 2.

\__a

3 It" S' 1

C

13

Sample Assessment Item for Application of Arithmetic Comprehension

Test Situation: Pupils were asked to choose the correct answer toproblems of addition, subtraction, multiplication, anddivision.

Item: 221 I. 278

X 3 b. 224c. 663d. 673

Results

For the Statewide sample, 47 percent of the fourth grade pupils attained



Specific Skills/Concepts Related to Application of Arithmetic Computation

1.1.6.1 Application of Addition


1.1 :6.2 Application of Subtraction Skills

The expected criterion level for folirth grade pupils wasestablished as 62 percent. The average.percegtage of correct itemsfor the fourth grade statewide sample was 62 pekcent.

1.1.6.3 A ation of Multiplication Skills


1.1.6.4 Application of Division Skills

,

>The expected criterion level for fourth'grade pupils was -

established as 53 percent; The average perpentage of correct itemsfor the fourth grade statewide sample was 54 percent.

Arithmetic Concepts

Performance Objective 14i1.7

.

During the ring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of arithmetic concepts by attainingan average grade equivalent score eqiial to or exceeding the criterion(4.7) as measured by the Arithmetic' Concepts Subtest of the Compie-hensive Tests of Basic Skills, Form Level 2.

. 29

-14

Sample Assessment Item for Comprehension of Arithmetic Concepts

'Test attuagion: Pupils were asked to choose the correct answer forquestions relating to various arithmetic concepts.

Item: Three thousand four is the same as:

a. 3,004b.` .304

c. 3,040d.' 34,000

Results

For the statewide sample, 47 percent of the fourth grade pupil attained


equivalent score was 4.7. \,

Specific Skills/Concepts Related to Comprehension of Arithmetic Concepts

1.1.7.1 Knowledge of Arithmetic Concepts

The expected criterion level for fourth grade pUtoil,h wasestablished as 53 percent. The average percentage of correct itemsfor the fourth grade' tatewide sample was 48 percent.

1.1.7.2 Comprehension of Arithmetic Concepts (Converting EorM)

The expected criterion level for fourth grade pupilS wasestablished as 57 percent. The average percentage of correct\itensfor the fourth grade statewide sample was 56 percent.

1.1.7.3 Comprehension of Equations

The expected criterion level for fourth grade pupils wasestablished as 66 percent. The average percentage of correct Itemsfor the fourth grade statewide sample was 65 percertt..,.

1.1.7.4 Comprehension of'Comparative Relationships

The expected criterion level for fourth grade pupil's wasestablished as 56 percent. The average percentage of'correct itemsfor the fourth grade statewide sample was 54 percent..

1.1.7.5 Comprehension of Relationships (Ratio, Time, Part-Whole;Sequence, Geometc) .

The expected-criterion level for fourth grade pupils wasestablished as 54 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 58 percent.

'4

30

15

Analysis of the Components of Arithmetic Problems (Organization)

The expected criterion level for fourth grade pupils waestablibhed as 44 percent. The aver -age percentage of correct itehsfoT the fourth grade statewide sample was 43 percent.

Arithmetic Applications


DUring the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of skills in solving arithmetic wordproblems by attaining an average grade equivalent score equal toor exceeding the criterion (4.7) as measured by the ArithmeticApplication Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.

Sample Assessment Item for Application of Skills in Solving Arithmetic WordProblems

Test Situation: Pupils were asked to r an arithmetic word problemand to chobse the coxrect'anaw foethat problem.

Item: Jerry worked for two and one-half hours. How manyminutes did Jerry work?

Results

a. 260 minutesb. 90 minutesc. 150 minutes",

d. 60 minutes


the criterion of 4.7 grade equivalency, alld4the statewide average grade

equivalent. score was 4.6.

Specific Skills/Concepts Related to Application of Skills in Solving ArithmeticWord 'Problems

1.1.8.1 Comprehension of Problem-Solving (Selecting Methods)


1.1.8.2 Comprehension of Problem-Solving (Correct Sal4ion)

The expected criterion level for fourth grade pupils wasestablished as 62 percent. The average percentage of correct itemsfor the fourth ,grade statewide sample was 60 percent.

31.

16

1.1.8.3 Analysis of the Components of Arithmetic Word Problems(Organization)

The expected' criterion level for fourth grade pupils wasestablished as 42 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 41'percent.

4

Conclusions--Arithmetic Results

Three areas related to the achievement of'Kentucky pupils in arith-

metic were assessed statewide at the fourth grade level:

1. Application of arithmetic computation2. Comprehension of arithmetic concepts3. Application of skills in solving arithmetic word problems

Application of Arithmetic Computation

The pupil performance data for arithmetic computation did notindicate the existence of a learner need. The results for application ineach of the four skills, addition, subtraction, multiplication and division,demonstrate the expected criterion level was attained.

Comprehension of-Arithmetic Concepts

The criterion of at average 4.7 grade equivalency was attained.Consequently, no learner need was indicated. However, the assessment resultsprovide evidence of learner needs for the following skills/concepts relatedto comprehension of arithmetic concepts 0

1. Knowledge of arithmetic concepts2. Comprehension.of arithmetic concepts3. Comprehension of equations4. Comprehension of comparative relationships

Analysis of the components of arithmetic problems (organization)

It is noted thit the expected criteria were attained for the relatedskills/concepts concerning. comprehension of relationships (ratiO, time, part-

, whole, sequence, geometric).

Application of Skills in Solving Arithmetic Word Problems

The assessment results for application of skills in solving arith-metic word problems provide evidence of a learner need for fourth grade pupils.Additional supporting data indicating learner,peeds in this area are documentedfor the following related skill/concept areas:

1. Comprehehsion of problem-solving (selecting methods)-2: Comprehension of problem-solving (correct solution)3. Analysis of the components of arithmetic word problems

(organization)

ee

41.

17

f)

Item analysis data, listed by arithmetic skills/concepts for individual

Educational Development Districts, as well as statewide, may be reviewed in

Appendix F. Arithmetic results by Educational Development District for arith-

getic subtests and individual skills/concepts are provided in a later section

of the present report.

Study Skills

NReference Materials


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of reference material techniques byattaining an average grade equivalent score equal to or exceedingthe criterion (4.1)' as measured by the Study Skills/ReferenceMaterials Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.

Sample Assessment Item for Knowledge of Reference Material Techniques

Test Situation: Pupils were asked to read various reference materialsand choose the 'correct answer for questions regardingthese materials.

Item: .(Review of library cards) The oldest book is listed on

a. card #1b. card f2c. card #3d. none of the cards.

Results




Specific Skills/Concepts Related to Knowledge of Reference Material Techniques

1.1.91 Knowledge of Parts of Books

The expected criterion level for fourth grade pupils wasestablished as 48 percent. The average percentage of correct itemslor'fhe fourth grade statewide sample was 44 percent.

1.1.9.2 Knowledge of Dictionary Use

The expected criterion leveLfor fourth grade pupils was

established ail 47 percent. The average percentage of correct itemsforthe fourth grade statewide sample was 45 percent.

4

18

1.1.9.3 Knowledge of Library Use

The expected criterion level for fourth grade pupils wasestablished is 48 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 44 percent.

Graphic Materials


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of graphic materials by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Study Skills/Graphic MaterialSSubtest of the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item-for Comprehension of Graphic Materials

Test Situation: Pupils were asked to review various graphic materialsand to answer questions related to these materials.

Item: (Review of a map of a spedific area) About how faris it from the village to the lake?

a. 3 milesb. 4 milesc. 5 milesd. 6 miles

*Results

For the Statewide sample, 44 percent of the fourth grade pupils attained

4


equivalent' score was 4.8.

S ecific Skills/Concepts Related to Comprehension of Graphic Materials

1.1.10.1 Comprehension of Symbols, Legends, and Data Presented inGraphic or Tabular Form

..!/

The expected criterion' level for fourth grade pupils wasestablished as 56 percent. The average percentage of correct itemsfor 'the fourth grade statewide sample was 51 percent.

1.1.10.2 Comprehension of Relationships Presented in Graphic Form

The expected criterion level for fourth grade pupils wasestablished as 53 percent. The average percentage of correct itemsfor thedfourth grade statewide sample was 40 percent.

1.1.10.3 Comprehension (Draw Conclusions) of Graphic Data

The expected 'criterion level for fourth grade pupils wasestablished as 48 perpent. The average percentage of correct itemsfor the fourth grade statwide savle was 47 percent.

13%, 7

'19

/1.1.10.4 Analysis of Graphic Data to Determine Extended Meaning

The expected criterion level-for fourth grade pupils wasestablished as 44 percent. The average percentage of correct items.for the fourth grade statewide sample was 40 percent.

Conclusions--Study Skills Results

Two areas related to the achievement of Kentucky pupils in study

skills were assessed statewide at the fourth grade level:

1. Knowledge of reference material techniquesL. Comprehension of graphic materials

Knowledge of Reference Material Techniques

The criterion of 4.7 was attained by:Kentucky pupils. However,the compiled results indicate that the desired criteria were not met forthe related skills/concepts of:1. knowledge of parts of booki.2. knowledge of dictionary use.3. knowledge of library use.

Comprehension of Graphic Materials

The pupil performance data for comprehension of graphic materialsfailed to indiCate the existence of a learner need. However, learner needswere found in the failure to attain'the

specified criteria in the relatedskills/concepts of:

1. comprehension of symbols, legends, and data presentedin graphic and tabular form.

2. comprehension of relationships piesented in,graphicalform.

3. comprehension (draw conclusions) of graphic data.4. analysis of graphic data to determine extended meaning.

Item analysis data, listed by study skills /concepts for individual Educe-

,- tional Development Districts, as well as statewide, may be reviewed in Appendix

F. Study skill results by Educational Development District for study skills

subtests aria individual skills/concepts are preserited in a later section of

the present report.

Statewide Profiles--General Education Goals

,.-Tlie assessment results for the basic skill areas are described on the

follaWing pages in-statewide profiles. Results encompassing the areas of

reading, language, arithmetic, and study skills are illustrated.

The folloting information is provided in Fure 3:

20

1. Desired criterion level.as indicated by the dotted line..2. Average grade equivalent score attained by the pupilsample

as noted by the black dot.3. Parameters of the major clustering of pupil scores as indicated

by the shaded bar.

Due t6 measurement error, which occurs in any measurement of pupil

performance, it is noted that the true average grade equivalent score for

the sample group will vary from the reported average grade equivalent score

and would be positione4 within the limits deli ated for each subtest area

by the shaded bar representing the major clusteiing of individual pupil

scores:

I

7

4

.111

,

II

I

II

I

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P4,0

srepalew

sTel123V1opua.:a3all

suoproRddvortaunlzpv

ndapuopo'paunpliv

uopelndtuopppaunpuv

Surfrads

21

.

22

The percentage Of Kentucky Pupils meeting thg criterion of 4.7, fOr

each subtest, is reported in Figure 4. If the scores of the sample pupil

/

.

group were normally d stributed and had met or e ceedeCI the expected cri-

terion level,,

then 50 percentor more of the pu ils would be expected to

score at or above the expected criterion level.

1

O

e ,

0

ti

....1srlmnsi

oltickip

23

*

8sreflorW

2311.11232'd

......................... ...................

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a ccf4'0 E'l0--(' uoiss.dxH , , g

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a. 00 Cts.sE s se se . g::Pe'et`9392

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11 I

24

Goal 1.7: Each citizen of the Comomonwealh should be assured anopportunity to develop,a posit veattpu toward the acquisitionof knowledge - both formal an. informal.

The assessment of Goal 1.7 involved measurement of affective behavior

concerning attitudes toward (1) sc ool, (2) reading and 69 arithmetic. It

was determined that affecti4t beha for assessment results dompiled from db.

Kentucky Student Attitude Inventory would be reported in relation to the

.-percefitage of fourth grade pupils who reepOuded in the desired manner to

individual attitudinal questions. A criterion of 50Lpercent or,greater

positive pupil response was established as the level of desired performance.

Theentucky Student Attitude' Inventory is r vided it AppenOixD. The

results for Goal 1.7.aretpresented below.. i

)

Schoold Sd'Attitue towarcoo,.._

'141'

. ,,.)

'"PerformancetObActive 1.7.1

\ADuring the spring semester of the fourth grade, Kentucky pupilswill respond positively toward school-by demonstrating a direc-'=tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeIpventory.

Results -

The percentage of fourth grade pupils meeting, the criterion as well.

as the desired directional response is provided for each related item con-

cerning attitude toward school.

Question #1. Do you think school is unfair to students?

Of the pupils in. the statewide sample, 78 percent respondedpositively ("no" response).

Question #2.- Is time spent in school important?

Of the pupils in the statewide sample, 89 percent respondedpositively ("yes" response).

Question #3. Are you proud of your school?


40

4

Question #4. Do you understand the reasons for having school rules?

Of the pupils in-the statewide sample, 85 percent respondedpositively ("yes" response).

Question #5. Do you, dislike coming to school?

Of the pupils in the statewide sample, 66 percent respondedpositively ("no" response).

Question #6. Will your school work help you to .do well?

Of the pupils in the statewide sample, 96 percent responded4 positively ( "yes ". response).

Question #7., Do you really like what you.are taught in school?

Of the pupils in the statewide s le 75 percent respondedpositively ("yes" response).

Attitude


'During the spring semester o theefourth grade, Kentucky pupilswill respond positively towa d reading by demonstrating a direc-tional response equal to or xceeding the criterion (50 percent)

:on the related individual, ems of the Kentucky Student AttitudeInventory.

Results

The percentage of fourt grade pupils meeting the criterion as well

as the desired directiOnal esponse is provided for each related item con-

cerning attitude toward r ding.

Question #1. Do you that you are a bad reader?

Of the pupils in he statewide sample, 71 percent respondedpositively ("no response).

Question #2.. you like to read before you go to bed?

Of the ails in- he statewide sample, 61 percent respondedpositi, ly ("yes" response).

.

on #3. Is reading your favorite subject in school?

Of the pupils in the statewide sample, 31,percent respondedpositively ("yes" response).

441

26

Question #4. Do-you like to read aloud at school?


Question #5. Do 74u think there are other- things that are more funthan reading?


Question #6. Doyou thiWkalea.:reading is important?

Of the pupils in the statewide sample,-94 percent respondedpositively ("yes" response).

Question #7. When you have some free time, do you like to read abook?

Of the pupils in the statewide sample, 63 perCent respondedpositively ("yes" response).

,Attitude toward Arithmetic


During the dprineeemester of the fourth grade, Kentucky pupilswill respond positively toward arithmetic by demonstrating adirectional response equal to or exceeding the criterion (50-percent) on the related individual items of the Kentucky,Student Attitude Inventory.

Results

The percentage of fourth grade pupils meeting the criterion as well

as the desired directional response is, provided for each related item con-

cerning attitude toward arithmetic.

Question #1. Is math boring to you?


Question #2. Is math youi favorite subject?

Of the pupils inthe statewide-sample, 47 percent respondedpositively ("yes" response).

Question #3. Do you like to work all kinds of math problems?


4

'Question 04. Do you like to'expIitin math problems?

Ofthe pupils in the statewide sample, 45 percent`respondedpositively ("yes" response).

Question'05. Do you think math is important?

Of the pits in the statewide sample, 94 percent respondedpositiv ly ( "yes" response).

Question 46. WoUld you like to spend more time in math?-

Of the pupils in the statewide sample, 46 percent respondesir

positively ("yes" response).

Question #7. Do you think there are.othet thingsthat are note funthan math?

Of the pupils in the statewide sample, 19 percent respondedpositively ("to" response).

Conclusions - - Attitude toward School, Reading, and Arithmetic

It may be generally concluded that the criteria related to fourth

grade pupils' attitudes toward school, reading, and arithmetic were attained.

However, there were individual questions where less than 50 percent

of the pupils gave the desired directional response. These questions were

as follows:

Reading

Question #3. Is reading your favorite subject in school?

Question #5. Do you think there are other things, that are morefun than reading?

'Arithmetic

Question 42. Iemath your favorite subject?

,Q4estion #4. Do you like, to explain math problemi?

'Question #6. Would you like to spend more time in math?,

Question #7. Do you think there are other things that are more

fun than math?

Appendix F provides the statewide percentages for boys and girls

separately who demonstrated the desired directional responses.

A.brealidown of the results by Educational Development District is

presented in a later section of the present report.

K

28

GOAL AREA III: HUMAN RELATIONSHIPS

_Goal 3.2: Each citizen of the Commonwealth should have an under-standing of the worth and dignity of other people.


concerning attitude toward peers. It was determined that affective behavior

assessment results compiled from the Kentucky Student Attitude *Inventory

would be reported in relation to the percentage of fourth grade pupils who

responded in the desired manner to individual attitudinal questions. A

criterion of 50 percent or greater positive pupil response was established

as the level of desired performance. The Kentucky Student Attitude Inventory

is provided in Appendix D. The results for Goal 3.2 are presented below.


During the spring semester of the fourth grade. Keptucky pupilswill respond positively toward peers by demonstrating a direc-tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.

Results

The percentage of fourth grade pupils meeting the criterion as well as

the desired directional response is provided for each related item concerning

attitude toward peers.

Question #1, Seeing friends at school is fun?


Question #2. Do students in my school make other students feel unwanted?

Of the pupils in the-statewide sample, 50'percent respondedpositively ("no" response).

Question #3. Do other boys and girls play fair at school?

Of the pupils in the statewidepositively ("yes" respOnse).

Question #4. Do you want to get

Of the pupils in the statewidepositively ('!no" respodie).

4P 44

sample, 48 percent responded

the same grades as your friends?

sample, 29 percent responded

4

29

Question #5. Do you like to play by yourself it school?

Of the'pupils in the statewide sample, 92 percent responded-positively ("no" response).

Question #6. Do you likemost of your classmates?

Of the pupils in the statewide sample, 93 percent respondedpositively ("yes"esponse).

Question.#7. _Do your friends think that getting good grades isimportant?

Of the pupils in the statewide-sample, 88 percent respondedpositively ("yes" response).

Conclusions--Attitude toward Peers

It may be generally concluded that the criteria related,tp fourth

grade pupilli* attitude toward peers was attained.

,However, there were individual questions where less than 50 percent

of the pupils gave the desired directional (positive) response. These

questions were as follows:

Question #3. Do other'boyiyind girls play fair' at school?

Question #4. nu want to get the 'same grades as your friends?

- .

.

4541'.

30

GOAL AREA VI: PHYSICAL AND MENTAL WELL BEING

Goal 6.3: Each citizen of the Commonwealth should have a positiveand realistic acceptance of self.


concerning attitude toward self. It was determined that affective behavior,

assessment results compiled from the Kentucky Student Attitude Inventory

would be reported in relation to the percentage of fourih grade pupils who

responded in the desired manner to individual attitudinal questions. A

criterion of 50 percent or greater positive pupil response was established

as the level of desired performance. The Kentudky Student Attitude Inventory

is provided in Appendix D. The results for Goal 6.3 are presented below.


During the spring semester of the fourth grade, K tucky pupilswill respond positively toward self by demonstr a direc-tional response equal to or exceeding the crite io (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.

Results

The percentage of fourth grade pupils meeting the criterion as well as

the desired directional response is provided foteach related item concerning

attitude toward self.

Question #1. Is it easy for you to make friends?

Of the pupils in,thestatewide sample, 79 percent respondedpositivel(, "yes" response).

, .

Question #2. Do you worry about giving the wrong answer in class?

Of the pupils in the statewide sample, 25 percent respondedpositively ( "no" response).

-Question #3. Do Eal get along well with others?

Of the pupils in the statewide ,sample, 81 percent respondedpositively ("yes" response).

4 11air*

4 44

Question:#4. Do usually feel unhappy?,

Of the pupils in the statewide sample, 68-percent respondedpositively ("no" response). s

Question #5.- Can you do things as well as other children?

Of'the pupils in the statewide sample, 47- percent respondedpositively-( "yes' response).

Question #6; Do 2,0,:worry about getting good grades?

Of the pupils in the statewide sample, 20 percent respondedpositively-4("no" response). -

Question #7. Do yOu feel that you do a goof job of studying?


Conclusions -- Attitude toward Self110

It maybe generally concluded that the criteria related to fourth

grade pupils' attitudes toward self was attained.

,Howeyer, there were individual questions where less than 50 percent

of the pupils gave the desired directional (positive) response. These ques-

tions were as follows:

,/Question #2. Do you-worry about giving the wrong answer in

class?

Question #5. Can mu do things as well as other children?

Question #6. Do you worry ab T ng god grades?

Statewide Profile - -Attitudinal Goals

The assessment results for the attitudinal areas are illustrated in

Figure 5 as a statewide profile. The figure indicates the average percent-

age of Kentucky pupils meeting the criterion of 50 percent positive response.

I

Iaz Isz

co%

tg gsr) cv

O

0

Z

ASSESSMENT RESULTS TOR. EDUCATIONAL DEVELOPMENT DISTRICTS

Results for Kentucky. pupils by Educationil Development Districts are

provided in jthe current section. Actual attainment levels in relation to

expected attainment levels are presented for general skill areas and'specific

skills/concepts by goal area. Sample assessment liens are provided for-refer-

ence to each skill/coniept area. Data tables indicating results for boys and .

girls are presented in Appendix E.


Goal 1.1: Each citizen of the Commonwealth should be assured anopportunity to realize his.full potential in written and oralcommunication, reading, computation, and mathematical concepts.

TI e first general education goal was assessed:in the areas of (1) reading

(2) 1 nguage, (3) arithmetic, apq (4) study skills. The Comprehensive Tests

of 4sic Skills, Form Q, Level

equivalency was established as

2, were used. A criterion of 4.7 grade

the desired performance leVil. Analyses of

pupil development-fox' general skill areas and speclfic skills/concepts for

Goal 1.j. are presented below. Item analysis results organized by skill /'.

concept are provided in Appendix F.

Reading

Reading Vocabulary

Performance Objectives 1.1.1'

During the spring semester of the fourth grade, Kentucki pupilswill demonstrate knoWledge of vocabulary by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Reading Vocabulary Subtest of the ComprehensiveTests of Basic Skills, Form,Q, Level 2.

41.

33

34

Sample Assessment Item for Knowledge of Vocabulary

Test. Situation: Pupils were asked to choose the word that had asimilar meaning to,an underlined word in a phrese.

Item: a large dog

a. brownb. bigc. smallcr. old

Results4

The average grade equivalent scores for knowledge of vocabulary and

Ole percentage of pupils meeting the, criterion score of 4.7 are presented in

Table 1 for each Educational Development District.

TABLE 1

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL

DEVELOPMENT DISTRICT FOR KNOWLEDGE OF VOCABULARY1

Comprehensive Tests of Basic Skills, Form Q, Level 2

Reading Vocabulary Subtest

EducationalDevelopmentDistrict

Number ofpupilspup

Averagegrade equivalent

score

Percentage ofpupils meetingthe criterion

1 - 389 4.8* 492 395 4.4 393 136 4.1 284 531 4.7* 49'

AV

5 339 4.5 326 322 4.6 427 509 4.8* 498 951 5.4* 709 276 4.5 40

10 122 4.7* 46

32

295 4.4 47.1501 4.2 32

'13 "- 549 4.2 3214 309 4.4 3915 489 4.7* 4416 161 5.1* 59

Kentucky-- 6,262 4:7* . 46Statewide

*Criterion score of 4.7 attained

OP.

