Task Module Assessment System
Common Criteria Studies
Six interrelated studies are designed to better understand which students are not well served by general large-scale assessments and why. As a result of these studies, the TMAS project will develop a definition of students in the gap in the four New England states. The studies will result in recommendations for other states on how to identify students in the gap in different assessment systems and will alert educators to the assessment needs of these students. The contribution of each study is described briefly below.
Study 1: What supports are provided to administer
the assessment?
On a short questionnaire included with student test booklets, test administrators
rate the quality of various test support materials and document the time
required by students to complete sections of the test. This information
provides a description of the assessment context which is helpful in interpreting
the results of other studies. The data also provide other states with methods
for describing their assessment contexts when looking at students in the
gap.
Study 2: What was the test taking experience like
for students?
Each test booklet contains a survey that asks students a series of questions
about test difficulty, their motivation, and their classroom experiences
relative to the content tested. This study yields insights into various
factors associated with test performance.
Study 3: Which students did not do as well as expected?
There are clusters of students whom educators identify as being “in
the gap.” One such cluster is those students whom teachers describe
as being proficient in the classroom, but who do not score proficient on
the state assessment. This study identifies those students, by comparing
ratings assigned by the administrating teacher on students’ grade-level
content work in the classroom prior to the test with characteristics of
students’ performance on the test.
Study 4: What do we know about the students who did
not perform well on the test?
Student information is collected on the student assessment booklet and
supplementary demographic data are provided by states. These demographics
contribute to more detailed descriptions of students in the gap.
Study 5: What are the teaching/learning opportunities
and expectations for students in the gap?
This survey, administered online, provides additional context for the
gap studies. A two-part questionnaire provides a detailed picture of the
instructional context and teachers’ reflections on the reports of
student test performance. This information helps identify areas of need
for improving the performance of student in the gap and identifies possible
schools in which to conduct the teacher interviews for Study 6
Study 6: Why did students perform as they did?
For the final study in this series, teachers within selected schools are
interviewed in depth on several students they identify based on criteria
pertinent to the gap. Using test results, teachers reflect on the specific
test performances and classroom experiences of those students. The results
of this study will contribute directly to developing criteria for identifying
students in the gap.