AIMSWeb® Administration and Technical Manual How to Score the M–COMP Each probe file includes an Answer Key. The answers provided on the Keys are the target answers for each item on the probe, along with the point value of that answer. Scoring is a straightforward process: Circle the point value if the student’s answer is correct, or circle zero if the answer is incorrect. You then simply add up the value of the correct answers to obtain the total score for the probe. Figure 3.1 presents an example of a scored Answer Key for Grade 4. Grade 4, Probe 1 Answer Key Item No. Answer Correct Incorrect Item No. Answer Correct Incorrect 3 0 1. 31 1 0 20. 7 9 2. 4 2 0 21. 11.9 2 0 3. 15 1 0 22. 63 1 0 4. 648 2 0 23. 7 2 0 5. 28 1 0 24. 13 2 0 3 0 6. 205 1 0 25. 3 7 7. 393 2 0 26. 342 2 0 8. 64 1 0 27. 2.1 3 0 9. 357 2 0 28. 1014 1 0 10. 18 2 0 29. 1009 2 0 11. 478 1 0 30. 18 3 0 12. 186 2 0 31. 6748 2 0 13. 310 1 0 32. 2.9 3 0 14. 12 1 0 33. 1637 3 0 15. 140 1 0 34. 677 2 0 3 0 16. 30 1 0 35. 9 10 17. 9 2 0 36. 7627 2 0 37. 2 5 3 0 38. 1 30 r1; 30.25; 30 4 3 0 18. 19. 3 14.3 0 1 120 Subtotal 1 0 20 Subtotal 2 13 TOTAL = Subtotal 1 + Subtotal 2 33 Figure 3.1 Scored Answer Key 16 Copyright © 2010 NCS Pearson, Inc. All rights reserved. Section 3 • Guidelines for Administration, Scoring, and Reporting M–COMP Scoring Examples The biggest challenge in scoring is determining what to do if an answer deviates from the one provided on the Answer Key, but may still be correct. The criteria used to decide when alternate answers are or are not acceptable are based on best practices and professional judgment. The primary goal is to determine if the answer reflects an understanding of the task presented. Although the provided Answer Keys present some alternate acceptable answers, the keys are not exhaustive. If a student’s answer score as correct, regardless of whether or not the answer is in 10is correct, ● Write thethen fraction in lowest terms of a student who has presented an answer as a decimal. the key. Figure 3.2 shows an example 10 ● Write the fraction in lowest terms 5 = 10 1 2 5 = 10 1 2 .50 .50 Grade 5, Probe 3 Answer Key Item No. 1. Item No. Answer 1. 128 2. 4 3. 1 8 4. 143 5. 820 6. 1 12 7. 70 8. 0.95 9. 2. 3. Correct Grade 5, Probe 3 Answer Key 128 1 Item Correct Incorrect 1 40 1 1 0 8 No. 21. 1 22. 2 4. 2 0 143 23. 5. 2 0 820 24. 1 10 12 25. 6. 7. 8. 9. 19 Answer 10. 1 2 11. 3 10 r3; 10.6; 10 11.5 12. 3883 10. 12. 3 3 396 190 29. 2 2 1 0 2 30. 2 28. 3 2 r3; 10.6; 0 10 31. 10 5 32. 2 0 3883 63 100 1 2 27. 79 5 1 1 Answer 0 0 0 3 16 2r3; 16.6; 160 5 0 70 0 0.95 0 26. Incorrect 1 1 9 13 21 31 45 1 12 1 15 0 2 Answer Correct Incorrect 79 1 0 63 100 2 0 3 160 r3; 16.6; 16 5 3 0 21. 22. Correct Incorrect 1 0 23. 2 24. 3 0 5 3 0 25. 3 0 396 1 0 1 0 1 0 1 0 2 0 2 0 3 0 0 26. 0 27. 0 28. 3 0 1 0 3 0 3 1 53 r3;0 53.5; 53 ; 53 6 2 3 0 33 3 0 29. 1 0 0 30. 3 0 0 31. 3 32. 3 9 13 21 31 1 12 1 15 0 3 1 53 r3; 253.5; 53 0; 53 6 2 33 Item No. 0 45 Figure 3.2 Correct Answer Not on the Answer Key Copyright © 2010 NCS Pearson, Inc. All rights reserved. 17 39 ● 40 ● 16 6 AIMSWeb® Administration — 20 and Technical Manual 8 ÷ 6 = 20|136 9 7 120 56 7 8 16 of items on the M–COMP probes A number (Grades 4–8) result in responses that can be reduced 54 6 9 to a simpler form. If the instructions do not specifically require that the student write the answer 2different correct answers. For these items, there may be in the lowest terms, you may receive 1 54 a range of acceptable responses provided on the Answer Key. You will also find items, such as division items, where the correct answer can be presented with a remainder. Depending on your curriculum, it may be appropriate for the student to present this remainder as a decimal, fraction, or with an “r” followed by the remainder. Figure 3.3 shows an example of each of these item types, found in Grade 7. Note. “Lowest terms” can be used interchangeably with “reduce,” “simplify,” and similar terms, depending on which term is preferred in your school’s curriculum. If your school uses the term “reduce,” tell students that when they see the instruction “lowest terms,” it means to reduce. 