35

Conclusion

The assessment results presented in Table 1 indicate the existence of

learner needs in eight of the sixteen Educational Development Districts.

The percentage of pupils attaining the criterion of a grade equivalency of

4.7 ranged from 28 percent to 70 percent.

Item analysis data, listed by reading vocabulary skills/concepts for

,individual Educational Development Districts, may be reviewed in Appendix F.

Results for boys Rand for girls for the Reading Vocabulary Subtest by

Educational Development,Diatrict are presented in Appendix E.

Specific Skills/Concepts Related to Knowledge of Reading Vocabulary

Performance ObjectiVe .

During the spring semester of the fourth grade, Kentucky pupils.wilI demonstrate knowle'dge df,the meaning of words in context byattaining an average level of correct answers equal to or exceed-ing,the criterion (57 percent) as measured by the related items'of the Reading Vocabulary Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.

Sample Assessment Item for Knowledge of the Meaning of Words in Context

Test Situation: Pupils were asked to Choose the word that had asimilar meaning to,the underlined word in a phrase.

Item t the work

taskb. beginc. offerd. accomplish

Results

The average level of items correct for knowledge of the meaning of

words in context for each EducatiOnal Development District is provided in

Table 2.

-TABLE 2

AVERAGEPERCENTAGE OF CORRECT' ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' KNOWLEDGE

OF THE MEANING_ OF WORDS IN CONTEXT,

Comprehensive Tests of Basic Skills, Form Q, Level 2Reading Vocabulary Subtext, Items #11-40


Number of

pupils

Average percentage ofcorrect answers

1 274 562 315 543 136 464 415 56

5 270 546 275 537 464 558 966 64*9 217 52

10 95 57*11 106 5312 475' 4813 - 498 4914 234 53

- 15

16

;p2

163

55

41*

Kentucky- - 5,235 54Statewide

*Criterion average of 57 percent attained.

Conclusion

The assessment results presented in Table 2 indicate the existence of

learner needs in thirteen of the sixteen Educational Development Districts.o

The average percentage of correct answers by Educational Development District

pupil sample ranged from 46 percent to 64 percent. This range can be compared

to an average expected criterion of 57 percent correct answers for items

related to knowledge of the Meaning Of words in context.

Item analysis data for performance objective #1.1.1.1 are provided in

Appendix F.



During the spring semester Of the fourth grade, Kentucky pupilswill demonstrate reading comprehension by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)'as'measured by the Reading Comprehension Subtest of the Compre-hensive Tests of Basic Skills, Form Q,5Ieve112.

,

Sample Assessment Item for Reading Comprehension

Test Situation: Pupils were asked to read written material and answerquestions related to interpreting; translating, summa-sizing,, or paraphrasing thematerial.

Item: (Story about mountain climbing) In this story, Johntalks mainly about

a. his ride on the train.b. climbing in the Swiss Alps.c. hie' car.

d. Geneva.

`Results

The average grade equivalent scores for reading comprehension and theS

percentage of pupils meeting the criterion-score of 4.7 arse presented in

Table 3 for each Educational Development District.

O

38

TABLE 3

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL

DEVELOPMENT. DISTRICT FOR READING COMPREHENSION

/

Comprehensive Tests of Basic Skills, Form Q1, Level 2Reading Comprehension Subtest

EducationalDevelopment,/

DistrictNumber of

pupils

Average'grade' equivalent

\f score

Percentage ofpupils meeting'the criterion.

382 5.0* 47,

2 388 4.7* 423 135 4.2 304 531 5.0* 475 339 4:6 3§6 323 4.5 40

510 4.8* 458 4584 5.6* 609 276 4.7* 40

10 122 4.8* 4611 295 4.3 3512- 500 4.3 33 ,

13 553 4.2 3214 309 4415 489 4.8* 4316 161 5.6* 62

Kentucky- - 6,264 4.8* 44Statewide


Conclusion

The assessment results presented in Table 3 indicate the existence

of learner needs in seven of the sixteen Educational Developmerit Districts.0The percentage of pupils atta ng the criterion of a grade equiValenci of

44.7 ranged from 30 percent to 62, ercent.

Item analygis data, listed by reading comprehension skills/concepts

for indiViduaducational Development Districts, may be reviewed in

Appendix F.

a

Results for boys and for girls for the Reading Comprehension Subtest

by Educational Development District are presented in Appendix E.

Specific Skills /Concepts Related to Reading Comprehension

Performance Objective 1.1.2.1

During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of directly stated details (literalmeaning) by attaining an average level' of correct answers equalto or exceeding the criterion (52 percent) as measured by therelated items of the Reading Comprehension Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Knowledge of Directly Stated Details (Literal,Meaning)

Test Situation: Pupils were asked to read given material and answersquestions relateeto a detail directly stated in thematerial.

Item: ' (Story about.mountaih climbing) The mountain Johnclimbed was

a. Mt. Ranierb. Mount Blonck.c. the Matterhokn.d. Pikes Peak.

_00001,00...0400..

Resu

e average level of items correct f knoWledge of directly stated

details for each Educational Development Distri is provided in Table 4.. .

41O

551.e.

39,

4

4

40

TABLE 4

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT-DISTRICT FOR:FOURTH GRADE PUPILS' KNOWLEDGE

OF DIRECTLY STATED DETAILS (LITERAL MEANING)

Comprehensive Tests of Basic Skills, Form Q, Level 2Reading Comprehension Subtest, Items #12, 17, 33, 40, 44

lAucationalDevelopmentDistrict

Number ofpupils

Average-percentage ofcorrect answers

1 /14 55* r2 .315 49

3 136 454 415 52*5 270 476 275 497 464 498 966 57*9 217 50

10 95 4911 106 3912 475 4513 498 4514 234 . 52*

15: 332 49

16 163 59* .

Kentucky-- 5;235 49Statewide.

*Criterion average of 52 percent attained

Conclusion

The assessment results presented in Table. 4 indicate the existence

of learner needs in eleven of the sixteen Educational Development Districts.


ranged from 39 percent to 59 percent. Thii range can be compared to an

average expected criterion of 52 percent correct answers for items 'related

to knowledge of directly stated details.


Appendix F.

Performance Objective 1.1.2.2 .

During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of words and phrases (simple,rewording) by attaining an average level of correct answersequal to or exceeding the criterion (64 percent) as measuredby the related items of the Reading Comprehension'SUbteit ofthe Comprehensive Tests of Basic Skills, Form Q, Leve1:2.

Sample Assessment Item for Comprehension of Words and Phrases (SimpleRewording) ,

Test Situation: Pupils were asked'to read written material aid.answer questions related to the meaning of partic-ular words and phrases.

Item: (Story about the French railroad system)The word for cable railroad in French is

a. railway cable.b. Geneva system:c. telephonieren.d. telepherique.

Results

The average level of items correct for comprehension of words and

phrases (simple rewording) for each Educational Development District is

provided in Table 5.'

4

,

4

4

42

TABLE -5

AVERAGR PERCENTAGE OF CORRECT ANiVERS*BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH MDR PUPILS'

C0k3REHENSION OF WORDS AND PHRASES (SIMPLE REWORDING)

Comprehensive Tests of Basic Skills,:Form Q, Level 2Reading ComprehensionSubtest, Items #7, 9, 15;-1907,

,29

Educational'Development

District1 Number of

pupils

.

Average percentage of,correct answers

1

2,274315

64*'64*

3 136 504 415' 615 270 576 275 587 464 598 966 72*9 217 58

10 95 --63-11 106 5112 .475 5513 498 50 P6.14 234

. 6215 332 '5916 163 73*

,Kentucky- - 5,235 60..Statewide


Conclusion

The assessment results presented. in Table 5 indicate the existence

of learner needs in twelve of the sixteen Educational Development Districts.4

The average Percentage of correct answers by Educational Development Dis-

trict ranged from 50 percent to 73 percent. This.range can be compared

to an average expected criterion of 64 percent correct anSwers for items:

relateCtg.comprehension of words and phrases.


Appendix F.

. .

Performance ObJectiye 1.1.2.3

, During the sprihg semester Of the faktrth grade, Kentucky pupilswill demonstrate, comprehension (paraphrasing) ofthemeaning ofideas by attaining an average level of correct answers -equaltoor exceeding the criterion (65 percent) is-teasurea by therelated items of -the Reading Comprehensibn'Subtest of the Com-prehensive

-Tests of-Basic Skills, Fbrm Q, Level 2..

Sample Assessment Item for Comprehension (Paraphrasing) of the Meaninkaf. Ideas -- <

43

Test Situation: Pupils were asked,to. read written 'Material and answerquestions requiring,paraphiasiiig of that material.

, Item: *(Story about-mountain climbing) When JOhn,reaChed thetop of the mountain; he was

a. nervous and cold.d. hot and excited.c. ,nervous and hot.d. cold and tired.

Results

The- average level of items correct, for comprehension (paraphrasing)

of the meaning of, ideas foi each Educational DevelopmentDistrict,ia--

provided in .Tabl 6.

4,

44

TABLE 6.

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL. pgvabimpT pISTRICT FOR- FOURTH' -GRADE PUPILS"

COMPREHENSION4AHAPHRASINC) OP THE MEANING OF IDEAS. .

Comprehensive Teqta.of Basic Skills, Form Q, Level 2Reiding-Comprehention Subtest, Items #8, 101 164-26, 30

_.

Educatioual.Development

"District"

Number ofpupils

Average percentage ofcorrect'answers

1

2w'274.315

6364

:3, 136 564 415 -'635 270 57 ,

6 '275. 597 . 464 598 966 -s 72*9 217 .59

,10 95 66*11 106 5112 475 5413 498 5414 234 6315 332 6016 163 72*

Kentucky- - 5,235 61Statewide

*Criterion average.of 65 percent attained

Conclusion

The assessment results- presented in Table 6 indicate the existence

of learner needs in thirteen of the sixteen Educational Development Districts.

The average percentage of correct answers by Educational Development,Dis-

.-

trict ranged from 51 percent to 72 percent. This range can be compared to

an 'average expected criterion of'65 percent corr)t answers for items

related to paraphrasing the meaning of ideas'.

Item analysis data for performance, objective #1.1.2.3 are provided in

Appendix F:

60

a

'Performance Objective 1.1.2.4

During the spring semester of the fourth grade; Kentucky pupilswill demonstrate comprehension of main ideas by attaining anaverage level of correct answers equal to or exceeding thecriterion (56;percent) as-measured by the related items'ofthe Reading Comprehepsion Subtext of the Comprehensive Testsof Basic Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of Main Ideas

Test Situation: Pupils were asked to,read given material and,toanswer questions about the main idea of the material.

07) 'Item: (Story about mountain climbing) In this story, John'talks mainly about

a. his ride on the train.b. climbing in the Swiss Alps.c. his car.d. Ceneva.

Results

The average level of items correct for comprehension of main ideas

for each Educational Development District is provided in Table 7.

eo,

O61

46'.

TABLE-7.

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE 2uPILS!

'COMPREHENSION OF"MAIN IDEAS-

Comprehensive Tests of Basic:$kills, Form Q, Level 2Reading Comprehension Subtest, Items #5, 11, 13, 22, 31, 34, 37? 45

EducationalDevelopment

DistrictNUmber of

pupilsAverage percentage of

correct answers

1 274 56*2 315 543 136 484 415 55

'5 270 536 275 537 464 528 1 966 61*9 217 52 -,

10 . 95 5411 106 4612 '4!)- 475 4913 498 4914 234 5215 332 '-54

16 163 63* .

Kentucky-- 5,235 53Statewide

*Criterion average of 56,percent attained

Conclusion

The assessment results presented in Table,7 indicate that the

expected criterion of 56 percent correct answers was attained in three

of the sixteen Educational Development Districts. The average percentage

of correct responses:by Educaiional DevelOpment District for .the related

items ranged from 46.percent to 63 percent.

Item analysis data for performance objective #1.1.2.4 are proyided

in Appendix F.Ate

62kt

Performance Objective 1.1.2.5 .

During the 'spring semester of the fourth gride, Kentucky pupils

demonstrate comprehension of relationships by attaining

. an average level of correct answers equal to or exceeding the

criterion (46 perdent) as measured by the related itemsof theReading.Comprehension Subtest-of the Comprehensive Tests of

Basic Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of Relationships

Test Situation: Pupils were asked to read written material and answer

questions concerning relationships described in the

material.

Item: (Story about crabs) Crabs differ from shrimps because

a. crabs have small abdomens.

b. crabs have long antennae.

c. crabs have long legs.d. crabs have.a slender body.

Results

The average level of items correct for comprehension of relation-

ships for eachEducational Development District is provided in Table 8.

Ni

r

r 0,

_P

4

-

..,

'S

48

. TABLE 8

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

-COMpREHENSION,OF RELATIONSHIPS .

Comprehensive Tests of Basic Skills, Form Q, LeVel 2Reading Comprehension Subtest, Items #2, 44-32", 36, 41, 42


lumber ofpupils

Average percehtage ofcorrect answers

.`

....

1 274 452 315 443 136 364 415 46*5 270 426 275 417 464 458 966 48*9 217 4010 95 4411 106 4112 475 4013 498 4114 234 4215 332 4316 163 49*

Kentucky-- 5,235 43'Statewide


Conclusion

Results related to comprehension of relationships which are pre-.

sented in. Table 8 indicate the existence of learner needs in thirteen of

the sixteen Educational DevelopmOnt Districts. The average percentage of

correct answers by Educational Development District ranged from 36 percent

to 49 percent. This range can be compared to an average expected criterion

of 46 percent correct answers for the related items.

Item analysis data for performance objectivec#1.1.2.5 are provided

in ,Appendix Y.

4


During the spring semester of-the fourth grade, Kentucky pupilswill demonstrate comprehension (draw conclusions) of given factsand statements by attaining an average level of correct anitwerS-equarto or exceeding the Criterion (46 percent) as measured bythe related items of the Beading Comprehension Subtest of theComprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item:for Comprehension (Draw Conclusions)of GivenFacts and Statements

Test Situation: Pupils were asked to read written material andanswer questions requiring them to draw con-clusions from the material. ,

Item: (Story about clams) The clam is''

a. a shell-plantb. a shellfish.c. a fish.d: a barnacle.

Results

The average level of items correct for comprehension (draw con-

clusions) of given facts,and statements'for each'Educatibrial Development

District is provided ip Table 9.

')\

50

TABLE .9

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICTFORFOURTH GRADE PUPILS' COMPREHENSION

(DRAW CONCLUSIONS) OF GIVEN FACTS AND STATEMENTS

.

Comprehensive Tests of Basle Skills, Fbrm Q, Levedl. 2Reading Comprehension Subtest, Items #20, 25, 28, ps, 43

,

Educational rDevelopmentDistrict

Number ofpupils


1

2

1

.3

274.

315136' ,

47*4334

4 415 455 270 426 275 427 464 428 966 53*9 217 '45

10 95.

4411 106 40

4

a 12 '475 3713 498 40.,14 .. 234 4015 332 4316 163 40

.Kentbcky--Statewide

5,235t

43


Conclusion

The assessment results presented in Table 9 indicate that the

t!,

expected criterion of 46 percent correct answers was attained in three


of correct answers by Educational Development District for the related

items ranged from 34 to 53 percent.

Item analysis data for performance objective #1.1.2.6 are provided

in Appendix F.

51

Performance Objective 1:1.2.7

NDuring the spring.-gemester of the fourth grade, Kentucky pupilswill demonstrate comprehension (inference) of contextual cluesby attaining an average levet of correct answers equal to orexceeding -the 'Criterion (60 percent)" as measured by the relateditems of t e Reading Comprehension Subtest of the ComprehensiveTests of B sic Skills, Form Q, Level 2.

Sample Assessme t Item for Comprehension (Inference) of Contextual Clues

Test Situation: Pupils were asked...to read given material and to answerquestions requiring them to make inferences from thecontextual clues in the material.

Item: (Story about a mountain climber) John can be describedas

a. anxious.b. daring.c. strong.d. friendly

Results

The average level of items correct for comprehension (inference) of

contextual clues for each Educational Development District is provided in

.Table 10.

52

TABLE/

AVERAGE PERCENTAGE OF CO T ANSWERS.BY EDUCATIONAL;'

DEVELOPMENT DISTRICT FOR /mug GRADE PUPILS'COMIRERENSION (INFERENCE) OP CONTEXTUAL CLUES

Comprehensive Tests of BasicSkilis,,Form Q, Level 2

Reading Comprehension Subtest, Itemst#1, 3, e3, 24, 39

EducatiTal e

Development Number of Average:percentage of

District pupils correct answers

1

2

34,

5

"6

7

8

/ 0,274/ 315

136

415270275464966

i 57

.. 564755

52535364*

9 , -'217 53

10 95 53

11 106 53

12 475 50

1:3.

418 48

14 234 53

15 332 53

16 163 63*

ntucky-- 625,235 ,54

Statewide'


Conclusion

t

The assessment results in Table 10 indicate the existence of learner

needs in fourteen of the sixteen Educational DevelOpment Districts. The

average percentage of correct answers by'Educational Development District

ranged from 47 percent to 64 percent. This range can be compared to an

average expected criterion of 60 percent correct answers for items related

to comprehension of contextual clues.

4Item analysis data for performance objective #1.1.2.7 are provided

in Appendix F.

AP"!*Or 68 '

x


During the spring. semester of the fburth grade, Kentucky pupils,will demonstrate analysis of indefinite or incomplete statements(extended meaning) by attaining an average level of correctanswers equal to or exceeding the criterion (63 percent) asmeasured by the related items of the Reading Comprehension Sub-test of the Comprehensive Tests of Basic SkillsForm Q, Level 2.

Sample Assessment Item for Analysis of Indefinite or Incomplete Statements(Extended Meaning)

Test Situation: Pupils were asked to read written material and toanswer questions which required the extension ofmeanings in the material.

Item: If you were to climb a mountain, you could expect

a. that it will be extremely cold.b. that it will:be extremely hot.c that snow will be on the top.d. that the higher you go, the more trees you will

see.

Results

The average level of items correct for analydis .of indefinite or

incomplete statements (extended meaning) for each Educational Development. -

District is provided in Table 11.

Q

54

TABLE 11

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT' DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFINDEFINITE OR INCOMPLETEITATEMENTS (EXTENDED MEANING)

Comprehensive Tests of Basic Skills,, Form Q, Level 2Reading Comprehension Subtes, Items #6, 14, 18, 21, 35

EducationalDevelopiient

DistrictNumber of

pupils

LA r

Average percentage of,,correct answers

1

2

3

274315

136f

-64*

63*51

45

415270- ,

63*57

4,

6- 275 60

7 464 59 v8 966 72* 14,9 217 58'

10,

95 64*11 106 52

475 5113 498 5114 234 5815 332 58

16 163 71*

Kentucky-- 60 rt

Statewide45,235

*Critetion average of 63 percent attained

Conclusion


expected criterion of 63 percent correct answers was attained in 41x

of the sixteen EducatiOnal Development Districts. The average percen

of correct answers by Educational Development District for the relat

items ranged from 51 percent to 72 percent.


in Appendix F, a

r 70

Language ,

:= Spelling


During the spring semester of the fourth grade, Kentuoq pupilswill demonstrate knowledge of spelling by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Language/Spelling Subtest of the Comprehensive.Tests of Basic Skills, Form Q, Level 2.

o

Sample Assessment Item for Knowledge of Spelling

Test Situation: Pupils were asked to look at four wordAnd identifythe word that was incorrectly spelled or mark "none"

NNif all four words were spelled correctly.N.

tem: a. bevy'b. slowc. dartd. spoond. none

Results

The average grade equivalent scores for knowledge of spelling and

the percentage of pupils meeting the criterion score of 4.7 are presented

in Table 12 for each Educational Development District.

56

TABLE 12

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OF. FOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL

DEVELOPMENT DISTRICT FOR 'KNOWLEDGE OF SPELLING

Comprehensive Tests of Basic Skills, Form Q,, Level 2

Language/Spelling-Subtest"


Number of

Pupils


score

Percentage'ofpupils meetingthe criterion

-1 383 4.7* 512' ,386 4.5 383 135 4.2 33,,i

4 526 4.8* 49 ..,..

5 339 4.7* 426 322 4.4 - 397 510 4.9* . 548 948 , 5.4* 62

, '9 276 4.6. 3210 121 4.7* 5211 295 4.3 3712 497 4.3 4013 551 4.1 3314 310 4.6 . 4215 487 4.7* 4016 63 5.7* 69

Kentucky-- 5,149 4.7* 43.Statewide


Conclusion

The assessment results presented in.Table 12 i dicate that,the

expected criterion of a grade equivalency of 4.7 was attained in eight

of the sixteen Educational Development Districts. The percentage of

pupils equaling or exceeding the criterion by Educational Development

Distiict ranged from 32 percent to 69 percent.

Item analysis data, listed by skills/concepts for individual Educa-

tional Development Diatric'ts, are provided in Appendix F.

,o

II. IV.'Results for-boys:and girls for the Spelling Subtest by.4ducationa

..:.

.

.

.. .

, .

Developiment District are p7Sentedta,Appendix_B.:

. :.'\:-.. -.,

. 4::-.

S ecific Skills /Conceits Re ted to &Jowled e of-S elIin

Performance Ob ective 1.1

During the spring seineswill demonstrate knowlewords by 'attaining an aor exceeding the criteii'related items ofthehensive Tests_of Basic

Words

3.1

er of the fourth grade, Kentucky pupilsge of correctly and'incorrectly spelledrage level of correct answers equal to

(58 percent) as. measured by thee/Spelling Subtest of the.Compre-

lls, Form' Q, Level 2.

Assessment Item for Kt

Test Situation: Pupils wethe wordif all fo

Item: a.

b.

c.

d.

e.

Results

horsespelingmaybeluckynone

The average level of it

led :e of Correctl and Incorrect) elled

d asked to look at four words and identify't was incorrectly spelled or mark "none"'

r words.were spelled correctly.,

'1

correct for knowIedge of correctly and

incorrectly spelled words for each Educational Development District is

provided in Table 13.

I

e

58 .

TABLE 13


KNOWLEDGE OF CORRECTLY AND INCORRECTLY SPELLED WORDS

Comprehensive Tests of Basic Skills, Form Q, Level 2Language/Spelling Subtest, Items #1-30

EducationalDevelopment Number of Average' percentage of

District pupils correct answers

1 274 59*2 315 573 136 47-4 415 58*

270 58*6 275 557 464 578 966 64*

, 9 217 5610 95 5611 10A 51 .

12 475 5213 498 5114 234 57

415 332 5716 163 35



Conclusion


expected criterion of 58 percent correct answers was attained in four of the

sixteen Educ tional Development Districts. The average percentage of correct

answers by Ed cational Development District for the related items ranged

,frOm 35 percent to 64 percent.

-Item analysis data for performance objective #1.1.3.1 are provided

in Appendix F.

Mechanics bf Language

Perfo ce Objective 1..I.4

During t 'a spring semester of'the fourth grade, Kentucky pupilswill d strate application ofthe,mechanicp of language byattaining an average grade equivalent score equal to or exceed-ing the cr terion (4.7) as measured by the Language MechanicsSubtest of the Comprehensive Tests of Basic Skills., Form Q,Level 2.

Sample Assessment` Items for Application of the Mechanics of Language

#Test Situation: Pupils were asked to read sentences and to choose the

'proper punctuation wherever a blank was placed.

Item: The date is Jan 18.

