Using the Iowa Assessments Interpretation Workshops Session 2 Using the Iowa Assessments to Monitor Student Growth

Using the Iowa AssessmentsInterpretation Workshops

Session 2

Using the Iowa Assessments to Monitor Student Growth

What is Growth?

• Growth describes change in student achievement over time

• Focus of growth is on individual students or on matched groups of students

What is Growth?

NCLB Testing – Not Growth

NCLB NCLB NCLB

NCLB NCLB NCLB

NCLB NCLB NCLB

Fall ’09 Spring ’10 Fall ’10 Spring ’11 Fall ’11 Spring ‘12

Grade 3

Grade 4

Grade 5

Fall Testing for Growth

IA IA

IA IA IA

IA IA

Fall ’09 Spring ’10 Fall ’10 Spring ’11 Fall ’11 Spring ‘12

Grade 3

Grade 4

Grade 5

Why is Growth Important?

• Individuals learn at different rates• Learning is continuous• Focus on growth avoids arbitrary labels (like

proficiency and advanced)• Puts focus on setting long-term goals• Understanding progress towards college- and

career-readiness

Assumptions

• Learning is a continuum, not a set of discrete steps and achievement levels

• Measurable differences along the learning continuum

• Test development process can focus on growth along the continuum

• Growth scale for reporting results

Growth Scale• Standard scores that describe a student’s location on an

achievement continuum • Tracks year-to-year growth regardless of where the student

started on the continuum • A vertical scale that describes student growth over time, as

multiple measures on individual students using different, age- and grade-appropriate test forms are available

• Typical annual growth is defined and expectations for growth can be established and monitored

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23150

200

250

300

350

218

327

214

319

206

332

201

325

210

309

196

317

203

299

191

303

196

286

185

289

188

271

180

274

180

255

173

258

170

235

166

242

159

213

157

222

The Iowa Vertical Scale – Standard Scores

Grade

Verti

cal

Sca

le

Scor

e

3 4 5 6 7 8 9 10 11

Mathematics Reading

2 3 4 5 6 7 8 9 10 11130

180

230

280

330

Standard Score Growth Model at Five Achievement Levels in Mathematics

CCR

Level 5

Level 4

Level 3

Level 2

Level 1

Grade

Verti

cal

Sca

le S

core

Vertical Scales

How can information on growth be used to help students and teachers?

Monitor Progress

Set Growth Goal

Determine Expected Growth

Calculate Absolute Growth

Using Growth Information

Absolute Growth

Standard Score Year 2

Standard ScoreYear 1

Step 1 -- Absolute Growth

2 3 4 5 6 7 8 9 10 11130

180

230

280

330

159

170180

188195

202210 214 217

171

184194

205213

222231

236241

185

200

214

227

239

250260

268275

200

218

236

252

267

279289

298306

213

235

255

272

286

300310

319328

Step 2 – Determine Expected GrowthUsing Iowa Growth Model

Level 5

Level 4

Level 3

Level 2

Level 1

Grade

Verti

cal

Sca

le S

core

Expected Growth (300-286=14)

A/B

•Based on empirical growth model from 2000

B/E

•Based on difference between 2000 and 2010 growth models

E/F

•Based on empirical growth model from 2010 Step 2 -- Expected Growth

EXPECTED GROWTH IN MATHEMATICSForm A to Form B

Expected growth if child starts

around the 10th

percentile


around the 25th

percentile


around the 50th percentile

Expected growth if child starts around

the 75th percentile


the 90th percentile

3th to 4th grade 11 13 15 18 22

4th to 5th grade 10 10 13 18 20

5th to 6th grade 8 11 13 16 16

6th to 7th grade 7 8 12 15 15

7th to 8th grade 7 9 11 12 13

8th to 9th grade 7 7 10 11 12

9th to 10th grade 4 7 8 8 8

10th to 11th grade 4 5 7 8 8

EXPECTED GROWTH IN MATHEMATICSForm B to Form E


around the 10th

percentile


around the 25th

percentile




around the 75th

percentile


around the 90th

percentile

3rd to 4th grade 7 8 7 9 10





8th to 9th grade 7 7 10 11 12


10th to 11th grade 4 5 7 8 8

EXPECTED GROWTH IN MATHEMATICSForm E to Form F


around the 10th

percentile


around the 25th

percentile




the 75th percentile


the 90th percentile

3th to 4th grade 11 13 15 18 22

4th to 5th grade 10 10 13 18 20

5th to 6th grade 8 11 13 16 16

6th to 7th grade 7 8 12 15 15

7th to 8th grade 7 9 11 12 13

8th to 9th grade 7 7 10 11 12


10th to 11th grade 4 5 7 8 8

EXPECTED GROWTH IN READINGForm B to Form E


around the 10th

percentile


around the 25th

percentile




around the 75th

percentile


around the 90th

percentile

3rd to 4th grade 7 7 9 13 13



6th to 7th grade 7 9 8 11 13

7th to 8th grade 8 10 11 11 14

8th to 9th grade 5 8 10 11 14


10th to 11th grade 4 7 7 7 7

EXPECTED GROWTH IN READINGForm E to Form F


around the 10th

percentile


around the 25th

percentile




around the 75th

percentile


around the 90th

percentile

3rd to 4th grade 9 11 15 19 20

4th to 5th grade 7 10 14 15 16

5th to 6th grade 6 9 13 15 16

6th to 7th grade 5 10 12 13 15

7th to 8th grade 6 9 11 13 14

8th to 9th grade 5 8 10 11 14


10th to 11th grade 4 7 7 7 7

Step 3 -- Setting Growth Goals Examples

Goal A – All students become proficient in two years

Goal B – All students exceed expected growth for a given year

Goal C – All non-proficient students grow beyond expectations for a given year.