. a. comma (,)b. period (.)c. question mark (?)d./ quotation marks (")

Test Situation: Pupils were also asked to find the mistakes in capital-ization in underline&parts of sentences. If there wereno mistakes, "none" was marked.

Item: The story is called Alice in wonderland and it is abouta. b. c.

the adventures of a little girl named Alice. Noned.

Results

Theaverage grade equivalent scores for application of the mechanics

of language and the percentage of pupils meeting the criterion score of

4.7 are presented in Table 14 for each EduCational Development District.

q5

60

TABLE 14

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CR/TERION BY EDUCATIONAL

DEVELOPMENT DISTRICT FOR APPLICATION.,OF THE-MECHANICS OF LANGUAGE

Comprehensive Tests of Basic Skills, Form Q, Level 2Language Mechanics Subtest


DistrictNumber ofpupils

Average ,

grade, equivalent

score

Percentage ofpupils. meeting .

the criterion

1 382 5.0* 532 386 5.0* 493 135 4.2 30'

4 526 5.2* 485 339 . 5.0* 456 323 4.6 357 507 5.2* 508 954 5.8* i 669 .276 5.2* 5210 121 5.1* 5111 295 4.3 4912 500

'552

4.6 3813 4.4 3714 308 5:6* 6415 487 5.0* 4616 63 6.2* 63

Kentucky- - 6,154 5.1* 49Statewide

* Criterion score of 4.7 attained

Conclusion

The:assessment results presented in Table 14 indicate that the

expected criterion of a grade equivalency of 4.7 was attained in eleven Of

the sixteen Educational Development Districts. The percentage of pupils equal-,

ing or exceeding the criterion by Educational Development District ranged from

35 percent to 66 percent.

Item analysis data, listed by skills/concepta.for individual Educa-

tional Development Districts, are provided in Appendix F.

76

- s

cJ

ROWAS

(Educational

4

for boys andsirls for the Languaie Mechanics Subtest by

Development District are presented in Appendix E.

Specific Skills/Concepts Related to Application of the Mechanics of Language

Performance'Obiective,1.1.4.1

During tht spring semester of the fourtti gfade, Kentucky pupilswill demonstrate ariplication of. punctuation skills by attaining"an average level of correctariswers equal to or exceeding the

'criterion'(63 percent) as measured by the related items of theLanguageoPMechanics Subtestvf the Comprehensive Tests of BasicSkills,, Form Q, level

Sample Assessment lEem for Application of Punctuation Skills

Test Situation: Pupils were'asked to read sentences and choose thepropgr punctuation at given points in the sentences.

Results

Item: Did you get the birthday card I Sent you

c.,

a. comma (,)b. period (.)c. question mark (?)d. quotation marks <",)

r"-- The average level of Items correct for application of punctuation

skill for each Educational Development District is provided in Table 15.

Sr

62)

TABLE 15

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL'DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

APPLICATION'OF PUNCTUATION SKILLS

Comprehensive Tests of Basic Skills, Form Q, Level 2Languake.Mechanits Subtest, Items #1-13


Number ofpupils


1 274. 65*315 651i

3 fi 136 484 415 625 270 626 275 607 464 60

966 67*9 217 6010''"

' 95 66*11. 10612 475 5613 498

/ 5414 234 70*15 332 6116 163 56

Kentucky-- 5;235 59Statewide

.


Conclusion'

Results, related to application of Onictuation skills which are

presented in Table 15 indicate,the existence of learner needs in eleven

of the sixteen Educational Devel4ment Districts. The average percentage

of correct answers by Educational Development District ranged from 36

percent to 67 percent. This'range can be compared to an average,expected

criterion of 63 percent correct answers for the related items.


in Appendix F.

78

63


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of capitalization skills by attain-ing an average.level of correct answers equal to or exceedingthe criterion (40 percent) as Assured by the related items ofth& Language Mechanics Subtest of the Comprehensive Tests ofBasic Skills, Form Q,',Level 2.

"Sample Assessment Item for Application of Capitalization Skills

Test Situation: Pupils were,/asked to find the mistakes in capitaliza-tion in maerlined parts of sentences. "None!' was

marked if io capitalization errors were preeent.

Item: My best friends are named Ji 1, karen; and jean. None

a. b. c." d.

Results

The average level of items correct for application of capitalization

skills for each Educational Development'District is provided in Table 16.\

794,3r "1

64 /

TABLE 16

.-1

AVERAGE PERCENTAGE OF CORRECT ANSWERSBY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE gums' '-

APPLICATION OF CAPITALIZATION SKILLS

Comprehensive Tests Of Basic Skills, Form Q, Level-2,Language Mechanics Subtest, Items #14-25

Educationa14.DevelopmentDistrict

NUMber of

PupilsAverage percentage of

correct answers

1 274 54*2 315 48*3 136 354 415 49*5 270 44*6 257 42*7 464 43*8 966 54*9 217 47*

10 95 43*11 106 46*12 475 3913 498 43*14 234 53*15 332 42*16 163 31

Kentucky-- 5,235 45*Statewide


4

Conclusion


expected criterion of 40 percent correct answer's was attained in thirteen

of the sixteen Educational Development Districts; The ayerage percentage

of correct answers by-Educational Development District for the related


Item analysis data for performance objective #1.1.4.2 are prOvided

in Appendix F.

Language Expression

Performance Objective J<.1.5

1

During the spring sem ster of the fourth grade,' Kentucky pupils

will demonstrate app cation of language txpression by attain-ing an average grade equivalent score equal to or exceeding thecriterion (4.7) as asured by the Language Expression Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Application of Language Expression

Test Situation: Pupils were asked to, choose the best word or phrase

to fill a blank in a sentence,, story, or poem.

Item: We now going to the movie. -

a. wasb. are .)

c. am4. is

Results

The average grade equivalent scores for application of language

expression and the percentage of pupils meeting the criterion score of

4.7 are presented in Table 17 for each Educational Development District.

Ca81;

i TABLE 17 *Iv

AVERAGE GRAM EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONALDEVELOPMENT DISTRICT FOR APPLICATION OF LANGUAGE- EXPRESSION

Comprehensive Tests of Bas .c Skills, Form Q, Leve12Language Expr ssion Subtest


DistrictNumber of

i pupils

Averagerade equivalent

score

Percentage $tf

pupils meetingthe criterion

1 383 5.0* 472 387 4.6 443 135 3.9 294 527 5.0* 50'5 339 4.8* 446 322 ( 4.4 367 506 5.0* 498 951 5.7* 689 276 4.5 3610 121 4.9* 4511, 296 4.5 3612 500 4.3 3513 544 4.0 2914 390 4.6 - 4115 486 2 4.8* 47'16 63 6.1* 67

Kentucky-- 6,145 4.8* 46Statewide


Conclusion

The assessment results presented in Table 17 indiPate that the

expected criterion of a grade equivalency of 4.7 was attained in light

of the sixteen Educational Development Districts. The perpentage of

pupils equaling or exceeding the criterion by Educational Development

District ranged from 29 percent to 68 percent.

Item analysis data, listed by skills/concepts for individual Educd-

tional Development Districts, are provided in Appqndix F.

:

0

J67

Results for boys and girls for the Language EXpression Subtest

by Educational, Development District are presented in Appendix E.

Specific Skills/Concepts Related to Application of Language Expression

Performance-Objective 1.1.5.1

Ddring the spring semester of the fourth grade; Kentucky pupilswill demonstrate application of correct grammatical usage byattaining an average level pf correct answers equal to orexceeding the criterion (61 percent) as measured by.the relateditems elf the Language tEnression Subtest of the COmprehensiveTests of Basic Skills, Forli Q, Level 2.

Sample Assessment Item for Application of Correct Grammatical Usage

Test Situation: Pupils were asked to choose ,the best'words to filla blank in a sentence.

Item; s Do you want me to put the ball on desk?

a.%4yourb; therec. this here

you're

Results

The average level of items correct for application of correct

grammatical usage ft.r each Educational Development District is provided

in Table 18.

I

o.

68

A

.14.

- TABLE 18

AVERAGE PERCENTAGE OF CORRECT ANSWERS'BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'.

4PPLICATION OF CORRECT GRAMMATICAL USAGE

Comprehensive Tests of Basic Skills, Form Q, Level 2Language Expression Subtest, Items #26-35

EducationalDevelopment Number of

District pupils

1 274315

3 136

4. 4155 2706: 2577 4648 966

.9 21710 95

11 - 10612 47513 49814 r 23415 r 332..16 1634

Kentucky-- 5,235Statewide


6058505759

57

57'63*

54605252

51

575532

54


Conclusion

Results related to application of correct grammatical usage which

are presented in Table 18 indicate the existence of learner needs_j.n

fifteen of the sixteen Educational Development bistricts. The average'

percentage of correct answers by Educational Development District ranged

ofram.32 percent to 63 percent. This range can be compared to an average

xpected criterion of 61 percent correct answers for the related.items.

Item analysis data for performance objective #1.1.51 are provided

in Appendix F.

a ,

erformance Objective 1.1.5.2

strlet.will demonstrate comprehension of clarity and/ori,economy ofDuring the spring semester of the fourth grade, Kentucky pupils

qexpression by attaining an average level of correct answerseual to or exceeding-the criterion (35 percent) as measured-by the related items of the Language Expression Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.

.

Sample Assessment Item'for Comprehension of Clarity and/or Economy_ ofExpression

Test Situation: Pupils were asked to choose the best word or phraseto replace an underlined section of a story.l. Pupilsalso had the opportunity to indicate that the phraseor statement was "best as it is."

Item: She put aside the boOk from which she'had been reading.

a. out of which she had readb. from out of which she had been readingc. out of which she had been reading out of

Best as it is.

Results,

The average level of items correct for_comprehension of clarity and/

or economy of expression for each Educational Development Distr


t

0

,

I

69

70

TABLE 19

AVERAGE PERCENTAGE OF CORRECT ANSWE1(S BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

COMPREgENSION OF CLARITY AND/OR ECONOMY OF EXPRESSION

Comprehensive Tests of Basic Skills,°Form Q, Level 2Language Expression Subtest, Items #51-55


District

1

2

3

45

6

7

8

9

10,11

12

13

14

15

16

Number ofpupils

274315136

415270257

464966217

95

106

475498234332

163


37*36*28

38*36*3435*39*33

38*37*.

35*32

3436*21

Kentucky-- 5,235 34/Statewide


Conclusion


expected criterion of 35 percent correct answers was attained in ten

of the sixteen Educational Development District The average percentage

of correct answers by Educational Development District for the'related

items ranged fram 21 percent to 39 percent.

.Item analysis data for performance objective #1.1.5.2 are provided

in Appendix F.

k

86

411

Berforgance Objective 11.1.5.3

During the spring semester af the fourth grade, Kentucky pupilswill demonstrate comprehension of the author's implication (word.choice) by attaining an average level of correct answers equalto or exceeding the criterion. (55 pertent) as measured by therelated items of'the Language Expression'Subtest of the Compre-hensi've Tests of Basic-Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of the Author's Implication (Word

C11c)ce.

Test Sittiation: Pupils were asked to choose the best word ox phrase tofill the blank in a statement.

AL: The angry woman the rock at the dog,

a. hurledb. chuckedo. droppedd. flipped.

Results.r

%

The average level of items correct for comprehension of the author's

implicition (word choice) for each Educational' Development District is


f

I-

1.

Ae, V;*5.

72

TABLE 20

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENTDISTRICTTOR FOURTH GRADE PUPILS'

COMPREHENSION OF THE AUTHOR'S IMPLICATION (WORD CHOICE)r

40

Appendix F.

Comprehensive.TelIs'of Basic Skills', Form-Q, Level 2-Language Expression-Subtest, Items #26-50


DistrictNumber of

pupils'AveragS percentage of

correct answers

1 274 55*2 315 55*

-3 136 424 415 56*5 270 526 257 517 464 52

8 ' 966 63*9 217 4910 95 5411 106 5012 475 4813 498 4714 234 5315 332 5116 163 35

Kentucky- - 5,2353

51 b.

Statewide


Conclusion

The assessment. results presented in Table 20 indicate the existence

of learner needs in twelve of the sixteen Educational Development Districts.


ranged from 35 percent to 63 percent. This range can be compared. to an

average expected criterion of 55 percent correct Answers for items related

to comprehension of the author's intention.

Item analpis data for performance oblective #1.1.5.3 are provided in"

,

4

73

Arithmetic



During the spring semester of the fourth grade,, Kentucky pupilswill demonstrate application of arithmetic computation by attain-ing an average grade equivalent score equal to or exceeding thecriterion' (4.7) as measured by the Arithmetic Computation Subtes -tof the Comprehensive Tests of Basic Skills; Form Q, Level 2.

Sample Assessment Item for Application of Arithmetic Computation

Test Situation: Pupils were asked to choose correct answers to problemsof addition., subtraction, multiplication and division.

,r2

Item: 221 a. 278x 3 b. '224

c. 663d. 673

iesults

The average -grade equivalent scores for application of arithmetic

computation and the percentage of pupils meeting the,criterion score of

4.7 are presented in Table 21 for each Educational Development District.,

86

*WO

TABLE 21

AVERAGE GRADE EQUIVALENT SCORES AND'THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY

. ..EDUCATIONAL DEVELOPMENT DISTRICT'FOR' APPLICATION OF ARITHMETIC'COMPUTATION

Comprehensive Tests of Basic Skills, Form..Q, Level 2Arithmetic Computation Subtest


District

1

Number ofpupils


score

_Percentage ofpupils meetiathe criterion

1 379 4.7* 422 392 4.7* 463 . 135 4.3

.

28* 4 527 4.8* 050

5 339 4.7* 446 324 4.5 357 510 4.9* 498 954 5.1* 76

9., 276 4.6 4310 122 4.7* 4311 94 4.6 4012 495 4.5 4213 548 4.4 3514 308 4.9* 5115 279 4.8* 43

.16 157 5.1* 54

Kentucky-- x.(1249 4.7* 47Statewide

*Criterion score of 4.7 attained_ .

Conclusionr 4

The assessment results presented Table 21 indicate thatthe

expected criterion of a'grade equivalency. of 4.7 was attained in ten of

thq sixteen Educational Development Districts. The percentage of pupils

equaling or exceeding the criterion by Educational Development District

ranged from 28 percent to 76 percent.t

Item analysis data, listed by skills /concepts for individual Educa-

tional Development Districts, are provided in Appendix F.

7

Results for bays and girls for the Arithmetic Computation Subtext

by Educatiohal Development District are presented 1n Appendik E.

Specific Skills/Concepts Related to Application of Arithmetic Computation

Performance Objective 1:1.6.1

During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of 'addition skills by attaining anaverage level of correct answers equal to Or exceeding thecriterion (64 percent) as measured by the related items of the.Arithmetic Computation Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.

aypleAssesament Item for Application of Addition Skills.

Test Situation: Pupils were asked to add a given arithmetic problem.and to°choose the correct answer to that problem.

Item: 641 a. 3474.229 b. 870

c. 265A d. 862

Results .

The average level'of items correct for application of addition skills


tt

.41

75

7

76

TABLE 22


APPLICATION OF ADDITION SKILLS

Comprehensilfe Tests of Basic Skills, Form Q, Level 2"Arithmetic Computation Subtest, Items #1-4, 17-20, 33-36

Educational

DevelopmentDistrict

Number of, pupils

,,


1 274 . 66*2 315 67*3 136 58.,

4 415 , 66*5 270 64*6 257 66*.7 464 64*8 . 966 68*9 217 64*

100- 95. 64*11 106 60

,t.12 475 i 6113 498 60

14 234 67*15 332 0 65*16 163 65*

Kentucky-- 5,235 64*SCateWide

,

*Criterion average., of 64 Tercent attained

Conclusion

assessment results presented in Table 22 indicate that the

expected criterion of 64 percent correct answers was attained in twelve


of correct answers'by Educatiimal Development District for the related

'items ranged from 58 percent to 68 percent.1

Item analysis data for petformance objective #1.1.6.1 are proirided,

in Appendix F.

O

Perfo nce'Ob ective 1.1.6.2

5

Duringwill dan evecriteri

AritBasic S

.4

the.spring semester of the fourth grade, Kentucky pupilsstrate application of'subtraftion skills by attaining

.age livel of correct answers equal to or,exceeding then.(62 percent) as measured by the related items of theis Computation Subtest of:the Comprehensive Tests ofills, Form Q, Level 2.

am le Asse sment Item for A lication of Subtraction Skills

Test Sit ation: Pupils were asked td:subtradt a given arithmeticproblem and to chobad the correct answer.

Results

Item: 648

-106

as 553b. 542c. 742

d. 753

The average level of items correct for application of subtraction.

-

.

. 1

skillifor each Educational Development District is provided in Table 23.'

, \

93

O

4

.78

al."

TABLE 23

ANYRAGE PERCENTAGE OF CORRECT ANSWERS'BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

APPLICATION OF SUBTRACTION SKILLS

Comprehensive Tests of Basic Skills, Form,Q, Lev 2

Arithmetic Computation Subtest, Itets #5-8, 21724, '37-40

Educational,

DevelopmentDistrict,

Number ofpupils '


2

3

45

6.

,89:

10..1"

13

14

16

16 .:

274315

136

415270,

257

464966

21795

106

475498234332

163-

66*#65*

52

63*6064*62*69*61

67*55

56

56

66*62*66*

Kentucky:- 5,235 62*8tateWide

*Criterion average oft2 percent attained

Conclusion,

The assessment results presented in Table 23 indicate;that the

expected criterion of 62 percent correct answers was attained in ten. .



items ranged from 52 percent to 69 percent,\

ti

IItem, analysis data for performance objective #1.L.6.2 aie provided

in Appendix, F.

4

79


Writ* the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of multiplication skills by attain-ing an average level of correct answers equal to or exceedingthe criterion (54 percent) as measured by the related items ofthe Arithmetic Computation Subtest of 'the ComprehensiNe Testsof Basic Skills, Form Q, Level 2. =

Sample Assessment Item for Application of Multiplication Skills

Test Situation: Pupils were asked to multiply -a given arithmetic problemand to choose the correct answer to that problem.

Item: 3,057 a. 18,013x 5 b. 15,064

c. 15,182d. 15,285'

a

-Results

. The average level of items correct for application of multiplication

skills for each Educational Development District is provided in Table 24.

80

'TABLE 24

AVERAGE PERCENTAGE OF CORRECT' ANSWEkS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

APPLICATION OF MULTIPLICATION SKILLS

Comprehensive Tests of Basic Skills, Form q, Level 2,Arithmetic Computation Subtest, Items #9-12,'25-28, 4144'

r


District

Number ofpupils


1

2

3

45

274315

136

415270

60*°58*4758*54*

t6 257 55*

7 464 57*

8 966 64*

9 217 57*

10 95 57*

106 48

12 475 52

13 498 50

14 234 60*

15 332 55*

16 163 58*'

Kentucky-.:- 5,235 56*

Statewide


Conclusion

The assessment results presOted in yable -24 indicate that the

expected criterion of 54 percent correct answers was attained in twelve

of the sixteen, Educational Development Districts. The average percentage

of correct answers by Educational Development District for the 'related



- Appendix F.

(

.81


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of division skills by attaining anaverage level of correctCAnswers equal to or exceeding thecriterion (53 percent) as measured by the related items of theArithmetic Computation Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.

Sample Assessment Item for Application of Division

Test Situation: Pupils were asked to divide a given arithmeticproblem and to choose the correct answer to thatproblem.

Item: 45 16.00 a. 4.00'

b. 44.00c. 14.00d. 4.44 .

Results

The average level of items correct for application of division skills

for each Educational Development District is provided.in Table 25.

.

TABLE 25

AVERAGE PERCBNTAGE OF CORRECT ANSWERS BY EDUCATIONAL.DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

APPLICATION OF DIVISIONfaILLS

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Computation Subtest, Items #13-16,.29-32., 45-48

s.

/EducationalDevelopment

DistrictNumber ofPupils


1

2

3

4

274315136

415

59*58*4358*

5 270 54*6 257 S3*,

7 464 54*8 966 60*9 217 ,55*10 95 . 57*11 '106 48T2 475 50

13 498 51

14 234 5015 332 52

16 163 58*

Kentucky-- -5,235 54*Statewide

- *Criterion average of 53 percent attained

Conclusion

The assessmeat, results presentvd in Table 25 indicate that the

expected criterion of 53 percent correct answers was attained in eleven

of-the sixteen Educational Development Districts. The average percentage


items ranged from 43 percent to 60 percent,

Item analysis data for performance objective #1.1.6.4 are provided .

in Appendix F. . )

98

Arithmetic Coneersta-


During the spring semester of the fourth grade,oRentucky pupilswill demonstrate comprehension of arithmetic concepts by attain-ing an average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Arithmetic Concepts Sulitestof the Comprehensive Tests of Bapic Skill's% Form Q, Level 2.

Sample Assessment Item for Comprehension of Arithmetic Concepts

Test Situation: Pupils were asked to choose the correct answer forquestions relating to various arithmetic concepts.

Item: Three thousand four is the same as

a. 3,004 .

b. 304c. 3,040d: 3.4,000 .

Results ,

7 83

Thd average grade equivalent scores for comprehension of arithmetic

concepts and, the percent4ge of pupild meeting the Criterion-score of'4.7

ilre presented in Table 26' for "each Educational' Development .

r.

84

TABLE 26

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE GP'FOURTH GRADE PUPILS'MEETING THE CRITERION BY EDUCATIONAL

DEVELOPMENT DISTRICT FOR COMPREHENSIONOF ARITHMETIC CONCEPTS

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest


Numbeeofpupils


score


1,..

378 4.6 -' 422 388 4.5 443 135 3.8 -.20

4 527 4.7* 455 340 4.7* 456 3'24 4.4 347 508 _.... 5.1* 588 945 5.4* 689 276 4.6 . 4210 122 4.7* 5611 294 4.6

i

4012 498 4.3 3713 546 4.2 3514 310

'485

4.7* 47 ed.

15 4.6 , 4316 157

.5.1* 62

Kentucky-- 6;233 4.7* 47Statewide


Conclusion4

The assessment results presented in Table 26 indicate-that the

expected criterion of a grad6 eqUIVelency of 4.7 was attained in seven

of.the sixteen Educational Development Districts. The percentage of

pupils equaling or exceeding the criterion by Educational Development,Dist-

-riot ranged from 20 percent 1-6-6{3 percent.

Item analysis data, listed by skills/concepts for individual Educa-

tional Development'Districts, are provided in Appendix F.

it/ votoit<

0

85

Results for boys and girls for the Arithmetic Concepts Subtest by

Educational Development District are presented in Appendix E.

Specific Skills/Concepts Related to Comprehension of Arithmetic Concepts


the spring semester of the fourth7grade; Kentucky pupilswi demonstrate knowledge of arithmetic concepts by attainingan erage level of correct answers equal to or exceeding thecri erion (53 percent) as measured by the related items of theArithmetic Concepts Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

Sample Assessment Item for Knowledge of Arithmetic Concepts

Test Situation: Puplis'were asked to choose the correct answer forquestions refacing to specific arithmetio\concepts.

2Item: The numeral 9 in'129 stands for

a. ,9 onesb. 9 tensc. 29 onesd. 29 tens

ResultsI

The average level of items correct for knowledge Of arithmetic concepts


4

at

ti

4'

,

86

TABLE 27


KNOWLEDGE OF ARITHMETIC CONCEPTS

Comprehensive Tests of Basic Skills, Form Q, Level 2_Arithmetic Concepts Subtest, Items #2, 9, 11, 14, 20, 27


Number ofpupils

Average percentage of.correct answers

-1

2

3

4

274315

1364

415

505134

485 270 46

% 6 257 477 464 54*

. 8 966 57*9 217 47

10 95 5111 106 5012 475 44/3 498 4314 234 4815 , 332 4916 163. 52



Conclusion


of learner needs in fourteen of the sixteen Educational Development Districts.

The average percentage of correct answers by Educational Development Dis- .

trict ranged from 34 'percent to 57 percent. This range can be compared

to an average expected criterion of 53 percent correct answers for items

related to knowledge of arithmetic concepts.

Item analysis data for performance_ objective #1.1.7.1 are provided

in Appendix V.


During the spring semester of the fourth g ade, Kentucky pupilswill demonstrate comprehension of ariththet c concepts (convertingform) by attaining an average level.of correct answers equal toor exceeding the criterion (57 percent) as measured by the relateditems of the Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, FOrm Q, Level 2.

873

Sample Assessment Item for Comprehension of Arithmetic Concepts (ConvertingForm)

Test Situation: Pupils were asked to choose the correct answer forquestions related to converting the form of numeralsgiven.

Item: If John has 2 quarters and Greg has 4 dimes, how muchmoney do they have?

a. $0.60b. $1.90c. $0.90d. $1.05

Results

The average level of items correct for comprehension of arithmetic

concepts (converting form) for each Educational Development District is


1

88

TABLE 28

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' COMPREHENSION

OF ARITHMETIC CONCEPTS (CONVERTING FORM)

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest, Items #1,.6, 29, 30


District,Number of


correct answers'

1 274 562 315 . 57* ,

3 136 46

4 415 56

,5 270 55

6 257 55

7 464 56

8 966 62*9 217 57*

10 95 58*11 106 61*12 475 53

13 498 ' 53

14 234 60*15 332 55

16 .163 . 60*

Kentucky - -, 5,235 56Statewide


Conclusion


expected criterion of 57 percent correct answers was attained in seven


of correct response by Educational Development District for the relited



in Appendix F.

89


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of equations by attaining anaverage reyel of correct sniffers equal to or exceeding thecriterion (66 percent) as measured by the related items ofthe Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, Ford Q, Level 2.

Samp1e,Assessment Item for Comprehension of Equations

Test Situation: Pupils were asked to choose the correct answer toarithmetic equations.

Item: If n x 6 = 4z. 3, then n is equal to

a. 5b. 2

c. 1

d. 4

Results

The average level of items correct for comprehension of equations


- 90

TBLE 29

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL,DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

COMPREHENSION OF EQUATIONS

Comprehensive Tests of Basc'Skills, Form Q, Level 2Arithmetic Concepts Subtest,atItems #5, 10, 13, 15

EducationalDevelopMent Number of

/ District pupilsAverage percentage of .04,

correct answers

1

2

3

45 ..

27

315

136

415270

6466*56

67*64

6 257 67*7 464 69*8 966 73*9 217 6410

495 72*

11 106 5712 475

...,59

13 498 59 '14 234 67*15 332 6016 163 71*



Conclusion-


of learner needs in eight of the sixteen Educational Development Districts.


ranged from 56 percent to 73 percent. This range can be compared to an

average expected criterion of 66 percent correct answers for items related

to comprehension of equations.

Item analysid data for performance objective #14.7.3 are provided in

Appen ix F.

A

91

Pefotbance Objective 141.7.41

wring the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of comparative ;Cationships by

ti attaining an average level of correct answers equal to or exceed-ing the criterion (56 percent) as measured by the related itemsof the Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, Form Q, Level 2.

Sample Assesiment Item for Comprehen-)sion of Comparative Relationships

Test Situation: Pupils were asked to choose the eorrect.answer tor.'questions (relating to arithmetic comparative relatidh-ships.

Item: Which has the larges( value?

a. $4.12 -b. $6.75

c. $3.15d. $6.72

Results-

The average level of items correct for comprehension of comparative

relationships for each Educational 'Development District is provided in

Table 30.

.

1.07-4fir

92

TABLE 30 .

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'COMPREHENSION OF COMPARATIVE RELATIONSHIPS

Comprehensive.Tests 2f Basic Sktl g, Form Q, Level 2

Arithmetic Concepts Subtest, Ito& #4, 7, 8, 17, 23


Number +of

ils

Average percentage ofcorrect answe

1

2

3.

.4.

274 a315136415

5 2706 257

. 7 4648 9669 217

10 951

11 10612 47513 49814 23415 33216 .163

Kentucky-- 5,235Statewide

*Criterion average of 56 percent attain d

56*56*44-56*

545357*60*

17'53

51

501

48 .

59*5558*

54

I

Conclusion

The assessment results presented in Table 0 indicate tfl the

expected criterion of.56 percent correct answer was atta'ned in. seven

of the sixteen Educational Development Distric s. The average percentage

of correct an ers by Educational Development

items 'ranged f 44 percent to 60 percent.

en.

strict for the related

Item anal sis,data for performance objeciive41.1.7.4

in Appendix F.

ti

ios. eat

are provided

10


Airing the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of'relationships (ratio, time,part-Whole, Sequence, geometric) by attaining an average levelof correct answers equal to or'exceeding the criterion (5.4 per-tent) as measured by the related 'items of the Arithmetic Concepts

-ftbtest of the Comprehensive Tests <Basic- Skills, Form Q, Level 2.

Sample Assessment Item for ComprehjaSTA-Of Relationships (Ratio, Time,Part-Wholei_Sequence, Geometric)

Test Situation: Pupils were asied to choose the correct answers to. questionsldealing with,the arithmetic concepts of

ratio, tirie, parts, sequences, and geometry.

Item: .What should be the next two in this series:61, 63, 65, 67

a. 68, 71

b. 68, 69c. 69, 71

d. 69, 72

Results

The average level of items correct for comprehension of relation-'

ships (ratio, time; part-whole, sequence, geometric) for each Educational

Development District is provided in Table 31.

vzo

109 gm. me-

9I

.94


OF RELATIONSHIPS (RATIO, TIME, PART-WHOLE,SEQUENCE, GEOMETRIC)

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest, Items #3, 12, 18, 19, 25, 26


District

Number ofpupils


1. 274 56*2 315 60*

3 136 48

4 415 59*

5 270 "t9*6 257 56*

7 . 464 65*

8 '966 72*

9. 217 56*

10 95 58*

11 106 53

12 . 475 54*

13 498 51

no" 14 234 65* ,0

15 332 54* '16 163. 65*

Kentucky-- 5,235 58*

Statewide

*Criterion average,of 54 percent attained

Conclusion a


expected criterion of 54 percent correct answers was attained in thirteen




Item analysis data for performance objective #1.1.7i5 are provided

in Appendix F.

C

Performance Obfective 1.1.7.6

During the .spring semester of the fourth grade, Kentucky pupils'will demonstrate analysis of the components of arithmetic problems(organization) by attaining an,average'level of correct answersequal to or exceeding the criterion (44percent) as measured bythe related items of the Arithmetic Concepts Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.

0

Sample Assessment Item fox' Analysis of the Components of ArithmeticProblems (Organization)

Test=, Situation: Pupils were asked to choose the correct answers toquestions relating to the concept of arithmeticorganization.

Item! What time will it be in 9 hours'after 9:15 p.m.?

a. 6:15 a.m.

b. 6:15 p.m.c. 1:15 a.m.d. 1:15 p.m.

Results

average level of items correct for analysis of the components* T,r

of-arithmetic pioblems (organization) for each Educational Development


1147-

w

--1

95

96o

TABLE 12

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFTHE COMPONENTS OF ARITHMETIC WORD PROBLEMS (ORGANIZATION)

.Comprehensive Tests of Basic Skills; Form Q, Level 2Arithmetic Concepts Subtest, 21, 22, 24, 28


Number ofpupils'


1

2

3

4'

5

274315

136415270

42

44*.

31

45*42

6 257 427 464 47*8 966

1 52*9 217 45*

10 95 ..v,

44* Li11 106 J8_-12 475 3813 498 ''''' 40 5'

14 214 44*15. 332 44*.16 ' 163 49*

Kentucky--* 5,235 4Statewide


Conclusion6

--The assessment results presented in Table 32 indicate that the

expected criterion of 44 percent correct answers was attained in nine


of correct answers by Educational. bevelopment District for the related



in Appendix F.

97

Arithmetic,Applications


During the spring semester.cd the fourth grade, Kentucky pupilswill demonstrate application of skills in solving arithmqtic wordproblems by.attaining an average grade equivalent score equal toor exceeding the criterion (4.7) as measured by the ArithmeticApplication Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.

Sample Assessment item for Application of Skills in Solving ArithmeticWord Problems

Test Situation: Pupils were asked to read an aeithmetic word problem.,and to choose the correct solution for that problem.

Item: Jerry worlied for two and one-half hours. How many,minutes did he work?

a. 260 minutesb. 90 minutesc. 150 minutesd. 60 minutes

Results

The average grade equivalent scores for application of skills in

,solving word Problems and the percentage of pupils meeting the criterion

score of r,4.7 are prqpented in Table 33 for each Educational Development

District.

'tc

r.

98

TABLE 33

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPIL,tMEETING_THE CRITERION _BY EDUCATIONAL.

DEVELOPMENT 1 1STRICT FOR-APPLICATION OF SKILLSIN SOLVING ARITHMETIC WORD PROBLEMS

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest

EducationalDevelbii.Eht

DistrictNumber of

pupils


score


1

2

377

3,08

4.54.4

38

413 135 3.8 22

4 525 4.6 435 339 4.5 41-

6 323 4.4 347 505 .41 4.9* 51

8 944 5.2* 609 . 276 4.5 43

10 120 4.5 45

11 ,?94 4.5 k4.2

12 495 4.4 3413 545 4.3 36

14 310 4.6 46

15 485 4.5 41

16 162 5.1* 59

Kentucky-- 6,223 4.6 45

Statewide


Conclusion


of learner needs in thirteen of the sixteen Educational Development Districts.

The percentage of pupils attaining the criterion of a grade equivalency of

4.7 ranged from 22 percent to 60 percent.

Item analysis data, listed by specific skills/concepts for indivisdual

Educational Development Districts may be reviewed'in Appendix F.

I114 e,-"

4

4k.

Results for boys and for girls for the Arithmetic Application Subtest

by Educational Development District are presented in Appendix E.

Specific! Skills/Concepts Related to Application of Skills in SolvingArithmetic Word Problems

0 Performance Objective 1.1.8.1

During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of problem-solving (selectingmethods) by attaining an average level of correct answers equalto or exceeding the criterion (42 percent) as measured by therelated items of the ArithMetic Application Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of Problem-Solving (SelectingMethods)

Test Situation: Pupils were asked to read arithmetic word problemsand to choose the best method' tor solving the problpi.

Item: A playground is 9 yards wide. To find out how manyfeet wide the playground ids, you can

a. multiply 9 by 3b. divide 9 by 3c: subtract 3 from 9d. add 9 plus 3

Results

The average level of items correct for comprehension of problem-

solving (selecting methods) for each Educational Development District

is prOVided.in Table 34.

4

115

99-

100

TABLE 34


OF PROBLEM-SOLVING (SELECTING METHODS)

Comprehensive Tests -of Basic Skills, Form Q, LeSel 2Arithmetic Applications Subtest, Items"#37, 40, 42, 43, 49, 50


Number ofpupils

Average, percentage ofcorrect answers

1 4 274 ) 392 315 403 136 32,4 415 395 270 366 257 397 464 41*8 966 ' 46*9 217 38

10 95 4011 106 3712 475 3713 498 3714

r 234 41*15 332 3616 163 45*

Kentucky -- 5,235 39Statewide /

*Criterion average of 41 percentattained

Conclusion


expected criterion of 41 percent correctanswers-was attair7d in four

of the sixteen Educational DeNblopment Districts. The average percentage

of correct answers 11 Educational Development District for the related .



in Appendix F.


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of probleri-solving (correctsolution) by attaining an average level of correct answersequal to or exceeding the criterion (62 percent) as measuredby\the related items of the Arithmetic Application Snbtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level

Sample Al;essment Item for Comprehension of Problem-Solving (CorrectSolution)\

101

Test Situation: Pupils were asked to solve arithmetic word problemsan i to choose the correct answer from a list of alter-na ves.

Item: Kim had 4 dolls. Pam had 3 times as many. How manydolls did Pam have?

a. 2

b. 16

c. 12

d. 7

Results

4 The average level of items correct for comprehension of problem- 4

solving (correct solution) for each Educational Development District is


et 0

4

102

TABLE .35

AVERAGE PERCENTAGE OF CQRBECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR' OUPSH GRADE PUPILS', COMPREHENSION

OF,PROBLEM7SOVING (CORRECT SOLUTION)

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest, Items #31, 32, 34-36, 39, 46


Number ofpupils

_Average percentage ofcorrect answers

1 274 592. .315 63*3 136 444 415 62*5 270. 576 257 59.--

7 4E4 64*8 956 69*9 217 5S10 '95 5811 106

.

5612 475 5713 498 '.:' 5514 234. 65*15 332 5816 163 70*

Kentucky-- 5,235 6QStatewide


Conclusio

ssessment results presented in Table 35 indicate the existence

of learn needs in ten of the sixteen Educational Development Districts.

The average percentage of correct answers by Educational Develoiment

rDistrict raged from 44 Percent to 70 percent. This range. can be

:

compared an average expected criterion of 62 percent correct answers

for items related to comprehension of the correct solution forproblem-_

solving.

, Item analysis data for performance objective #1.1.8.2 are provided,

in Appendix F. nett /, ,

103

. Performance Objective 1.1.8.3'

During the spring, semester of the fourth grade, Kentucky pupilswill demonstrate analysis of the components of arithmetic wordproblems (organization) by attaining an average level of correctanswers equal to or exceeding the criterion (42 percent) asmeasured by the related items of the Arithmetic Application Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Analysis of the Components of Arithmetic WordProblems (Organization)

*

Test Situation: Pupils were asked to read arithmetic word problems-relgting to organization and to choose the correctanswer to that problem

Item: Apples are 8 for 84c.

a. $2.52

b.- $2.75

c. $1.52ill $2.12

How much will 24 apples cost?.

r(6.

Results

The average level of. items correct for analysis of the components

of arithmetic word problems (organization) for each Educational Development


an 4

104

TABLE '36

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFTHE COMPONENTS OF ARITHMETIC WORD PROBLEMS (ORGANIZATION)

Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest, Items #33, 38, 41, 44, 45, 48

EducationalDevelopment ,

District

1

2

3

45

6 .

18

9 N

10 ..S

11

,12

'13

14

15

16

Kentucky--Statewide

Number ofpupils


274 46315 39136 33415 42*270 41257 42*464 44*966 46*217 42*95 41106 41475 38498 37234 41332 41163 49*

5,235 41


Conclusion

The assessment results preSented in Table 36 indicate the existence

of learnet needs in ten of the sixteen Educational Devflopment Districts.

The average percentage of correct answers by EducatiOnal Development

District ranged from 33 percenp,to,.49 percent. This range can be

compared to an average expected criterion of 42 percent correct

answers for items related to analysis of the components of arithmetic

word problems.

Item analysis data for performance, objective *1.1.8.3 are provided

in Appendix.F.

Study Skills.

.Reference Materials


During.the spring semestao of the fourth grade, Kentucky pupilswill demonstrate knowledge of reference material-techniques byattaining an airage grade equivalent score equal to or exceedinthe criterion.(4.7) as measured by the Study' Skills/ReferenceMaterials Subtest of the Comprehensive Tests of 4esic Skills,Form Q, Level 2.

Sample Assessment Item for Knowledge of Reference Material Techniques

Test Situation: Pupils were asked to read various reference materialsand'choose the correct answer for questions regardingthese materials.

Item: (Review library cards) The oldest book is listed on

' a. card I..1). card 2.

card 3.d. cannot

Results

so'

The average grade equivalent scores for knowledge of reference"PI

material techniques and the percentage of pupils meeting the criterion

score of 4.7 are presented in Table 37 for each Educational Development

District.

ti

105

.. /Ls....

'106

TABLE 37

AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OF'MIRTH GRAM PUPILS MEETING THE CRITERION BY EDUCATIONAL

DEVELOPMENT DISTRICT FOR KNOWLEDGE OF11EFERENCE MATERIAL TECHNIQUES

Comprehensive Tests of Basic Skills, Form Q, Level 2Study Skills/Reference Materials Subtest

EducationalDevelopment'District

Number ofpupils

Average .

grade equivalentscore


1 380 4.8* 482 377 4.8* 493 136 4.3 354 523 4.9* 495 340 4.7*, 466 324 4.6 387 , 502 '5.0* 488 947 5.6* 659 275 4.a* 50 ..

10 120 . 4.9* 5811 203 4.6 4412 494 4.3 3513 547 4.2 3214 300 ..A.9*/ 5015 , 486 4.8* 4516 64 5.3* 63

Kentucky-- 6,108 4.8* 45Statewide ..---

*Critekion score of 4.7 attained

Conclusion

10 The assessment results pre;e7ff6L in Table 37 indicates that the

expected criterion of a'grade equivalency of 4.7 was attained in eleven

of the sixteen Educational Development Districts. The percentage of

pupils equaling or exceeding the criterion by Educational levelopmeat

District ranged from 32 percent Op 65 percent.

Item analysis data, listed by skills/concepts for indiVidual Educa-

tional, Districts, are provided in Appendix F.

12;k7.11

4 0

4 .esults for boys and girls for the Referende Materials Subtest by

cational Development District are presented in Appendix E.

Specific - Skills /Concepts Related to Knowledge of Reference MaterialTechniques

.Test Situation: Pupils were asked,to choose the correct answer toq stions relating to parts of a book.

Item: In whit part of a book would you find the title ofChap r V?

a. table of contentsb. glossaryc. indexd. title page

Results

The average level of items correct for knowledge of parts of books

for each Educational Developmett District is provided in Table 38. r

123

107

40.

108

4

TABLE 38

AVERAGE PERCENTAGE OF CORRECT ANSWERS fi EDUCATIONAL'DEVELOPMENT-DtgTRICT FOR FOURTH GRADE PUPILS'

KNOWLEDGE OF PARTS OF BOOKS

Comprehensive Test o6Basic Skills, Form Q, Level 2Study Skills/Referende Materials Subtest, Items #12-16


. -Number ofykals


1 274 49*2 315 473 136 414 415 455 -270 48*6 '257 467 464 468 if 966 - 52*9 217 4310 95 4611 106 4512 475 to 4213 498 3914 234 4515 332 4516 163,

. 26



Conclusidn

The assessment results presented in Table 38 indicate the existenceI

of learner needs in thirteAn of the sixteen Educational Development

Districts. The, average percentage of correct answers by Educational

Development District ranged from 26 percent to 52 percent. This range

,can, be compared to an average expected criterion of 48 percent correct

answers for items related to knowledge of parts of books.


in Appendix F.


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of dictionary use by attaining anaverage level of correct answers equal to or exceeding thecriterion (47 percent) as measured by the related items ofthe Study Skills/Reference Materials Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Knowledge of Dictionary Use

Test Situation: Pupils were asked to choose the correct answersto questions dealing with the use of a dictionary.

Item: The words LATE-LAUGH appear at the top of a dictionarypage. Which of the following words would you find onthat page?

Results

a. lastb. lampc. latherd. launch

The average level of items correct for knowledge of dictionary use

for each pucational Development District provided in Table 39.

/09

TABLE 39

.


KNOWLEDGE OF, DICTIONARY USE

Comprehensive Tests of Basic Skills, Form-Q, Level 2Study Skills/Reference Materials Subtest, Items #7,,8, 17-20


. Number ofpupils

Average percentage of, correct answers

274315

47*48*

3 136 404 415 50*5 270 47*6 257 457 464 47*8 966 56*9 217 49*

10 95 49*11 106 4012 '475 4313 498 4514 234 49*15 332 4416 163 27

Kentucky-- -'. 5,235 45Statewide

*Criterion average of 47.percent attained

Conclusion


expected criterion of 47 percent correct answers was attained in nine





in Appendix F.

ill


During the spring semester of the fourth'grad; Kentucky pupilswill demonstrate knowledge of library. se by attaining an averagelevel of correct answers equal to or exceeding the criterion (48percent) as measured by the related items of the Study Skills/Reference Materials SubtestTof the Comprehensive Tests of BasicSkills, Form Q, Level 2.

Sample-Assessment Item for Knowledge of Library Use

Test Situation: Pupils were asked to choose the correct answer toquestions relating to the use of a library.

Item: Which is the best reference book to use if you want toknow how.cotton is grown?

a. atlasb. encyclopediac. dictionaryd. almanac

Results

The average level'of items correct for knowledge of library use

Difor each Educatfonal,Development Di rict is provided in Table40.

112

TABLE 40'

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL.DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

KNOWLEDGE OF LIBRARY USE

Comprehensive'Tests of Basic-Skills, Form Q, Level 2

Study Skills /Reference Materials Subtest, Items #1-6, 9-11


District

Number ofpupils


1 274 462 315 47

3. 136 41

4 415 48*

5 270 44

6 2574.

47

7 464-4-- 45

8 966' 51*

9 217 46

10 95 51*

11 106_ 47

12, 475 39

13 498 '39

14 234 47

15 332 44

16 163 26

Kentucky-- '5,235 44

Statewide

*Criterion average of,48 percent attained

Conclusion '

The assessment results presented in Table 40,indicate the existence.

of learner needs in thirteen of the sixteen Educatibnal Development

Districts. The average percentage of correct answers by Educational

Development District ranged from 26 percent to 51 percent. This range

can be compared to an average expected criterion of 48 percent correct

answers for items'related to knowledge of libiary use.

Item anslysis_data for performance objective #1.1.9.3 are provided

in Appendix F.

'Graphic Materials


.During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of graphic materials by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Study Skills/Graphic MatetialsSubtest of the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of Graphic Materials

Test Situation: Pupils were give4 graphic materials to look at anduse,. They were asked to choose the correct answerto questions relating to these materials.

Item: (Map of many shops in a city) In which direction would`you walk in order to go from the camera shop fts4he'

drug store?

a. southeastb., southwestc. northeastd. northwest

Results

The average grade equivalent scores for comprehension of graphic

materials and the percentage of pupils meeting the criterion score of,

4.7 are presented in Table 41 for each Educational Development Bibtrici.

,$)

Ir

11.3

-114

TABLE 41-

, AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE-PUPILS MEETING THE CRITERION BY EDUCATIONALDEVELOPMENT DISTRICT FOR COMPREHENSION OF GRAPHIC MATERIALS

Comprehensive Testi of Basic Skills, Form Q, Level 2Study Skills/Graphic Materials Subtext


Number ofpupils

Average' grade equivalent

score


1

2

3

45

6

377377136527

340324

4.8*4.7*4.14.8*4.7*

'4.6

494932

4843

407 504 5.0* 558 947 5.5* 62

9 276 4.8* 5010 120 4.8* 5011 293 4.4 3512 492 4.3 3313 548 . 4.0 ,30 1)

14 299 4.6 4615 487 4.8* 4716 63 5.4* 67

Kentucky-- 6,110 4.8* 44Statewide

*Criterion score 4.7 attained,


expected_ criterion of a grade equivalency 9f 4.7 was attained in ten of

the sixteen Educational Development Districts. The percentage of pupils

equaling or exceeding the criterion by Educational Development District

ranged from 30 percent to 67 percent.