Goal D – All students in district “RTI” program exceed expected growth

SS in 3rd Grade

Proficiency for 3rd Grade (168-192)

Expected Growth(3rd to 4th Grade)

Proficiency for 4th Grade

(181-210)

Other Information

Growth Goal

Ellen 213 235 235

Joseph 200 218 218

Jack 159 -9 170 -11 +14 184

Hannah 195 212 212

Megan 171 184 184

Jordon 185 200 200

Chris 199 217 217

Nick 165 180 -1 180

Beth 190 215 190

Carly 199 217 217

Katie 163 -5 175 -6 +6 181

Kyle 145 -23 164 -16 +6 170

Step 3 – Example: Setting Growth Goals

Step 4 -- Monitoring Student Growth

1 2 3 4 5 6 7 8 9

Student Perfor-mance

180 192 200 220 220 222 232 242 253

Expected Growth NaN 200 220 237 253 268 281 291 301

160200240280

Mathematics Performance

Stan

dard

Sco

re

Step 4 – Monitoring Student Growth

3 4 5 6 7 8

Proficiency 166 182 194 207 220 232

Student Performance 190 205 206 230 245 255

Student Goals NaN 210 225 226 250 265

160180200220240260280

Reading Performance

Stan

dard

Sco

re

Resources for Monitoring Growth

• Longitudinal Reports on Iowa Assessments• eITP for individual students and groups• CD with Iowa Assessment data to monitor

growth across years

eITP – for groups

• eITP is a free service produced by Iowa Testing Programs that provides district-level Iowa Assessment growth data to district administrators in an online, interactive format. eITP represents a continuing effort on the part of Iowa Testing Programs to make test data informative and useful for the schools in Iowa.

• The growth profiles represent the core functionality of eITP. They currently display up to six years of growth data for the grade cohorts in your district. It shows relative strengths and weaknesses across the Iowa subtests and lets you highlight subtests where particularly high and low growth has occurred. A subgraph allows you to plot trends by subtests. Data tables and filters are available to support your own data analyses with programs like Microsoft Excel. See the Tutorials for more information.

• eITP provides both Standard Score (SS) and Grade Equivalent (GE) data.

eITP – for groups

• https://itp.education.uiowa.edu/Tools/Login.aspx?ReturnUrl=%2feITP

https://itp.education.uiowa.edu/Tools/Login.aspx?ReturnUrl=%2FeITP



eITP – for the individual student

• https://itp.education.uiowa.edu/eitp/auth/individual/WorkshopsTestingPurposeOnly.aspx

https://itp.education.uiowa.edu/eitp/auth/individual/WorkshopsTestingPurposeOnly.aspx

https://itp.education.uiowa.edu/eitp/auth/individual/WorkshopsTestingPurposeOnly.aspx

Accessing eITP

• eITP at the student level will be announced to Superintendents in early 2012

• eITP is a separate ‘system’ within Online Tools (similar to Bar Coding).

• Current users of Online Tools will need to be granted access to eITP by the holder of the District Assistant Master Account.

• District Assistant Master Account may also create new user ID’s solely to access eITP.

Monitoring Student GrowthReport – eITP

How many years has Martha completed the Iowa Assessments?What information is provided by the differences between years in reading (0.8, 1, 0.6)?

In mathematics, how would you describe Martha’s growth between grades 3 and 4, 4 and 5, 5 and 6? In reading, how would you describe Martha’s growth between these years?In the grade equivalent metric, what is the expected growth between years?In standard scores, what is the expected growth between years?The growth trend chart at the bottom of the page shows a lack of growth in science between grade 5 and 6. How would you use this information with other available information about Martha? What additional information would you like to know about Martha’s performance in science?

Assume you are setting growth expectations for Martha for grade 7. Using the information in this report, where would you set goals in mathematics, reading and science? Would you share this information with Martha’s parents? What message would you convey about areas of emphasis for next year?

Monitoring Student GrowthReport – Mathematics Performance Summary for Grades 6 and 7

What is Michael’s Standard Score in Grade 6? What is Michael’s Standard Score in Grade 7? Is Michael proficient in Grade 6? Grade 7?

Based on the information in this report, how would you describe Michael’s performance on the mathematics assessment?What is Michael’s absolute growth in math between Grades 6 and 7?Is this growth more or less than expected?Michael’s national percentile rank in grade 6 was 50 and in grade 7, it was 49. How can this represent growth? The mathematics domains for grades 6 and 7 remain the same although the number of items within each domain vary. How can growth inferences be made from this information?Is growth a legitimate inference to be made from this type of assessment data?

How can this growth data be used in conjunction with other information available about Michael?How can the growth information be used by mathematics teachers to help structure instruction for Michael?Can similar information aggregated to a class level be used to structure instruction for a class?

Documents

Using the Iowa Assessments Interpretation Workshops Session 2 Using the Iowa Assessments to Monitor Student Growth