Item analySis data, listed by skills /concepts for individual Educe-1

7

tional velopment Districts, are p4videdln Appendix F.

130

z.

115

Results for boys and girls for the Study Skills/Graphic Materials

Subtest by Educational Development District are presented in Appendix E.

Specific Skills/Concepts Related to diamprehension of Graphic Materials


During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of symbols, legends, and datapresented in graphic or tabUlar form by attaining, an averagelevel of correct answers equal to or exceeding the criterion(56 percent) as measured by the related items of the Study Skills/Graphic Materials Subtest of the Comprehspkve Tests of Basic Skills,Form Q, Level 2.

Sample Assessment Item for Comprehension of Symbols, Legends, and DataPresented in Graphic or Tabular Form

Test Situation: 'Pupils were given graphic materials to look at and use.They were asked to choose the correct answer to ques-tions dealing with symbols, legends, and data from thegraphic materials.

,Item: (Map of the highway system in and around Lexington,Kentucky) Row many state highways are shown?

a. sixb. twoc. eightd. fout

Results

The average level of items correct for comprehension of symbols,

legends; and data presented in graphic or tabular form for each Educa-

tional Development District is provided in Table 42.

.^^

()L "4110

131a

116

TABLE 42

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH.GRATE PUPILS' COMTREHENSTON

OF SYMBOLS, LEGENDS, AND DATA PRESENTED IN.GRAPHIC OR TABULAR FORM

Comprehensive Tests of Basic Skills, Form.Q, Level 2Study Skills/Graphic Materials Subtest, Items #22, 26-29, 31-33

EducationalDevelopment Number ofDistrict pupils

1 2742 3153 136

4 4155 270_

6 257

7 4648 9669 21710 95

11 106

12 47513 498

4' 14 23415 33216 163

Kentucky- -

Statewide

5/,235


-5556*45

5352

535362*

5457*46

45

44505332

51


Conclusion

The assessment results presented in ;Table 42 indicate that the

expected criterion of 56 percent correct answers was-attained in three

of the sixteen Edudational Development Districts. the average percentage




1k

in Appendix F.

t

Performance Oblective 1.1.10.2

During the spring semester.of the fourth grade, KentUcky pupilswill demonstrate comprehension of relationships presented ingraphical form by attaining an average level of correct answers..equal to or exceeding the criterion (53 percent) as measured bythe related. items of the Study Skills/Graphic Materials Subtest

of the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Comprehension of Relationships Presented inGraphical Form

Test Situation: 'Pupils were given graphic materials to look at anduse. They were asked to choose the correct answerto questions relating to the relationships presentedin graphical form.

Item: (Bgr graph showing the number of home runs made by,each boy in the class)Which boy made the most home runs?

a. Samb. DickC. 'Tomd. John

Results

The average level of items correct for comprehension of relation-.

ships presented in graphical form for each Educational-Zevelopment District

is provided in Table 43.

0

$

118

TABLE 43


OF RELATIONSHIPS PRESENTED IN-GRAPHICAL FO4M

Comprehensive Tests of Basic Skills, Form Q, vel 2

Study Skills/Graphic Materials SubtestItems #21,, 23, 30, 34, 35, 38, 46, 48-50


District

Number ofpupils


1 274 52

2 315 53*

3 136 45

4 j/

5 /415270

55*54*

6 257 51

7 464 53*

8 966 62*

.49.217 53*95 50

11 106 46

12 47.5 ' 46

.13 498 44

14 234 51

15 332 51

16 . 163 31

Kentucky-, 5,235 40

Statewide


Conclusion

The assessment results presented in Table 43 indiOate that the

expected criterion of 53 percent correct answers was attained in Six

of the sixteen Educational Development Districts. Thee average percentage


items ranged frolif131 perdeht to 62 percent.

Item analysis'data for performance objective #1.1.10.2 are provided

in Appendix F:\

134

V

Performance Objective 1.1.10.

During the ing semester of the fourth g&de, Kentucky pupils

will demon trate comprehension (draw conclusions). of graphic

data by at aining an average level of correct answers equal to

or exceeding the criterion (48 percent) as measured by the related

items of the Study Skills/Graphic Materials Subtest of the Compre-

hensive Tests of Basic Skills, Form Q, Level 2. .

Sample Assessment Item for Comprehension (Draw Conclusions) of Graphic

Data

Test Situation: Pupils were given graphic mat rials to look at and

use. They were asked to choose the correct answerto questions which dealt with drawing conclusions

presented in the graph. sItem: (Map of the'northeastern region of the United States- -

big manufacturing areas marked) In which part of this

region do you find the least amount of manufacturing?

a. easternb. southernc. westernd. northern

Results

The average level of items correct for comprehension (draw ceinclu-..

".-kions) of graphic data for each Educational Development District is


01

p.

i'CA_135

J

110

119

$

120

TABLE 44

cAVERAGE PERCENTAGE OF CORRECT AbSWERS BY EDUCATIONAL

,...DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'

COMPREHENSION (DRAW CONCLUSIONS) OF GRAPHIC. DATA

L. Comprehensive Tests of Bast Skills, .Form Q, Level 2 -

,Study Skills/Graphic Materials Subtest,, Items 125,,36 37,40, 41, 43, 47.

EducationalDevelopmentDistrict ,

Number ofpupils

Average percentage Ofcorrect dniswers

alt,

1 ,\ 274 4E*2 .315 '51*3 136 434 415. 51*5 270 50*6 257 ./0

50*.7, 464 52*8 966 56*9 217 51*

10 95 53* e1 106 4412 475 4413' ° 498 ,4214 234 4715 ,332 4716 163 30

..

°I;.7Kentucki 5,235

sZ2004 Statewide

so

*Criterion average-of 48 percent attained,

Conclusion


I

expe4ted criterion of 48 percent correct an4ers'was attained in nine

of the sixteen Educational Developmept Districts.' The average percentage

of correct answers by Educational Tevelopment District for the related

items4anged from 30 percent to4.56 percent,

' Item analysis data for'performpnce objective #1,1.1.0.3 are provided

in Appendix F.

'

e

121.


During the spriltg semester of the fourth grade, Kentucky pupils.will demonstrate the ability to analyze graphic data and determineextended meaning by attaining an average level of correct answersequal to or exceeding the criterion (44 percent) as measured bythe related items of the Study Skills/Graphic Materials Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.

Sample Assessment Item for Analysis Of Graphic Data to Determine ExtendedMeaning .

Test.ltuation: Pupils were given graphic materials to look at and use.They were asked to choose the correct answer to qnts-tions in which the extending of the meanings infr,the

#Materials was necessary.'

Item: (Map of a small island in.tile Pacific) Which of thefollowing best describes this island/-

a. mostly covered by palm treesb. mostly covered with valleysc. mostly covered by mountainsd. covered by equal areas of valleys and mountains

Results

The average level of items correct for analysis of graphic data to

determine extended meaning for each Educational Development District is


122

TABLE 45 .

AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OF

GRAPHIGADATAAND DET4RMINATION OF EXTENDED MEANING

(Comprehensive Tests of Basic Skills, Form Q, Level 2Study Skirls/Graphic Materials Subtest, Items #24, 39, 42, 44, 45

EducationalDevelopient.

DisrictNubber of


correct answers

1 274.43

2 315 45*

3 136 36

4. 415 42

5 270 44*-... 257 45*

7 464 42

8 966 47*9 217 42

10 95 42

11 106 34

12 475 38

13 498 37

14 234 45

15 332 43

16 163, 22.

Kentucky-- 5,235 40

Statewide


Conclusion

The assessment results presented. in Table 45 indicate that the

expected criterion of 44 percent correct answers was attained in six

t.




Item analysis data foi performance objective #1.1.10.4 are provided

in Appendix F.

1.38'e.3 a

1

. 123

'Goal 1.7: Each citizen of the Commonwealth should be assured anopportunity to develop a positive attitude toward the acquisitionof knowledge -'both formal and informal.

The second general education goal assessed involved measurement of

affective behavior concerning attitudes toward (1) school, (2) reading

and'(3) arithrtic. It was determined' that affective behavior assessment

results compiled from the Kentucky StUdent Attitude Inventory would,be

reported in relation to the percentage of, fourth grade pupils who responddd

positively to individual attitudinal questions. A'criterion of 50 percent

or greater positive pupil response on individual attitudinal questlions

was established as the level of desired performance. The Kentucky Student

Attitude Inventory is provided in Appendix D. The results for Goal 1.7

are presented below.

ti

Attitude toward School,

Performance Objective 1.7.14 tNDaring the spring semester of the fourth grade, Kentucky pupilswill respond positively toward school by, demonstrating a direcr,tional response equal to or exceeding the criterion (50 percent)-on-the related individual items of the Kentucky Student AttitudeInventory.

Attitude toward School Questions

The following questions were asked of fourth grade pupils to

assess the pupils' attitude toward school. The directional response

which was considered positive is in parentheses following each,

question.

Question 41 Do you think that school is unfair to students? (no)Question #2 Is time spent in school important? (yes)Question #3' Are you proud of your school? (yea)Question #4 Do you understand the reasons for having school

rules? (yes)

139 n

124

Question 0 Do you dislike coming to-school? (no)

Question #6 Will your school work help you to do well? (yes)

Question #7 Do you really like what you are taught in school? (yes)

The percentage of 'fourth grade pupils responding positively to

each of the attitude toward "school" questions in each Educational

Development District and Statewide is presentedln Taple 46:

140

-

TABLE 46

41.

PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TO

THE INDIVIDUAL QUESTIONS RELATED TO ATTITUDEgiTOWARD SCHOOLBY EDUCATIONAL DEVELOPMENT DISTRICT

Kentucky Student Attitude Inventory, Attitude toward School Questions

EducationalDevelopment Number of Percentage of positive responses by question

District pupils 1 2- 3 .4 5 6 7.

I 141 76* 89*, 79* 77* 52* 96* 70*

2 / . 482. 78* 90* 83* B6* 67* 95* 75*

3 178 82* 92* 89* 85* 69* 97* 76*

4 558 82* 92* 88* 85* 69* 97* 79*

5 342 72* 90* 86* 85* 68* 96* 75*

6 * 357 75* 88* 87* 83* 60* 96* 8*

7 413 77* 88* 86* 82* 63* 96* 96*

8 882 82* 92* 88* 88* .66* 97* 71*

9 269 82* 89*' 91*. 87* 69* 97* 82*

10J

90 78* 87* 88*. 79*. 63*. 96* 83*

11 246 70* 87* 84* 82* 64*. 96* 79*

12 374 76* 89* 85* 85* 69* 96* 72*

13 566 77* '89* 87* 86* 69* 97* 81*

14 33/ 79* 90* 89* 85* 65* 97* 80*

15 446 72* 82* 78* 77* 62* 61* '52*

16 80 94*. 98* 95* 94* 76* 99* 89*

Kentucky-- 5,806 7$* 89* 86* 85* 66* 96* 75*

Statewide

4 *Criterion percentage of 50 percent attained

Conclusion

Results related to attitudes toward school presented in Table 46

indicate that 50 percent or more of'the fourth grade pupils gave the

desired directional response to questions.41though #7 for all Educa-

tional Development Districtd. No learner needs,were_indicated

126

Attitude toward Reading


During the spring semester of the fourth grade, Kentucky pupils

will respond positively toward reading by demonstrating a direc-

tional response equal to of exceeding the criterion (50 percent)

on the related individual items of the Kentucky Student Attitude

Inventory.

Attitude toward Reading Questions4


assess the pupils' attitude toward reading. The directional response

which was considered positive is in parentheses following each question.

.Questiolir#1 Do you think that you are a bad reader? (no)

Question #2 Do you like to read before you go to bed? (yes)

.Question #3 Is reading your favorite subject in school? (yes)

Question #4 Do you like to read aloud at school? (yes).

Question #5 Do You think there are other things 'that axe i re

fun than reading? (no)

Question #6 Do ybu think that reading is important? (y

Question #7 When you have some free time, do you like t( read

a book? (yes)

The percentage of fourth grade pupils responding positively to

each of the attitude toward "reading" questions in each Educational

Development District and Statewide is presented in'Table 47.

Th

TABLE 474

PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS REBATED-TO ATTITUDE'TWARD READING

BY EDUCATIONALDEVELOPMENTrDISTRICI

Kentucky_Student,Attitudftventory, Attitude toward Reading Questions

Educatiehal_Development Number of Percentage of positive responses by question

'District pupils 1 2 3 4 5 6 7

1 141 68* 51* 27 54* 5 94* 59*

2 482 A5* 60* 33 59* 4 11 94* 67*

3 178 70* 58* 33 59* 18 94* 67*

4 558 74* 62* 34 54* 13 93* 65*

5. 342 69* 61* 30 62* 11 93* 63*.

6 357 64* 58 *. 28 57* 10 93* 52*

7 413 73* 60* 29 55* 10 '93* 58*

8 882 73* 59* 25 53* 9 95*. 59*

9 269 69* 70* 30 57* 12 95* 70*

10 90 74* 56* 36 68* 17 92* 66*

11 246 68* 57* 26 55* 11 94* 60*

12 374 71* 60* 42 67* 16 94* , 71*

13 566 71* 65* 39 63* 14 94* 67*

14 337 68* 64* 39 59* 8 93* 71*

15 446 73* 72* 26 57* 11 91* 56*

16 80 81* 65* 38 61* 16 98* 80*

Kentucky-- 5,806 71* 61* 31 57* 11 94* 63*

Statewide

*Criterian.percentage of 50 percent attained,

Conclus on

.Results related to attitudes toward reading presented in Table 47

Indicate that 50 percent or more of the fourth grade pupils gave the

desired directionalresponse to questions #1, 2,;4, 6, and 7 for all

Educational Development Districts. However, a learner need was indicated

in all Educational Development Districts for questions #3 and 5 due to less

than 50 percent of the pupils giving the desired directional response.

. e

128

Attitude toward AxiOmetic

Performance Objective 1:7.3

During the spring semester of the fourth grade, Kentuckypupilswill respond positively toward arithmetic by demonstrating adirectional response equal to or exceeding-the criterion (50percent) on the related individual items of the Kentucky Student

Attitude Inventory.

'Attitude toward Arithmetic Questions

The following questions were aSked of fourth grade pupils to

assess the pupils' attitude toward arithmetic. The directional response


Question #1 Is math boring to you? (n0 .

Question #2 Is math your favorite subject? yes)

Question #3- Do you like to work all kinds of math problems? (yes)

Question #4 Do you like to explain math problems? (yes) .

Question #5 Do you think math is important? (yes)

Qilestion i6 Would you like to spend more time'in math? (yes) .

Question #7 Do you think there are other things that are more fun

than math?* (no).

The percentage of fourth grade pupils responding positively to

each of the attitude toward "arithmetic" questions in each Educational

Development District and Statewide is presented in Table 48.

0

TABLE 48.

PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS. RELATED TO ATTITUDE TOWARD.ARITHMETIC BY EDUCATIONAL DEVELOPMENT DISTRICT

Kentucky,Student Attitude Inventory, Attitude toward Arithmetic Questions


Number ofpupi is

Percentage of positive responses by question1 2. 3 4. 5 6 7

-

1 141 67* 46 51* 39 95* 46 192 482 69* 47 46 53* 94* 45 223 178 69* 47 46 53* 94* 45 224 558 69* 48 53* 47 95* 48 205 342 66* 39 47 42 92* 43 ,0' 14

6 357 ' 651g 48 50* 42 93* 39 177 413 64* 50* 50* 46 95* '48 168 882 69* 46 48 40 95* 43 169 269 74* 55* 59* 50* 95* 50* 2810 90 70* 39 56* -54* 94* 42 1911 246 73* 50* 57* 51* 94* 56* 2412 374 62* 41 55* 45 91* 49 2013 566 62* 49 53* 52* 93* 51* 2214 337 63* . 39 50* 43 94* 40 1515 446 61* 4- 48 49 44 90* 44 1916 80 80* 56* 79* 49 99* 59* 20...

Kentucky-- 5,806 66* 47 52* -45 94* 46 19Statewide

*Criterion'percentage of 50 percent attained4

Conclusion

Results related to attitudes toward arithmetic pretented in Table 48

indicate that 50 percent or more of the fourth grade pupils gave the desired

directional response to questions #1 and #5 for all Educational Development

Districts. However, a learner need was indicated in some Educational Develop-

ment Districts for questions #2,'3, 4, 6, and.7 due to less than 50 percent

of the pupils giving the desired directional response.

130

GOAL III: ,HUMAN -RELATIONSHIPS

*Goal 3.2: Each citizen of the Commonwealth should have an under-standing of the worth'and dignity of other people.

The goal assessed in Human Relationship Area involved measurement of

affective behavior concerning attitudes toward peers. It was delermined.,

that affective behavior assessment results compiled from the Kentucky

Student Attitude Inventory would be reported in relation to the perCentage

of fourth grade pupils who responded positively to individual, attitudinal

questions. A criterion of 50 percent or greater positive pupil response

on individual attitudinal questions was established as the level of desired

performance. The Kentucky Student Attitude Inventory is proirided in

Appendix D. The results for Goal 3.2 are presented below.

Performance Objective 3.2.1 ,

During the spring semestervf the fourth grade, Kentucky pupilswill respond positively toward peers by demonstrating a direc-tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.

Attitude toward Peers Questions

The following questions were asked.of fourth grade pupils to

assess the pupils' attitude toward "peers." The direCtio 1 response


Question #1 See friends at school is fun? (yes)Question #2 Do students in my school make other stude is feel

unwanted? (no)Question #3 Do other boys and girls play fair at school? (yes)Question #4 Do you want to get the same grades as you friends?

(Yes) AQuestion #5 Do you like to play by yourself at school (no)

446

131

1

-Question #6 Do you like most of y

1ur classmates? (yes)

Question #7 Do your friends thi that getting good grades' isimportant? (yes)

The percentage of fourth -grade pupils responding positively to

eacfi of the attitude toward "peers" questions in each Educational

Development District and Statewide is presented in Table 49.

4

:4447

132

af

TABLE 49

'

PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS RELATED TO ATTITUDE TOWARD PRS

BY EDUCATIONAL DEVELOPMENT DISTRICT

Kentucky Student Attitude Inventory, Attitude toward Peers Questions


District

Number ofpupils

Percentage of positive responses by question1 2 3 4 5 6 . 7

1 141 94* 44 46 34 93* 86* 89*2 482 96* 49 42 . 23 94* 93* 90*3 178 , 93* 50* 47 27 96* 92* 89*4 558 94* 49 50* 31 93* 93* 90*5 342 96* 43 54* 33 95* 94* 88*6 357 96* 48 42 32 94* 94* 87*7 413 96* 48 42 32 94* 94* 87*8 e 882 94* 53* 51* 27 , 95* 90* 88*

.9 269 95* 44 54* 32 89* 93*.

89*10 90 , 97* 48 59* 27 94* 96* 91*11

...246 96* 46 '50* 32 92* 88*- 89*

12 374 95* 40 29 37 94* 93* 92*13 566 s'90* 58* 48 32 88* 92* 84*14'14 337 93* 51* 42 . 26 89* 96* 86*15 446 97* 60* 48 28 94* 96* 91*16 80 90* 52* 54* 23 90* 90* 81*

Kentucky -- 5,806 94* 50* 48 29 92* 93* 88*Statewide

*Criterion percentage of 50 perZtfit attained

Conclusion

Results related to attitudes- toward beers presented in Table 49

indicate that 50 percent or more of tde fourth grade pupils gave the

desired directional response to questions #1, 5, 6, and 7 for all Educa-

tional Development Districts. However, a learner need was indicated in

some Educational Development Dist is for questions #2, 3, and 4 due ?o

less than 50 percent of the pupil iving the desired directional response.

1484)14

133.

'1

GOAL AREA VT: PHYSICAL AND MENTAL WELL BEING

7Goal 6.3: Each citizen of the Commonweald should have a positiveand realistic acceptance of self.*a

The goal assessed in Physical and Mental Well,Being Area involved .

measurement of affebtive behavior concerning attitudes toward self. It

was determined that affective behavior assessment results compiled from

the Kentucky Student Attitude Inventory would be reported in relation to

the percentage of fourth grade pupils who responded positively to individualA

attitudinal questions. A Criterion of 50 percent or greater positive pupil

response on individual attitudinal questions was stablished as thtlevel

of desired performance. The Kentucky Student Attitude Inventory is

provided in Appen D. The results for Goal 6.3 are presented below.

Performance Oblective 6.3.1

During the spring semester of the fourth grade,, Kentucky pupilsrespond positively toward self by demonstrating-a direc-

tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.

Attitude toward Self Questions


assess the pupils' attitude toward "Self." The directional response


Question #1 Is it easy for /2u 4 to make friende (yes)Question 42 Do you worry about giving the wrong answer in class? (no)Question #3 Do /g2 get alongwell with others? (yes)Question #4 Do you usually feel unhappy? (no) '

Question #5 Can Lou do things as well as other children? (yes)Question #6 Do you worry about getting good grades?-- (no)Question #7 Do you feel that you do a good job of studying? (yes)

;q11.149

I

134ti

. ,

The percentage of fourth grade pupils responding pbsitively to,eaCh-

of the attitude toward "self" questions,in each Educational bevelopMent_-

t .

District and Statewide is presented in Table 50..

TABLE 50 .

PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELYTO THE INDIVIDUAr QUESTIONS RELATED TO ATTITUDE TOWARD SELF

EDUCATIONAL DEVELOPMENT, DISTRICT '

KentUcky S udent titude Inventoty, Attitude toward Self Questions

Educational4DevelopmentDistrict

45'

6

.4 ° 7

8-

10

11

12

1-- 13

15

16

Kentucky-- -

Statewide

Number ofpupils

Percentage of positive responses by question1 2 3 4 5 6 7

141 83* 22 74* 72* 52*, 16 54*482 80* 28 80* ,.69* 47 15 69*178 85* 20 76* 66* 47 12' 61*558 80* 26 79* 68* 49 23 ' 61*.342,0357V4,

77*

77*

21

2579*

, 84*66*61,-4

4642 ,

18

26.

69*64*

el

413 80* 26 86* 69*. 51* 21 72*882 80* . 24 . 0* 77* 554, 23 -%68*269 83* ,29 '88* 71* .55* 20 78*90 77* 12 * 66* 46 18 64*

37481*79*

21

32

71*82*

59*62*

40,

4g,

11

2061*68*

566 78* , .20, 71* 54* 42 21 , 59*337 82* 28 84* , 66* 39 18 69*446' 71* 32 79* 74* 46 19 64*80 86*' 26 94* ,81* 58* 24 N'43*

5,806 79* 25 ' 81*- 68* 47 20 66*.

*Criteriofi percenicieNcf 50 petcent attained

Conclusion

Resqits related to attitudes toward"srett,,presened in Table 50

.

indicate that 50 perce or MOr f th fourth grade pupils gwe the

desired directional tesponse questions 1, 3, 4, and 7 for all Educa-

tional Deve nt Districts: However, a leardicdneed was indicated in

sope-.Educational Deveament Districts for questions #2, 5, and 6 due to

less than 5'6percent of theNpupils giving the desired directional response.

14

LIST OF REFERENCES

Bloom, Benjamin S., et al. Taxonomy of Educational Objectives, HandbookI: Cognitive Domain. New York: David McKay Company, Inc., 1956.

224 of Education in Kentucky.' Frankfort, Kentucky:. State Departmentof Education, 1973'. 4,--

Kiathwohl, David R., et al. Taxonomy of Educational Objectives, HandbookII: Affective Domain. New York: David McKay Company, Inc., 195b.

A

,

137

O

151.

A-

Y 4

.

'

a

APPENDIX A,

GOALS OP EDUCATION IN KENTUCKY

139

152

GOALS OF EDUCATION IN KENTUCKY,

GOAL AREA T:, GENERAL EDUCATION

1.1 Skill in written and oral communication, reading, computation,and mathematical concepts

1.2 Understand the language common to the various learningdisciplines

-=1.3 Knowledge of logical approaches for problem solving

1.4 Application of acquired skills to real -life situations

1.5 Knowledge in ihe'various learning disciplines (e.g. science,social science, foreigsklanguage, etc..) .

1.6 Understand the resources available and the methods of collectinginformation

S

1.7 Positive attitude toward the acquisition of knowledge - bothformal and informal

4

GOAL AREA II: ECONOMIC UNDERSTANDING

2.1 Consumer knowledge

2.2 Information on tax structures and obligations

2.3 An understanding of money management

4

2.4 A knowledge of the American economic system in relation tointernational economics

2.5 Demonstrate economic independence


3.1 Knowledge,of one's,self in relation to capabilities andinterests

3%2 Understanding. the worth and dignity of other people

3.3 Ability to work with and relate to other individuals andgroups

3.4' Appreciation of our culture and those attributes which haveenabled man to survive and accomplish ,

L41

153

"c

r.

142

GOAL AREA IV: CITIZENSHIP

,4.1 Understanding the necessity for structured social and politicalorganization

4.2 Understanding the necessity for ethical values in determiningright from gong

4.3 Knowledge of the interdependence of the individual's rightsand responsibilities in a democracy

.4.4 Awareness of one's relationship to his physical environmentand the wise use of resources

.*

. 4.5 Understanding the effects oftecynologv and of popdlation growthon the environment

4.6 Attitude of cooperation for the betterment of one's communityand society

4.7 Understanding the relationship of historical occurrences topresent'and future planning

4.8 Knowledge of international relationships

4.9 Awareness of the importance of involvement in community affairs

GOAL : CREATIVE, CONSTRUCTIVE AND. CRITICAL THINKING

5.1 Ability to examine constructively and creatively

5.2 DevelOpment of individual. creative talents

5.3 Respect for creative contributions of others

5.4 Application of the logical processes <e.g. research, analysis,evaluationr etc.)

5.5 Critical awareness of the less obVious qualities or conditionswhich contribute to total understanding'

GOAL AREA VI: PHYSICAL AND MENTAL WELL BEING

6.1 Develop physical fitness through appropriate activities

6.2 Understanding of the body processes and fuhctions

6.3 A positive and realistic acceptance of self

6.4 Development of skills for and appreciation of leisure timeactivities

6.5 Undekstanding and value for good nutritional habits

(1G. '11.54

143

GOAL AREA VII: OCCUPATIONAL COMPETENCE

7.1 Understanding the contributions of occupations to swiety

7.2 Understanding of the variety of career opportunities

.7.3 Acquisition of occupational skills (entry and maintenance skills)

7.4 Ability to cope with _changing occupational requirements anddemands

GOAL AREA VIII: CULTURAL APPRECIATION

8.1 Acquisition of knowledge of art, musical, literary and dramaforms

8.2 Understanding of and value for the historical and culturalheritage

8.3 Development of aesthetic values

8.4 Expression of cultural-values

..

551.

S

APPENDIX B

HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES

HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES

GRADE 4'

Kentucky Educational Assessment Program (1974)


Goal 1.1: Each citizen of'the Comiloonwealth should be assured anopportunity to realize his full potential in written .and oral cominuni-,cation, reading, computation, and mathematical conc'epts.

Related Performance ObjectivesCoTV

1.1.1 Daing the epring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of vocabulary by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Reading Vocabulary Subtest of the ComprehensiveTests of BEIsic Skills, Form Q, Level 2.

th

1.1.1.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of the meaning of wordsin context by attaining an average level of correct answersequal to or exceeding the criterion. (57 percent) as measuredby the related items of the Reading Vocabulary Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.

1.1.2 During the. spring semester of the fourth grade, Kentucky pupilswill demonstrate reading comprehension Py attaining an averagegrade equivalent score equal to or exceeding the. criterion (4.7)'as measured by the Reading Comprehension Subtest of the ComprehensiveTests of Basic Skills, Form Q, Level 2.

1.1.2.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of directly stated details

(literal meaning) by attaining an average level of correctanswers equal to or exceeding the criterion (52 percent)as measured by the related items of the Reading ComprehensionSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.

1.1.2.2 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of words and phrases(simple rewording) by attaining an average level of correctanswers equal to or exceeding the criterion (64 percent) asmeasured-by ehe related items of the ReAding ComprehensionSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.

1

147

457

ti

148

1.1.2.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension (paraphrasing) ofthe meaning of ideas by attaining an average-level ofcorrect andwerstequalto or exceeding the criterion(65 percent) as easured by the related items of theReading Comprehension Subtest of the Comprehensive Tests,of Basic Skilli, Form Q, Level 2.

1.1.2.4 During the spring, semester of the fourth grade, Kentuckypupils will demonstrate comprehension of main ideas byattaining an average level of correct answers equalto,_or exceeding the criterion (56 percent) as measuredthe related items of the Reading Comprehension Subtestof the Comprehensive Tests of Basic Skills, Form Q,Level 2.

1.1.2.5 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of relationships byattaining an average level of correct answers equal to orexceeding the criterion (46 percent) as measured by therelated items of the Reading Comprehension Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.

1.1.2.6 During the spring semester of the fourth grade, Kentuckypupils wIla demonstrate comprehension (draw conclusions)of given facts- and statements by attaining an average levelof correct answers equal to or exceeding the criterion ,(46percent) as measured by the related items of the ReadingComprehension Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

1.1.2.7 During the spring semester of the fourth grade, Kentuckypupils, will deMonstrate comprehension (inference) of con-

; textual clues by attaining an average ley 1 of correctanswers equal to or exceeding the criteri n (60 percent)

-as measured by the related items of the R ading Comprehen-sion Subtest of the Comprehensive Tests o Basic Skills,Form Q, Level 2.,

1.1.2.8 During the spring semester of the fourth grade, Kentuckypupils will demonstrate analysisof indefinite or incompletestatements (extended meaning) by attaining an average, evelof correct answers equalto or exceeding the criterion (63percent) as measured"by the related items of the ReadingComprehension Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

1.1.3 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate knowledge Of spelling by attaining an average grade eqdiva-

' lent scord equal to or exceeding the criterion (4.7) as measured bythe Language/Spelling Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

1:1.3.1 During the spring semester oi the fourth gracle,Kentuckypupils will demonstrate knowledge of correctly and incor-rectly spelled words by attaining an. average of correctanswers equal to or exceeding the criterion (58 percent) asPleasured by the related items of the Language/Spelling Sub-test of the Comprehensive Tests ofiBasic Skills, Xorm Q,Level 2. z

1.1.4 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate application of the mechanics of language by attaining anaverage grade equivalent score equal to or exceeding the criterion(4.7) as measured by the Language Mechanics Subtest of the Comprehen-sive Tests. of Basic Skills, Form Q, Level 2.

1.1.4.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of punctuatiodbkillsby attaining an average level of correct answers equal toor exceeding the criterion (63 percent) as measured by therelated items of the Language Mechanics Subtest of theComprehensive Tests of Basic Skills, Form Q, Level 2.

1.1.4.2 During the spring semester of the fourth grade, Kentucky.pupils will demonstrate application of capitalization skillsby attaining an average level of correct answers equal to orexceedihg the criterion (40 percent) as measured by the relateditems of the'Language Mechanics Sibtest of the ComprehensiveTests of Basic Skills, Form Q, Level 2.

/1.1.5 During the spring semester of the fourth grade, Kentucky pupils will

demonstrate application of language expression by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7) asmeasured by the Language Expression Subtest of the ComeiehensiveTests of Basic Skills, Form Q, Level 2.

t4,

1.1.5.1 During the spring semester of the foufith grade, Kentuckypupils will demonstrate applicatidn o correct. grammaticalusage by attaining an'average level correct answersequal to or exceeding the criterion (61 percent) asmeasured by the related itett of the Language ExpressionSubtest of the Comprehensive Tests f Basic Skills, Form Q,Level 2. .

1.1.5.2 During the spring semester of the 4)urth grade, Kentuckypupils will demonstrate comprehension of clarity and/oreconomy of expression by attaining an average level ofcorrect answers equal to or exceeding the criterion (35percent) ads measured by the related items of the LanguageExpression Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

. 1.1.5.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of the author'simplication (word choice) by attaining an average levelof correct answers eqiial to or.exceeding the criterion

150

(55 percent) as measured by the related i ems of theLanguage Expression Subtest of the ComOre ensive Testsof Basic Skills, Form Q, Level 2.

1.1.6 During the spring semester of the fourth gride, Re tucky pupils wiltdemonstrate application of arithmetic computation attaining anaverage grade_equivalent score equal to or exceedi the criterion'(4.7) as measured by the Arithmetic Computation Sub est of theComprehensive Tests, of Basic Skills, Form Q, Level

1.1.6.1 During the spring semester of the fourthpupils will demonstrate application of addattaining an average level pf,correct answexceeding the criterion (64 percent) as merelated items of the Arithmetic ComputatioComprehensive Tests of Basic Skills, Form

1.1.6.2 During the spring semester of the fourth grpupils will demonstrate application of subtby attaining an average level of correct anor exceeding the criterion (62 percent)asrelated items of the Arithmetic ComputatioComprehensive Tests of Basic Skills, Form

1.1.6.3 During the spring semester of the fourth grpupils will demonstrate application of moultby attaining an average level of correct anor exceeding the criterion (54 percent) as mArithmetic Computation Subtest of the CoMpreof Basic Skills, Form Q, Level 2.

ade, Kentuckytion skills byrs equal to orsured by theSubtest of the

, Level 2.

de, Kentuckyaction skillswers equal toasured by theSubtest of the

, Level 2.

de, Kentuckyplication skillsers equal toasured by theensive Tests

1.1.6.4 During the spring semester of the fourth grade Kentucky

pupils will demonstrate application of divisio, skills byattaining an average level of correct answers e ual to orexceeding the criterion (53 percent) as measure' by therelated items of the Arithmetic Computation Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, i.evel 2.

1.1.7 During the spring semester of the fourth grade, Kentucky pu ils willdemonstrate comprehension of arithmetic concepts by attains g anaverage grade equivalent score equal to or exceeding the cri erion(4.7) as measured by the Arithmetid Concept's Subtest of the mpre-

. hensive Tests of Basic Skills, Form Q, Level 2.

.1.1.7.1 During the spring semester of the fourth grade, Kentu kypupils will demonstrate knowledge of arithmetic conceptsby attaining an average level of correct answers equal toor exceeding the criterion (53 percent) as measured by therelated items of the Arithmetic Concepts Subtest of the Com-prehensive Tests of Basic Skillt,-Form Q, Level 2,

1.1.7.2 During the spring semester of,the fourth grade, Kentucky\pupils will demonstrate comprehension of arithmetic con-cepts (converting form) by attaining an average level of

t.:3; /60

t

151

correct answers equal to or exceeding the criterion (57

percent) as measured by the related items of the Arithmetic

Concepts Subtest of the Comprehensive Tests of Basic Skills,

Form Q, Level 2.

1.1.7.3 During the spring semester of the fourth grade, Kentucky

pupils will demonstrate comprehension of equations by

attaining an average level of correct answers equal to

or exceeding the criterion (66 percent) as measured by

the related items of the Arithmetic Concepts Subtest of

the Comprehensive Tests of Basic Skills.; Form Q, Level 2.

1.1.7.4 During,the sp ng semester of the fourth grade, Kentucky

pupils will d strate comprehension of comparative rela-

tionships by attaining an average level of correct answersequal.,to or exceeding the criterion (56 percent) asmeasured by the related items of the Arithmetic Concepts

Subtest of the Comprehensive Tests of Basic Skills, Form Q,

Level 2.


pupils will demonstrate comprehension of relationships

(ratio, time, part-whole, sequence, geometric) by attain-ing an average level of correct answers equal to or exceeding

the criterion (54 percent) as measured by the related items

of the Arithmetic Concepts Subtest of the Comprehensive

Tests of Basic Skills, Form Q, Level 2.

During the spring semester of the fourth grade, Kentucky

pupils will demonstrate analysis of the .components of

arithmetic problems (organization) by attaining anaverage level of correct answers equal to or exceeding

the criterion (44 percent) as measured by the related

items of the Arithmetic Concepts Subtest of the Compre-

hensive Tests of Basid Skills, Form Q, Level 2.

1.1.8 During the spring semester of the fourth grade, Kentucky pupils will

demonstrate application of skills in solving arithmetic word problems

by attaining an average grade equivalent score equal to or exceeding

the criterion (4.7) as measured by the Arithmetic Application Subtest

of the Comprehensive Tests of Basic Skills, Form Q, Level 2.


pupils will demonstrate comprehension of problem-solving

(selecting methods) by attaining an average level of :

correct answers equal to orexceeding the criterion (41

percent) as measured by the related items of the Arithmetic

Application Subtest of the Comprehensive Tests of Basic

Skills, Form Q, Level 2.


pupils will demonstrate comprehension of problem-solving

(correct solution) by attaining an average level of

152

correct answers equal to or exceeding the criterion (62percent) as measured by the related items of the ArithmeticApplication Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.

1.1.8.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate analysis of the components ofarithmetic word problems (organization) by attaining anaverage level of correct answers equal to or exceedingthe criterion (42 percent). as measured by the relateditems of the Arithmetic Application Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.

1.1.9 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate knowledge of reference material techniques by attainingan average grade equivalent score equal to or exceeding the criterion(4.7) as measured by the Study Skills/Reference Materials Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.

1.1.9.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of parts of books byattaining an average level of correct answers equal to

kk

or exceeding the criterion (48 percent) as measured bythe relateditems of the Study Skills/Reference Materials ISubtest of the Comprehensive Tests of Basic Skills, FormLevel 2.

1.1.9.2 During ale spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of dictionary use byattaining an average level of correct answers equal toor exdeeding the criterion (47 percent) as dbasured bythe related items of the Study Skills/Reference MaterialsSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.

1.1.9.3 During the spring semester of the fourth grade, Kentucky' pupils will demonstrate knowledge of library use by attaining

an average level of correct answers equal to or exceedingthe criterion (48 percent) as measured by therelated.itemsof the Study Skills/Reference Materials Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.

1.1.10 During tie spring semester of the fourth grade, Kentucky pupils will

i

demons rate comprehension of graphic materials by attaining an aver-age gr de equivalent score equal to or exceeding the criterion (4.7)as mea ured by the Study Skills/Graphic Materials Subtest of theCoMprehensive Tests of Basic Skills, Form Q, Level 2.

i

.1.1.10.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of symbols, legends,.and data presented in graphic or,tabular form byattainingan average level of correct answers equal to or exceedingthe criterion (56 percent) as measured by the related itemsof the Study Skills/Graphic Materials Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.

.4.

w 162

1.1.10.2 During the spring semester of the fourth grade, Kentuckypupils will demonstate comprehension of relationships ,

presented in graphical form by attaining an average levelof correct answers equal to ox. exceeding the criterion(53 percent) as measured by the related items of theStudy Skills/Graphic Materials Subtext of the ComprehensiveTests of Basic Skills, Form Q, Level -2.

'foal 1.7: Each citizen of the Coimonwealth should be Assured an opportunityto develop a positive attitude toward the acquisition of knowledge,- both ,

ormal and informal. *

Related Performance Objectives,

1.7.1 During the spring semester of the foutth grade, Kentucky pupils willrespond positively toward school by demonstrating a directionalresponse equal to or exceeding the criterion (50 percent) on therelated. individual items of the Kentucky Student Attitude Inventory.

1.7. During the spring semester of the, fourth grade, Kentucky pupils' willrespond positively toward reading by demonstrating a direCtionalresponse equal to or exceeding the criterion (50 percent) on therelated individual items of the Kentucky Student Attitude Inv to

ring the spring semester of the fourth grade, Kentucky pupila;willespond positively toward arithmetic by demonstrating a directionalsponse equal to or exceeding the criterion (50 percent) on the

related individual items of the Kentucky Student Attitude Inventory.

1.7.3


'Goal 3.2: each citizen of the Commonwealth should have an understandingof the wort and dignity of other people.

Related Performance Objective

3.2.1 Darin the spring* semester of the fourth grade, Kentucky pupils willrespo d positively toward peers by demonstrating a directional responseequal o or exceeding the criterion (50 percent) on the related individ-.ual items of the Kentucky Student Attitude Inventory.

GOAL VI: PHYSICAL AND MENTAL WELL BEING

Goal 6.3:' Ea cit zen of the Commonwealth should have a positive andrealistic acc tance of self.

Related Performance Objective

6.3.1 During the spring semester of the fourth grade, Kentucky pupils willrespond positively toward self by demonstrating a directional responseequal to or exceeding the criterion (50 percent) on the related indiiid-ual items of the Kentucky Student Attitude Inventoty.

/-

ti

4.

".1

r

°-

APPENDIX C

SAMPLING PROCEDURES AND SAMPLE SIZE BY PARTICIPATINGSCHOOL DISTRICT, EDUCATIONAL DEVELOPMENT DISTRICT,

AND STATEWIDE. .

4

155

164

4

I

It`

0

ft

, n

SAMPLING PROCEDURES

The steps outlined `below were implemented to select the sample of

fourth grade pupils by Educational Development District and Statewide.. ,

Sample School District Selection

_

In 1974 each school 0..strict in the state was asked to` participate

in the program. 106 districts chose to participate.

Sample Pupil Selection

In order that the re ltant data be a valid indicator at the district

level, a representative sample within each district was selected in the

following manner:

A random numbers generator was used td select pupils by computersfor inclusion in thsassessment sample. When data were not avail-able from some of the school districts, the following procedureswere followed to randomly select the requireornumber of pupils ofagiven grade in the school district sample.

Every fifth pupil was selected, beginning withthe row ofpupils to the extreme left of the teacher as she faced her-pupi s, selecting the first pupil, continuing down each raw.until e required number. had been selected.

The number of up 1 participants selected for fourth grade by school

district, Educational Development District, and Statewide are presented in

Table 51.

157

165

4

158 r

TABLE 51

FOURTH GRADE:SAMPLE SIZE BY PARTICIPATING SCHOOL DISTRICTAND EDUCATIONAL DEVELOPMENT DISTRICT,

Educational Development Number of pupils-District Participating School District in the sample

1' Calloway CountyCarlisle County

J(

Fulton ;ndependent.Marshall CountyMayfield IndependentMcCracken CountyMurray,Independent

'TotalEducational Devel-opment District #1

2

Total--Educational Devel-opment District #2

3

. 46%7052

85

376921

389 .

Caldwell County 42

Central City Independent 31

Crittenden County. 32

Dawson Springs Independent 30Greenville Independent 38

. Hopkins County 101

Muhlenberg County 80Todd County 41

395

Hancock County 301Henderson Independent 39

Providence Independent 30Webster County 37

Total--Educational Devel- 136

opment District #3

. 4_ Allen County 41Barren County 60Bowling Green Independent 73

Caverna Independent 29

Edmonson County 34Hart County 52

Logan County 60Monroe County 46

Simpson County 55Warren County 85

Total-- Educational Devel-Devel- 535

opment District #4

.

-159

TABLE 51 (Continued)

FOURTH GRADE SAMPLE SIZE BY PARTICIPATING SCHOOL DISTRICT', AND EDUCATIONAL.DEVELOPMENT DISTRICT

Educational DevelopmentDistrict Participating School District

Number of pupiliin the sample

5 Bardstown Independent , 30Breckinridge County 51Grayson County 70Marion County 71Nelson Coupty 59West Point Independent 23

-TotalEducational Devel- 340opment Districti#5

6 Bullitt CountyEminence Independent 30Henry County 31Oldham County 56,Shelby County 49Spencer County 30

TotalEducational Devel=. 324

opment District #6

7 Bellevue Independent 29Boone County .46Campbell County 62Covington Independent 103,Erlanger Independent 50Ft. Thomas Independent 38Gallatin County 30Grant County 34Newport Independent , 31Pendleton County 40

Total--Educational Devel- 514opment District #7

8 _Jefferson County 966

Total -- Educational Devel- 966opment District #8

9 Bracken County 30Fleming County 44Mason County 30Maysville Independent .17Montgomery County 49

-160


FOURTH GRADE SAMPLE SIZE BY'PARTICITATING SCHOOL DISTRICT .

AND EDUCATIONAL DEVEZOPMENT DISTRICT

Educational Development Number of pupilsin the sampleDistrict Participating School District

9 (continued) Mt. Sterling Independent 30Robertson County . 33Rowan County,. 45

Total--Educational Devel- 278opment District #9

10 Ashland Independint 24Boyd County 7LFairview Independent 30

Total--Educational Devel- . 125opment District #10

11 Paintiville Independent 79-

TotalEducational Devel-opment District #11

Pike County -

Pikeville Independent19027.

7

296

12 Breathitt County 63Hazard Independent 29

Jackson Independent. 31Jenkins Independent 30Knott County 76

`Zee County 30Leslie County 63Letcher"County 72

Owsley County 30Perky County" 81

Total--Educational Devel-opment District #12

13 Barbourville Independent

505

33*

Bell County 82

Clay County 80Corbin Independent 30Harlan County 107Harlan Independent 30Knox County 96

eits


FOURTH GRADE SAMPLE SIZE BY PARTICIPATING SCHOOL.DDSTRICTs ..e"

. .

'161

AND EIXJCATIO PMENT DISTRICT

E uchtional Development-District Participating Sch-ool Distric't.

Number of pupilsin the sample

13 (continued) Lynch' IndependentMiddlesboro IndependentWilliamsburg Independent

205030

Total -- Educational Devel-

opment District #13

14 Adair Codnty

558

50Casey County . 53Cumber/and County 30Green County . 36

Monticello Independent- 30

Science Hill Independent 22,

Taylor County 45Wayne County 48

,Total--Educational Devel-opment District #14

15 Bourbon,Couity. .44

Boyle County 40Danville Independent 42Frankfort Independent 30

Franklin County "87Harrodsburg Independent. 30

Jessamine County 74

Nicholas County . 29

Scott County 57Woodford Codnty 57

Total--Educational.Devel-opment District #15

16 Clark County *

490.

100

Estill County . 63

TotalEducational Devel-opment District #16

TOTAL--Statewidef

163

6;328

P9

t

4

APPENDIX D

KENTUCKY STUDENT ATTITUDE INVENTORY

. ,

163

170

KENTUCKY EDUCATIONAL NEEDS ASSESSMENT

Student Attitude 'Inventory, Grade 4

O

Directions to-be Read by the Test AdMinistrator

My name is

I

. I'm going to be asking you some

questions, which are different from the usual school,

these are about how you feel and so have no right or

First, 1111 hand out the answer sheets and then I'll

questions, for

wrong, answers:

tell you more

about the questions.

Do not put your names--I repeat, do not put your names--on the

answer sheet. Color the circle "Male" if you're a boy, or "Female"

if you're a girl. Print the number of our district in the spaces

under the words "identification number ". (Note to test adminis-

trator: print the district number on the chalkboaid for the students

to copy.) Now color the number in the column of Circles under each

box that is the same as the number in the box at the top of each

column. Under this section is a'box marked giade. Color e circle

with a "4" in it.

As I said before, I am gang to ask you some questions. No

one will see your answers but me--not your teacher, nor your principal,___

nor your parents. These 4uestions are different because there are no

right or wrong answers. u are to listen to each question and then

answer "Yes" or "No ". If your answer is "Yes", color the circle ullt

If your answer'is "No", color the-circle "F". For example, if I

asked this question: "Do you like to play ball?', some of you would

color the circle with a "T" for "Yes" awl some of you would color the

circle with an."F" fox' "No".

165 171

166

Your answer depends on how you think and feel about things.

Remember, listen carefully to e ch question,and color the circle

"T" for "Yes" or the circle F for "No";:after deciding how you

think and feel. If you don't understand a question, ask about it.

Be sure to color one circle "T" or "F".for every question.

Do.nof color any of .the plain white circles on this test. Be

sure the number on yodr answer sheet is the same as the number of

the question *you are answering.

There are 35 questions-to be answered on this test. Start, with

number 1 on the separate answer sheet and mark until you read the

number 35 in the middle of the fourth column.

(NOTE TO TEST-ADMINISTRATORS: Read each question twice to the,students and be sure the students use a soft lead pencil, No. Ior No. 2, to mark the answer sheet.)

Please illustrate on the chalkboard how students should respondas follows:

If answer is Yes

0If answer is No

Because the answer sheets will be machj.ne scored,Tlease checkeach sheet, after collecting, to ensure that the circles filledin by the student are sufficiently dark and that other stray marksare eliminated from the paper.

"PP

17?

1. Is it easy. for 1221 to make friends?'

2. Do xaworry,0out giving the wrong answer in class?

3. Do Loll get along well with others?

4. Do you usually fee] unhappy ?,,

5. Can you do things, as well as other children?

6. Do you Worry about getting gbod grades?r

7. Do you feel that you do a good job of studying?\,

8. Seeing friends at schoc4 is fun? N

167

9. Do students in my school make other students. fee], unwanted?

10. Do other boys and girls play fair at school?

11. Do you want to get the same grades as your, friends?

12. Do you like to play by yourself at school?

13. Do yoU like most of your classMates?,

14. Do your friends think that getting good grades is important?

15. Do you think that you are a bad reader?

16. Do you like to read before you go to bed?

17. Is reading your favorite subject in school?

18. Do you like to read aloud at school?

19. Do you think there are other things that are more fun thanreading?

20. Dd you think that reading is important?

21. Do, you think that school is unfair to students?

22. When you have some free time, do you like to read a book?

23. Is time spent in school important?

24. Are you proud of your school?

25. Do ybu understand the reasons for having school rules?

26. Do you dislike coming to school?

4

No

168

27,J Will yout school work help you to do well?

28. Do you really like what you are taught in school?

29. Is math boring to you?.

30. Is math your favorite subject?4

31. Do you like to work all kinds of math problems?

32. Do you like to explain math problems?

33. Do you think math is important?

34. Would you like to spend more time in math?

15. Do you think there are other things that are more funthan math?

174t'"j:

. ,

,t

APPENDIX E e

Oft

RESULTS OF ANALYSIS OF DATA FOR BOYS AND FOR GIRLS

1.461.

17$

TABLE 52

AVERAGE GRADE EQUIVALENCY SCORES IN READING FOR FOURTH GRADE PUPILS

BY SEX AND EDUCATIONAL DEVELOPMENT DISTRICT

Comprehensive'Tests of Basic Skills, Form Q, Level 2

J

Educational

Development

District

I

Numberpf pupils

Average grade equivalency

Reading Vocabulary



Boys

Girls

Boys

Girls

Boys

Girls

01

204

175

4.7

4.9

4.9

5.2

2203

192

4.3

4.5

4.5

4.9

368

68

3.8

4.3

3.8

4.5

4%

.286

249

4.7

4.8

4.7

5.2

5175

165

4.5

4.6

4.4

4.7

6'

164

160.

4.3

4.6

4.3

4.8

7247

267

4.7

4.8

4.7

4.9

8463

503

5.4

5.4

5,6

5.7

9143

135

4.4

4.6

4.5

4.9

/1"1

1

10 11

61

156

64

140

4.4

4.4

5.0

4.3

4.3

4.3

5.2

4.4

(7)

12

13

249

264

256

294

4.0

4.1

4.3

4.3

4.1

4.0

4.5

4.4

14

147

167

4.4

4.5

4.6

4.7

15

210

280

4.5

4.8

4.5

5.1

16

72

91

5.0

5.1

5.5

5.6

Kentucky- -

Statewide

3,119

3,209

4.6

4.7

4.6

5.0

TABLE 53

AVERAGE GRADE EQUIVALENCY SCORES IN LANGUAGE FOR FOURTGRADE PUPILS

BY SEX AND EDUCATIONAL DEVELOPMENT DISTRICT


Educational



Development

Number of pupils

Language Mechanics

'Language Expressionc

District

Boys

Girls

Boys

Girls

Boys

'

Girls.

1.

2

44

4 5 6 r,

7

.8

_.9

10

' 11

12

13 14

15

16

Kentucky--

Statewide


Spelling

Boys

206

176

4.9

5.6

4.7

5.2

4.3

5.7

203 =',

192

4.6

5.6

4.3

5.0

4.1

4.9

68

68

3.9

4.5

3.4

,,

4.3

3.7

4.5

286

249

4.8

5.6

4.6

5.3

4.5

5.1

175

165,

4.7

5.3

4.6

5.0

4.4

164

160

4.3

4.9.

4.2

4.7

4.1

4.7

247

267

4.8

5.7

4.7

5.3

4.6

5.2'

"t 463

503

5:4

6.1

5.5

5.9

5.1

5.6

143

135,

4:7

5.7

4.2

4.8

4.3

4 r9

61

64

4.8

5.4

j4.6

5.2

4.2

5.1t

t

156

140

t5 a

5.2

i45

4.5

4.1

249

256

4.2

'5.1

4.1

4.6

3.9

4.7

264

294

\4.1

4.7

3.8

4.3

3.8

4.4

147

167

5.2

5.8

4.4

4.7

4.3

4.8

210'

280

4.6

5e4

5.2

5.0

4.5

4.8

72

91

5.9

6:6

6.1

6.2

5.4

6.0

3,119

3,209

4.7

5.0

4.5

4-

5.1

4.4

5.0.

TABLE 54

AVERAGE GRADE EQUIVALENCY SCORES

IN ARITHMETIC FOR FOURTH GRADE

PUPILS

BY SEX AND EDUCATIONAL DEVELOPMENT

DISTRICT.

Comprehensive Tests of Basic Skills,

Form Q, Level 2

,Educational

Development

District

NUmber of pupils

Average grade equivalency Average gradeequivalency


Arithmetic Concepts


Arithmetic

Applications

Boys

Girls

'

Boys

Girls

Boys

Girls

Boys

Girls

1203

176

4.7

4.8

4.6

4.6

4.5

4.4

2203

192

4.5

4.9

4.4

4.7

4.3

4.6

30

68

68

4.2

4.4

3.7

4.0

3.7

3.9

4286

249

4.7

4.9

4.6

4.8

4.7

.4.5

.1

5175

165

4.7

4.7

4.6-

4.7

4.5'

4.5

46

164

160

4.5

4.6

4.4

4.4

4.6

4.1

i0V

.7

247

267

4.8

5.0

5.1

5.1

5.0

5.0

8463

503

5.0

5.2

5.5

5.3

5.4

5.0

9134

135

4.5

4.8

4.5

4.7

4.6

4.3

.3

10

61

.64

4.5

4.8

4.5

4.8

4.3

4.6

11

156

140

4.5

4.6

4.6

4.5

4.6

4.4

NI

12

Gn

249

250

4.0

4.7

4.3

4.4

4.6

,.

4.3

13

264

29

4.2

4.5

4.1

4:2

J4.3

4.2

14

147

11

4.7,

5.0

4.7

4.8

4.6

4.6

15(

210-

28

4.5

4.a

4.5____

4.7._

4.5

4.5

--5:17

5.2

r- ..,.....

16

72

91

4.8

5.1

''A5.1

5.0

Kentucky--

1'.Statewide

3,119

3,209

4.6

4.8

4.7

4.7

4,5

4.6

P.4

(.0

E V

,;

..<

TABLE 55

AVERAGE GRADE EQUIVALENCY SCORES IN STUDY.SKILLS FOR FOURTH GRADE PUPILS

BY SEX AND EDUCATIONAL DEVELOPMENT DISTRIVItt

Con/fkrehen s ive Tests of Basic Skills, Form Q,- Level 2

,EducationAl

-Development

Distrtct

Average grade eqUivaletcy

Average grade:equivalency

-.-

Number of pupils

Reference Materials

Graphic Materials

Boys

Girls

Boys

,.

fBoys

.Girls

*Girls

4.8

4.9

4.3

5.0

4.7

4,7

'5.0

5.4

4.9

4.9

4,2

4.3

4.1

14.7

5.0

5.4

1 2 3 4 5 6r

7 8 9

10_

11

"

12

13

14,

15

16

Kentuck

Stat-

de

204

20368

-286

175

164

247

,463

14361

156

249

264

147,

sk 210

72

3,119

, so.

.

176

192

68

249

165

160

267

503

.135

. 64

140

256 '

294

.167,

280 91

3,209

0

,

4.7

4.4

3.9

4.7

4.5

4.3

4.9.

5.4

.4.5

4.7

4...5-

4.0

3.9

,4.7

-

4.5

.5.0

5.0

-,

'

'

'

,-

4.9

5.1

4.8

5.2

4.9

4.9

5.1

5.7

5.2

5.0

4.7

4.6

4.4

5.1

5.0

5.7

1

.4.7

4.6

go

'. 4.7

; 4.7

4,6

5.1

5.5

4.8

4.7

4.5

4.2

4.0

4.5

4.7

5.5

4..8

.1

ti

.t

--

41.

i*

%c?

4.8

a

r

'TABLE 56

STATEWIDE PERCENTAGES OF POSITIVE RESPONSE -FOR FOURTH GRADEPUPILS BY SEX FOR ATTITUDINAL QUESTIONS

175

44 Kentucky 4udent Attitude Inventory

Attitudinal area numberand description

Questionnumber

Percentage of positive response

All pupils Boys Girls

6.3.1,Atitude toward Self . 1

2

79

25

79

28

79

23

3 81 80 81

4 68 68. 68

, 5' 47 51. 44

6 20 21 19

1K 7 66 65 65

3:2.1 Attitude toward Peers 1 94 93 96

2 50 ..52 4852. 55 50

.' 4 29 33 27

5 92 . 91 92

6 ,, 93 91 94

7 88 . 87 89

- .

.

1.8.1 Attitude toward Sc1P4101 l 71 71 71

2 61 51 70

h3

4

69

-7

72

5365.

.615

.".6.N

89

94

. 9092

87

967 78 73 83

1.8.2 Attitude toward Reading 1 63 57 69

2 89 ' 96 92

3 :14 18 '10

4 85 81 87 --

5 34 40 29

6- 96 95 . 98

7 ,75,-

44 -71 79

4

1.8.3 Attitude toward Arithmetic 1 : .66 64 69

2 47 48 45

3 . 48 51 46

4 45',

'46

5 94 92 95. 6

A45 45 47

7

r19 ,19' 19 '

P

APPENNIX F

ITEM AIIALYSIS RESULTS BY SKILL/CONCEPT

-0

177

7

181

t-4

0

4RI4DINC VOCABULARY

TABLE 57

ITEM ANALYSIS INFORMATIONPrACENTAa CORRECT BY

EDUCATIONAL DEVELOPMENT DISTRICT FOR'FOURTH CRAM

Comprehensive Tests of Basic Skills, loin Q, Level 2

Reading Vocabulary Subtost

Skill/concept number and descr4ption

Item

Criterion

Kentubky

Percentage correct by Educational Development Distritt

number

percentage correct

percentage correct

12

34

56

78

910

11

12

13

14

15

16

1.1,1.1

Knowledge of the meaning of words in

1context

69

68

- 89

89

79

91

86

85

90

94

88

94

95

61

60

91

85

94

290

88

3IL

88

88

85

90

89

81

90

94

88

86

83, 83

80

90

86

94

80

76

078

73

65

78

78

73

77, 86

72

78

65

71

63

73

81

83

N,

471

67

67

63

53

68

67

67

67

81

66

54

58

58

53

68

71

75

575

71

-41

72

66

60

73

73

67

75' 85

67

77

71

59

58

68

72

80

668

71

71

70

58

74

71

65

76

82

68

61

64

65

57 71

68

82

780

77

74

73

67

80,

75'

73

80

89

80

78

64

66

63

79

83

81

873

.70

72

70

55

74

66

65

74

82

70

74

59

62

56

68 31

73

975

69

62

71

62

67

66

66

77

86

64

72

68

59

56

65

73

55

10

72

67

70

63

55

71

70

65

66

73

62

68

53' 64

60

68

69

82

11

75

76

76

73, 65

82

77

69

80

88

70

82

73

68

61

76

79

86

12

61

64

62

63

54

66

63

62

63

72

61

67

68

61

55

65

67

69

0-..

13

67

65

63

66

46

66

63

61

69

84

55

66

53

55

51

52

63

72

..4

-14

63

59

61

53

45

63

59

57

65

69

53

53

51

52

48

48

62

70

V) 1

15

69

. 67

"67

66 '63

69

62

60

67

76

61

65

62

61

57

66

67

77

111011

.16

61

55

17

69

57

50

43

54

52

58

59

70

41

55

50

44

45

45

57

60.

C),

..66

70

66

49

67

61' .65

70

81

63

65

58

53

52

62

70

76

18

72

66

68, 61

57

65

64

62

68

75

67

67

64

56

57

62

70

75

IND

19

44'

74

50

69

76

68

76

77

69

73, 82

73

77

66

70

64

74

79

83

20

54

49

42

36

53

48

45

48

63

47

60

47

41

40

47

55

56

21

55

50

54

51

41

50 53

44

55

58' 45

53

42

46

38

48

53

49

22

45

43

'46'

41

34

47

46

37

44

53

44

41

38

36

34

35

42

45

23

46

32

24

32

27

28

36

33

24 30 39

24

28

3;

31

30

29. 35

44

34

30

36

34

26

38

33

33

32

41

31

34

36

27

32

34

33

40

,25

*43

45

51

42

31 144

40

44

45

60

44

49

55

36 32

39

44

48

26

50

49

.49

54 45

52

47

43

46

58

53, 59

42

38

42

50

45

49

27

51

52

28

51

53

37, 52

44

52

55

64

47

47

51

44 44 45

50

56,

67

63

65

58

51

66

63

61

66

74

62

74' 60 54 -51

53

62

72

29

43

41

42

36

35

40

38

38

42

55

39

47

3)4'33

31

37

39

47

30

37

36

- 36

39

30 43

33

36

32 AO 35

38 .32 .27

36

34

35

34

31

35

11,1

..%

32

54

- 6,4

.39

30

31

39

30

30

28

36

34

33

25

32-

33

35

27

26.

46

42

41

33

50

42

38

42

62

40

46

42

40

36

43

47

48

33

33

31

34

59

57

$1

30

23

32 34

24

28

36

32

31

29

23

28

30

34

36

57

54

40

58

60

51

54

70

53

59 55

45

46,

54

62

69

JO

35

29

33

43.36 '32

34

32

29

32

34

35

23

42

29

29

32

33

39

$

us


imh

C*3

READING VOCABULARY ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECTBY EDUCATIONAL DEVELOPMENT DISTRICT roil FOURTH GRADE,

Comprehensive Tests of Basis...Skills, Form Q, bevel 2

Reading Vocabulary Subtest

SkiWiconcept number and description

Item

number

Criterion

percentage correct

Kentucky

percentage correct

Percentage correct by Educational Development District

12

34

56

78

910

11

12

13

14

15

16

1.1.1.1

Knowledge of the meaning of words in

context (continued)

36

3738

3940

55

21

22

3740

4920

23

34

40

55 15

73

35

45

47

172236

38

40 22

2631

33

53

1822

4144

47

2;2133

33

41252431

31

50

21

213338 .

59

1930

32

51

45

24 17

29

34

48

21 17

3743

.

44 17

2528

51

40 18

19 33

36

44

21 2236

32

47

182636

41

54232035

36

'53

23

2537

50

a

co11s 0

4.

It

N.

a

'0

t

TABLE 58

READING CONPIEBINSION ITEM ANALYSIS INFO

ON--PERCENTACE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICTFOR FOURTH CRAM

41maprehensiv

Tests of Basic Skill*, Form Q. Level 2

ding Comprehension Subtest

Skill/concept number and description

Its

Cri erion

KentUcky

Parcentaae correct by Educational Development

District

number. percent

a correct

_perceutaae correct

12

34

56

78

910

11

12

13

14

15

16

1.1.2t1

Knowledge of directly stated details

'

-....-44iteral meaning)

12

17

54

53

54

51

5756

5847

47

57

53

56

4943

52

46

5348

,

60

57

52 54

47 49'

44

46

51

44

49

.44

5354

4954

6559

33

77

76

77

76

71

77

78

73

73

86

76

69

60

65

68

79

79

86

40

46

43

43

41

34

47

44

41

40

49

48

44*

30

39

37

46

46

50

44

24

26

32

24

17

30

24

23

26

33

24

24

18

24

21

26

27

29

'1.1.2.2

Comprehension of words and phrases

771

69

70

73

57

72

66

67

66

78

69

75

64

63

56

76

70

73

(simple rewording)

964

60

61

64

49

65

59

56

59

75

54

63

5$

51

43

60

56

68

15

72

.70'

'

72

73

59

69

66

65

70

82

66

75

66

63

S8

67

70

82

19

51

47

49

45

29

48

46

43

47,

57

43

46

42

43

36

49

52

.61

27

64

61

62

69

54

60

57

57

57

71

61

66

50

51

50

58

63

74

29'

61

60

66

57

54

61

54

54

59

73

57

59

42

53

50

58

61

73

1.1.2.3

Comprehension (paraphrasing) of the

881

80

78

83

73

82

81

81

79

88

78

84

75

72

72.

80

84

88

meaning of ideas

'

10

58

57

55

62

50

60

54

51

55

66

54 61

54

51

50

62

55

68.

,t,

16

58

54

53

56

49

57

50

53

55

67

50 46

55

41

42

56

S6

65

26

65

s62

67

63

58

64

54

55

60

74

63

67

42

55

52

65

64

30

63

53

53

52

49

56

50

49

52

64

51

66

42

44'

47

47

55.,75 63

1.1.2.4

Comprehension of main ideas

567

62

64

66

57

62

59

57

63

73

59

62

62

53

52

55

64

69

_11

66

66

68

67

55

72

63

65

66

70

63

72

58

64

58

69

67

77

13

73

'68

69

66

56

68

72

65

68

79

65

73

59

61

59

65

72

79

22

54

62

61

64

56

62

66

65

60

67

58

62

52

55

59

62

62

67

t31

52

45

42

42

42

47

44

42

41

54

41

46

39

40

41

43

43

52

.34

50

49

51

51

41

50

50

44

45

58

50 42

42

45

40

49

49

53

37

,-

43

40

42

39

43

42

40

35

36

48

44

38

26

36

32'38

42

47

45

35

38

39

34

37

40

40

36

36

41

36

36

23

35

35

32

43

46

1.1.2.5

Comprehensionsof relationships

282

76

78

83

65

80

72

73

77

82

73

78

72

72

66

81

75

85

466

66

64

66

65

67

70

64

68

70

55

12

55

62

55

63

73

70

32

33

32

28

30

21

A3

31

27

31

41

27 AI

27

28

29

29

32

39

36

27

26

31

29

15

18

23

23

25

32

22

27

22

24

23

24

24

29

41

36

30

31

28

25

33

27

25

31

30

30

31

37

27

33

24

31

38

42

32

39

31

30

25

36

32

24

29

33

31

26

31

28

29

27

28

27

r.

'

"NW

*TABLE 59

LANGUAGE/SPELLING ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECT BY'EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE

Comprehensive Tests of Basic Skills; Form Q, Level 2

Language/Spelling Subtest

Item

Criterion

Kentucky



number

percentage correct

percentage correct

12

34

56

78

910

11

12

13

14

15

16

1.1.3.1

Knowledge of correctly and incorrectly

172

72

75

71

60

76

80

65

72

74

73

82

93

69

64

83

75

34

spelled words

285

8584

89

79

85

90

87

88

90

85

82

85.

82

78

93

85

37

388

87

89

90

85

90

93

87

92

92

89

91

da83

77

91'88

38

461

62

68

65

57

65

65

59

64

75

58

62

62

56

46

63

60

25

5 6)

68

68

68

65

6967

72

71

52

55

71

66

7369

61

65

41

67

78

77

65 66

71

61

5266

67

58

61

52

71

64

7368

34

31

781

77

82

77

65

82

82

74%79

87

76

85

66

72

67

78

80

36

875

75

77

77

63

81

77

Z2: 78

87

75

83

66'

67

66

76

79'24

,9

66

62

61

58

49

63

63

64

63

74

60

62

49

59

54

62

64

310

72

70

74

65

57

73

71

66

75

83

72

72

61

60

64

66

74

34

T1

59

54

59

59

48

53

56

46

52

62

54

61

43

50

48

65

55

21

'12

55

49

54

52

47

54

52

46

52

57

51

46

46

47

37

51

45

21

13

61

52

57

49

43

56

54

49

53

64

55

415

42

46

44

53

52

29

«14

72

71

72

74

60

74

73

68

74

82

75

72

70

62

60

70

73

36

... .

.15

62

64

69

66,

49

65

68

60

64

77

63

64

59

60

57

67

64

31

16

59

55

51

51

42

59

60

53

63

66

53

62

50

49

44

50

60

28

17

54

53

54

56

52

54

55

45

55

62

54

54

47

45

45

51

57

27

la44

44

48

45/29

50

44

41

50

48

43

47

32

44

36

43

49

28

19

36

41

38

43

29

45

41

35 41

48

42

48

25

37

36

45

45

21

20

73

74/

74

78

66

76

79

72 -77

84

72

72

65

68

66

76

77

36

21

55

54k.

59

58

42

59

59

51 56

61

49

l9

53

50

47

47

55

27

22

47

44

45

43

37

48

51

,43

46

52

41

44

33

40

36

43

46

19

23

45

43

48

46

37

47

41

43

49

52

42

40

37

37

34

41

44

22

24

56

58

58

62

480

61

46 63

65

63

54

549

50

57

64

28

25

31

23

23

25

25

24

24

18

29

30

23

21

18

19

18

20

25

14

26

40

36

41

35

22

43

36

29.42

43

33

35

42

36

31

30

34

17

27

37

38

38

34

29

42

41

36

36

50

31

36

26

33

34

42

35

20

28

31

36

37

30

21

40

33

30

36

42

33

39

28

31

25

34

38

17

29

38

35

44

35

50

34

36

36

42

35

38

33

39

33'32

35

34

12

30

40

29

28

27

32

34

34

27

28

33

30

25

41

27

27

21

11

.4s

TABLE 60

LANGUAGE MECHAN5CS ITEM ANkLYSIS INFORMATION -- PERCENTAGE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICTFOR FOURTH GRADE

, .

''

P4` ' PA

W)

\1

Comprehensive Tests of Basid Skills, Form Q, Leval 2

Unease Mechanics Sub%est


Item

number

Criterion

percentage correct

Kentucky

percentage correct


12

34

56

78

910

11

12

13

14

15

16

1!?.4.1,

Application of'punctuiqion skills 6

1.1.4.2

Application of capitalization skills

tlr

..

f 2 3 4 5 6 7 8 9 10

11

12

13

141516

1716

1920

21

'22

23

'

24

25

.

a

84

70

70

52

70

7468'

68

44

53

5551

59

57

48,

4946

49 '

21

.24

48

3440

38

28

-a

083

71

73

65

65

57

62

64

60

75

83

65

62

7368

33

26

52

55

48

52

52

61

55

58

63

L 65

48

54

57 60

49

51

56

64

'24

30

28

36

53

61

42

48

45

54

45

51

38

43

87

76

65 58

70

7968

63

37

5746

53

63

70.

45

5253

61

2730

5740

44

43,

37

71

60

5448

55

52

54

49

33

38

35

3940

50

35414040

1920

3735

3840

26

86 75

68

60

67

78

6763

31

54

545454

68.

53

56

5262

24

2858

47

4750

46

89

7263

66

61 79

686830

555160

63

5955

'52 48

58

26

2753

374544

37

79

65

555463 71

6360

3246

4750

54

534143444618

2342

32

3643

26

84

7267

58

6580

6966

39

56

52

51 54

59

51,

53"

4955

262854

4243

41

39

8880

77

63

7583

75 yo

,35

59 51.

5560 74

60

6558

672634644653

5145

84

88

71

77

'66

75

59

52

63

71

79

83

66

61

59

67

35

45

48

57

49

56

50 51

56-16

63

64

52

53'

59

59

51

51

56

56

19

17'

24

26

58

52

47

43

51

36

54

42

40

31

936854

56.

5969705340

59435544

8742555460

263158

42 44

4935

796357

49596960

553446474553

55'

41 4440

47

2124

4141

373933

7467

56

50

56

645150

2642414448

553$40

.42

45

18214440

393934

94

8777

74.

74

84 7670

3754

5160

59

7544

6560

64

34

256653

585148

82

71

6954

67

7967

67 39

58-

54.

.54

55

459

46 51

4955

272652424545

33

36

292525

3/

3733

29

15

2923

28

23

S32428 26

30

061

10

292925

2621

I4

ea

4

e4

.

TABLE 61

LANGUAGE EX

N:ITEM ANALYSIS. INFORMATIONPERCENTAGE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH

GRADE


1.1,5:1

Application of correct grammatical

usage

1.1.5.2

Comprehension of clarity and/or

economy of expression

'

1.1.5.3

Comprehension of the author's

implication (word choice)

Comprehensive Tests of Basic *kills, Form Q, Level 2

LanguageExpression Subtest

Item

Criterion

Kentucky


number

percentage correct

percentage correct

12

34

56

76

910

11

12

13

14

15

16

26

80

71

CS

77

71

63

73

71

71

75

75

76

61

92

67

64

73

69

26

27

76

66

69

69

62

72

74

69

74

84

60

77

58

55

56

61

70

31

28

45

44

50

47

40

46

49

39

45

49

42

43

34

47

38

50

39

20

29

70

63

70

65

60

65

65

64

66

70

61

64

63

59

57

63

66

26

30

71

62

68

64

63

60

63

58

.67

66

66

55

52

65

58

70

60

28

31

51

47

51

46

37

52

53

43

46

55

50

46

48

44

37

44

51

2S

32

69

60

62

64

50

62

67

56

67

71

56

63

50

48

49

59

64

29

33

56

55

54

59

50

53

58

53

56

66

50

60

53

52

47

56

57

25

34

34

26

26

25

21

'32

26

28

26

32

17

24

34

23

21

29

24

10

35

59

56

64

63

49

63

64

54

59

67

56

61

47

52

51

14

61

26

ve

-51

47

54

60

57

40

60

62

45

53

61

47

61

81

51

44

49

54

26

52

23

21'

19

21

13

24

21

21

18

24

21

21

22

20

17

19

23

11

53

27

26

31

27

26

26

26

29

29

28

25

31

26

30

23

29

34

12

54

31

30

28

27

25

34

36

25

30

33

32

36

32

26

30

35

32

15

55

45

42

46

46

33

46

39

39

48

49

38

37

42

43

86

41

40

1Z

36

63

60

62

65

47

62

61

53

55

72

57

57

87

56

45

62

57

33

37

78

73

76

74

61

76

76

70

76

84

73

79

65

71

63

74

77

39

36

84

83

84

88

76

87

89

81

85

93

67

65

73

80

74

64

67

39

.39

63

55

56

58

47

60

5Q' 56

53

61

55

63

55

53

49

54

59

26

40

48

51

53

54

33

50

53

49

55

64

47

46

43

39

40

55

49

25

41

59

59

62

61

46

61

60

55

64

76

55

59

64

49

45

53

60

32

42-

34

27

27

30

24

34

25

27

25

31

.25

28

26

26

24

24

24

21

43

40

36

35

29

27

33

35

33

36

53

36

41'

32

30

30

31

36

20

44

43

37

42

30

29

46

29

35

"33

60

24

22

33

32

23

27

41

20

45

39

36

41

34

25

46

44

40

37

47

31

40

34

35

32

33

39

20

46

69

68

74

77

51

72

63

58

72

76

65

73

60

64

56

72

67

33

47

53

50

57

54

46

34

55

50

53

51

49

51

46

47

51

50

47

21

48

54

50

53

49

32

58

53

45

53

59

40

56

42

46

39

51

55

29

49

250

'55

57

36

54

50

51

52

62

50

56

53

40

39

49

45

26

50

46

46

50

50

35

48

41

44

47

57

43

47

39

45

36

50

45

23

...

N.

I

TABLE 62

ARITHMETIC COMMUTATION-ITEM ANALYSIS INFORMATIONPERCENTAGE

CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE


1.1.6.1

Application

f addition skills

I (,

1

--,

i1.1.6.2

Application`of subtraction skills

,

,,'

INA


Arithmetic Computation Subtest

Item

number

Criterion

percentage correct

Kentucky

perientaeet correct


12

34

56

78

910

11

12

13

14

15

16

1 2 3'

4 1718

19

20

33

At 36 5 6 7 8

2122'

23

24

3738

3940 9

11

12 25'

27

28

41

42

N.%

95

'

_9L 93

82

72

77

64

60 35

2153

31 91

90

75 71

65

53

78

52

3851

35

45 87

77

84

7664

55

53

38,

31

23

9390

90

80

72

77

64

62

34

113

57

....\

;5

89 88

67

69

66 50

78

48

'

3857

4553 86

7982

786354

57

49

3630

92

94

89

91

93

87

89

90

85

81

85

75

75

77 63

81 J8

65

66

68

59

69

64

51

28

33

34

16

18

18

61

53

45

34

35'229

90

90

87

88

92

85

70

68

56

70

70

57

73

68

59

55

54

38

78

83

68

55

54

35

41

43

29

61

60 39

41

36

30

56'50 43

85

88

82

81

80

73

84

85

77

79

80 68

66

64

44

63

54

41

62

54

42

58 50 38

42

37

27

35

31

26

94 90

90 79

7182

6264

42

21

60

39

88

87

63

68 64

51.

77'

494160

48

55

85

7983

75

6756

59

5240 29

95

919181

68 74

70

63

3222

6137

86

8765

6767

46 82

47

3960

4557

90

79837564484940

2729

95

91

91

81

72

76

6355

3620

51-'

29

8984

6266

66

4680

46

3852

3951

83737969584950

40

3728

9593

91

83

7480

65

6638 17

5935

9290

69

716853

80

4941 60

4656 88

79

8585

655760 54

3834

94

93

9382

7782

69

6440 17

6634

9193

7975

72'

56 83

49426658

65

90

878888 73

62

6760

36

32

96

9291

7967

75

'65

63

32 14

5537

91926165

6548

78

47 47

52

4447 8780

81

78

6554

5945

3630

93

9388

78

73

'80

65

'65

29 09.

5231

95936665

7158

00

63

39

55

4358 878387

78 74

60

6338.

32

31

96

87

92

7760

72

64

49 3924

"50 33

84

85

73

725449

6646

3956

3850

71

7275

6957

55515547 19

929088

7867

7360

5830 16

48

31 8584

62655946

6941

32'

49

3942

83

75

7572

5249

4943

3228

89

'82

84

7064

675554

23

194631

84

81

5461

5539

6739

354834

42

77

68736650

43

48

39 3227

93 91

94 85

77 79

6868

35

1562

40 91917474

71 56

82

55355953

58

9080

83

7968

6162

56

42 39

94 909T

82

738060

64

31

19

5940

89926868

70

50 84

48

3457

4552

87 78

83776654

58

48 30

27

93

89

9276

68 75

6455

29276544

90

84

71

71

71

58 82

52 35

62

5655

8680

79816450

54

40 4231

.4.

I.%

1,1.6.3 Application ,of multigication skills

4'

10

..'

.6

,%

-

4it

.1g.

r4%1

26

6:....

,,,,A,

..,,'

<

:".."

...

6

N.

0

r

.TABLE 62(COntitieteri7

Cb

ARITHMETIC COMPUTATION ITEM ANALYSIS'INPMATION--PERCENTAGECORM= BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE

Camprebengive Tests of basic Skills; FormQ, Leve1,2

Arithmetic Computation Subtest

Item.

Criterion

:Kentupky



numbet

percentage correct

.percentage correct

1'2

34

56

7\ 8

910" 11

12

13

14

15

16.-

-- '

...

1.1.6.3

Application of multiplication skills Q 43

'''

19

*16

14

15

15'

19

17

12.

17

19

15-

124.21

14

13

15

14

20

(continued)

.'44

38

'48

46

40

35

51

54

41

50

59

52

42

37

..,

41

36

.54

42

47

1.1.6.4

Application of division skills

13

8p

82 '

83

84

66

83'

86

75

82

90

79

93

75

76

72

82

82

85

14

84

81

82

85

65

83

84

79

87

87

78

89

75

77

71

$3

75

85

15

41 83.

79

82

81

64

83

83

73

77

85

80

85

71

77

69

79

75

82

16

-58

61

71

66

42

64

60

50,

62

69

56

65" 56

52

51

71

61

64

2q

54

57

,64'58

48

'63

51

48

60 63

S9

54 60

52

45

64

55

60

30

50

,'55

61

59

45,

57

52

47

59

58

56

57 46

49

50

61

58

54

31

54

57

60

62

39

63

53

51

61

62 v55

59,.57

50 45

74

56

63

32

52'

59

65

62

42

63

60

49

60

66

56

59

61

55

48

67

60

59

45

31

36

-

30

'37

24

40

39

31

40

39

35

38 _25

33

31

44

36,36

46

28

31

36

31

26

32

33

31

32

32

30

-27

37

31

29

26

30

32

47

36

37

36

36

26

39

40

31

39

42

35

34

34

32,30

45

02

45

48

22

24

23

25

29

26

25

21

22

23

26

16

32

24 M24

24

22

23

I

.4

tCP

A

TABLE 63

ARITHMETIC CONCEPTS ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECT BY EDUCATIONAL TemormENT DISTRICT FOR FOURTH

GRAIM

.Comprehensive Tests of Basic Skills, Form Q, Level 2

Arithmetic Concepts Subtost

fki, ,oncept numbeand description

Item

Criterion

Kentucky


number

percentage correct

percentage correct

12

34

56

78

910

11

J2

11

14

15

16

Knowledge of arithmetic conepts

2'

01

',

41

38

43

37

42

41

40

46

48

38

43

43

35

3238

42

44

987

68

72

/0

51

63

69

67

75

766

62

68

59

59

73

70

73

ti

11

14

84 84

62

56

64

57

5960

46 34

6356

6054

59

52

68

65

70,

61

68

54

72

56

6349

59

46

51 57

43

54

6557

6260

20

60

25

24'

27

19

26

23

22

28

29

23

17

32

23

23

24

20

29

27

54

42

42

40

27

43

42

32

48

51

38

46

49

36

33

43

42

42

1.1 7.2

Comprehension of arithmetic

195

42

73

70

54

69,

71

.66

73

79

71

$0

92

62'

62

74

67

74

concepts (converting form)

678

79

74

81-66

78

76

76

84

87

75

78

78

72

69

82

80

87

a29

42

42

40

45

32

45

46

37

39.

47

42

43

43

40

38 45

43

45

30'

37

34

36

34

29

38

33

32

31

35

38

37

40,

33

32

34

36

34

1 1.7.3

Comprehension of equations

582

82

84

83

71

83

85

76

85

92 El

89

70

73

67

83

81

88

10

74

---',-.,V

66

76

65

71

76'

71

81

76

74

79

69

72

67

77

69

77

*13

53

5 3

48

52

40

58

50

49

58

63

53

56

50

45

42

57

45

53

,...

15

55

54

55

50

46.

54

56

53

60

62

47

65

47

49

47

52

50

63

1.1.7.4

Comprehension of comparative

438

32

35

30

28

37

23

33

30

30

31

49

36:

31

33

34

34

42

relationships

.7

87

84

85

88

78

83

85

$1

87

89

81,

91

76

'78

76i 84

87

82

-

es

17

71

31

70

32

69

32

6628

55

24

71

31

7037

64

35

75

38

80

69

33

29

78

22

72

31

60 32

571 67

22

41

72

33

77

28

23

55

' -57

55

60

38

57

58

47

65

67

56

53

53

49

45

62

53

58

11

7.5

Comprehension of relationships

..

358

58

59

57

47

58

58

50

65

72

62

50

53

45 54

56

64

(ratio, time, part-whole, sequence;

12

69

73

71

74

64

72

71

73

78

83

66

64

67

63

78

70'

70

geometric)

18

59

57

56

54

46

57

59

50

65

68

47

68

54

49

44

62

53

59

19

41

.49

52

48

38

48

47

42

53

57

47

48

58

47

39

50

42

59

25

50

.58

44

51

41

60

66

49

65

73,58

48

52

49

49

68

53

68

26

50

63

54

58

50

64

71

54

71

76

67

54

60

54

50

70

61'

71

1.1.7.6

Analysis of the components of

16

61

'63

62

64

42

65

64

60

67

73

60

71

51

56

54

60

62

77

arithmetic word problems

21

64

65

66

68

59

61

67-

61

68

75

67

67

58

58

62

64

69

(organization)

22

38

39

39

36

21

45

37

32

47

49

37

43

37

29

zlit

36

42

41

24

36

33 ,

27

32

22

31

32

30

34

37

37

31

42

28

S2

37

36

39

28

23

21

18

17

10

23

21

17

23

26

22

07

24

21

19

23

23

20

ft

TABLE 64

ARITHMETIC APPLICATIONS ITEM ANALYSIS INFORMATION -- PERCENTAGE

CORRECT By ECOCATIONAL DEVELOPMENT DISTRICTFOR FOURTH GRADE

Comprehensive Tests of Basic Stills, Form Q, Level 2

Arithmetic Applications Subtest


Item

number

Criterion

percentage correct

Kentucky

percentage correct

Pri5p3tag: correct bv7Ednottstir100711073,entopillril;

116

- -

1.19.8.1

Comprehension of problem-solving

37

46 '

44

43

44

37

43

42

39

48

54

41

35

44

39

40

50

39

45

(selecting methods)

40

44

41

41

42

29

40

40

41

42

47

37

49

42

40

35

47

39

45

42

59

55

53

56

38

56

51

47

63

68

52

55

49

46

46

59

50

63

43

54

50

49

48

38

53

45

43

52

60

46

56

40

44

48

51

45

59

47

30

28

27

27

24

26

33

29

31

30

28

lf

34

27

26

26

28

34

4.41

149 50

28

37

24 35

19

33

2334

23

32

2238

20

36

2629

22

34

2635

2533

22

37

33

40

2635

24

33

2438

20

36

2142

t.. 1.4

t

''''' CO

1.1.8.2

Comprehension of problem-solving

31

68

66

59

66

48

62

63

59

68

76

62

65

80

62

59

74

64'75

IN;

(correct solution) -

-",,

32

34

77

70

78

66

75

63

75

71

65

49

79

66

76

61

74

57

80

69

86

75

7766

79

68

72

62

7760

6958

79

68

7766

85

73

.35

59

58

53

61

42

57

54

58

67

65

54

57

58

51

50

65

58

70

--

36

60

59

59

59

40

64

60

52

65

68

54

59

55

54

48

62

55

65

(1

39

54

53

53

53

30

57

52

49

61

57"53

54

44

48

47

55

54

62

46

43

49

45

47

36

47

52

46

52

59

44

42

40

48

40

49

47

56,

,Analysis of the components of

56

54

46

54

39

53

53

49

58

64

57

61

54

45

48

53

55

62

arithmetic tJord problems

38

39

45

46

38

35

48

44

40

45

51

41

36

48

38

40

44

49

52

(organization)

41

50

44

40

42

43

44

46

42

50

46

46

49

41

45

38

43

44

48

44

43

42

40

40

37

42

46

47

46

45

44

47

44

37

37

41

42

51

45,

33

35

34

33

23

36

38

36

35

40

37

36

37

32

27

44

30

37.-

48

29'

Y28

25

26

23,29

26

25

30

31

28

20

35

27

23

22

30

36

*6

s's

TABLE 65

STUDY SKILLS /REFERENCE MATERIALS ITEM ANALYSIS INFORMATIONPERCENTAGECORRECT

BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE

J

I.

Compreh;Nive Tests of Basic.Skills. Form Q. Level 2.

Study Skills/Reference Materials Subtest


Item

number

Criterion

percentage correct

Kentucky

percentage correct


12,

34

56

78

910

11

12

13

14

15-16

-

1.1.9.1

Knowledge of parts of bogs

12

47

40

45

48

35

41

42

41

36

48

38

36

35

37

33

'35

40

18

13

56

54

58

57

46

57

61

53

61

62

53

59

53

51

44

51

49

21

14

14

41

45

41

33

42

47

42

41

45

47

36

42

39

35

40

44

19

15

57

51

50

55

53

54

53

47

54

61

47

53

44

45

41

54

51

23

16

38

38

42

39

39

36

36

38

39

45

34

36

41

33

33

37

45

18

ig)

1.1.9.2

Knowledge of dictionary use

7 85548

47

47

47

49

48

41

43

42

47

53

4954

4344

4747

56

51

4947

51

45

4244

40

44

4143

4844

48 55

2323

17

52

51

46

54

41

St,

45

48

54

64

51-

63

41

40

42

51

51

24

18

48

51

55

55

39

55-

50

47

54

61

56

61

43

43

42

52

48

21

19

47

51

53

52

43

53

53

45

52

63

52

45

50

49

45

49

49

17

20

31

36

29

36

30

42

33

34

41

41

39

32

28

36

36

42

35

16

1.1.9.3

Knowledge of 1Veiary use

143

46

49

44

43

5Q

44

47

50

51

46

47

87

43

38

49

41

20

241

46

45

45

49

53

46

44

48

53

46

46

53

Al

41

43

41

18

357

52

53

60

54

52

53'

51

52

57

53

64

45

47

48

46

56

23

463

68

71

70

54

71

.67

69.

76

71

84

57

61

62

66

71

31

541

38

38

45

29

42

41

35

40)

42

33

43

38

30

30

41

39

20

637

38

37

38

40,40

36

37

19-

45

43

52,

32

31

34

42

38

20

S9

51

48

49

48

48

53

47

50

48

58

50'

38

55

38

41

52

48

21

10

39

32

36

35

21

34

30

33

36

38

33

351,

22

27

29

32

33

16

11

38

11

33

36

37

31

39

34

32

33

43

38

45

38

23

X17

35

32

13

r.

r

cd:

(TABLE 66

STUDY SKILLS/GRAPHIC MATERIALS ITEM ANALYSISINFORMATIONPERCENTAGE CORRECT

BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE


Study Skills/Graphic Materials Subtest

Skill/concept number.and description

Item

number

Criterion

percentage correct

Kentucky

percentage correct


12

45

67

89

10

11

12

13

14

15

16

1.1.10.1

Comprehension of symbols, legends,

22

44

38

41

'41.

40

42

35

43

38

39

44

28

36

34

30

43

23

and data presented in

graphic or

26

70

66

76

70

60

68

70

64

70

76

70

77

55

53

52

64

69

30

tabular form

27

51

40

41

42

36

40

32

38

52

44

47

37

31

31

36

'44

25

28

65

58

59

61

46

62

58

64

71

58

6E

46

50

49

50

62

26

29

23

20

21

22

22

25

14

25

18

23

18

22

22

22

18

18

21

07

31

69

67

68

72

57

68

70

65

68

80

66

66

89

57

52

64

69

29

32

68

62

66

69

51

62

64

60

66

74

68

67

48

52

49

62

65

31

33

58

63

67

67

51

63

65

59

'66

78

64

66

52

55

51

68

65

26

1.1.10'.2

Comprehension of relationships

21

71

66

69

70

55

73

69

66

67

74

64

67

B7

61

56

64

67

28

presented in graphical form

23

59

52

54

52,41

54

54

49

52

62

53

61

44

44

43

52

55

26

30

40

36

38

36

37..41

36

36

38

38

38

26

31

33 -36

37

19

34

50

46

46

46

37"50

43

40

52

58

42

543

,33

'38

35

49

44

20

335

38

46

'47

68

64

46

6663

4666

63

46' 35

71

54

63

57

50

6668

50

7075

435962

48

6967

57

78

72

47 71

69

4 75

67

42

58

'48

40

35

43

60

56

64

55%

51

60

45

79 6.

18

31

29

48

52

52

53

55

52

55

56

53

57

65

54

47

41

42

41

46

52

23

49

40

43

44

46

38

447

43

46

54

42

40

41

36

30

44

43

20

50

44

45

42

43

41

52

48

43

43

57

47

32

41

39

32

41

48

25

1.1,10.3

Comprehension (draw conclusions)

25

48

40

.44

36

40

41

41

38

47

44

40

44

41

33

39

35

ta

18

of graph c data

36

55

56

54

61

45

64

54

49'

60

64

62

64

54

52

50

58

54

25

37 ,

56

56

55

62

51

56

58

56

59

69

55

65

48

47

45

.55

55

26

40

55

55

50

60 49

57

59

52

61

60

57

61

49

52. 484 56

51

29

41

43

47

48

48

40

51

447'

50

48

157

50

47

42

36

37

43

48

25

41

35

40

40

40

36

45

43

43

46

45

42

47

41

33

33

33

44

18

47

45

45

44

46

40

45

51

47

46

56

46

42

41

41

38

39

45

19

,........

.1.1.10.4

Analysis of graphic data and

24

47

40

44

46

37

45

39

44

43'

44

46

42

36

35

30

47

43

17

determination of extended meaning

39

53

59

460

45

53

56

50

57

59

52

58

42

47.45

54

55

23

42

34

32

57

36

21

33

31

32

31

40

36

36

19

30

27

32

32

11

.44

45

'

3745

40

42

3838

37

39

42

41

41

41

47

45

4544

3643

4348

3544

4340

35,

32

41

40

41

38

36

41

4248

1520

44'

0 144

ti