39 39 ● ● 39. 40. 40 40 ● 1616 ● 66 00 22 8 8÷ ÷6 6= = 2020 |— 136 |— 136 9 9 7 7 120 120 56 8 8 7 7 56 1616 54 9 9 6 6 54 22 1 154 54 16 8 4 ; 6 ; 6 20 10 5 56 2 1 ; 1 ; 1 54 54 27 6 r16; 6.8; 6 3 0 3 0 Figure 3.3 Range of Acceptable Answers Credit may be given for a clearly correct response conveyed in a manner other than the one indicated; this is where you must rely on best practices and professional judgment. The rest of this section presents examples of the most common variations of correct and incorrect 16 16 8 8 4 4 39. 39. 6 r16; 6 in r16; 6.8;the 6.8; 6 6;national 6 ; 6; 6 ; 6 field-test answers seen as well as examples of answers that require the 3 3 0 sample, 0 20 20 10 10 5 5 56 56 2 2 1 1 judgment 40. 40. in evaluating ; 1 ; 1; 1 ; 1 correctness. 3 3 0Also 0 included are examples of the types of issues that impact 54 54 54 54 27 27 scoring decisions, including but not limited to, problems with legibility, reversed numerals, crossed-out responses, and overcorrection. 18 Copyright © 2010 NCS Pearson, Inc. All rights reserved. Section 3 • Guidelines for Administration, Scoring, and Reporting The scoring for grades 1–3 is straightforward. The problems are basic computation and numbersense questions. There is not much variability between what is correct and incorrect. At grade 4, computation with fractions and decimals are presented and it is here that some ambiguity begins to present itself. The examples in this section are not exhaustive, but representational of student responses in the national field-testing sample. Use them to guide your professional judgment when determining 15 the correctness of answers that deviate from the correct responses identified on the Answer Key. ● 15 − 12 = 3 25 25 Checklist for25 Determining Credit 1 3 Does the7student’s response match the answer (or alternate answers) provided on the 25 Answer Key? 1 Does the7student’s answer represent an alternate correct answer that is not provided on the Answer Key? Does the answer reflect an understanding of the task type? These are important questions because they reflect the basic purpose of benchmarking and progress monitoring—to determine if students are acquiring the skills required to complete the basic computational tests presented on the probes. If you encounter a scoring dilemma that is not covered in these pages, use your professional judgment in deciding the score. There is no partial scoring, so it is important to make consistent decisions when scoring potentially ambiguous answers. For the majority of problem types, there is little deviation in acceptable answers, and where there is, it will be in the method of presentation (e.g., 0.50 versus .5). In problems where the target answer is a fraction, some students may choose to reduce the answer even when instruction to do so has not been given. Generally, as long as the reduction is performed properly, and the reduction is correct, give the student credit for the answer. This becomes tricky when a student initially provides the correct response and then makes an error in reducing. The final answer presented is what you score, so it is possible for a student to “overcorrect” into error (see Figure 3.4). 15 ● 15 − 12 = 3 25 25 25 1 3 7 25 1 7 15. 3 25 1 0 Figure 3.4 Overcorrection Into Error Copyright © 2010 NCS Pearson, Inc. All rights reserved. 19 nswer rms 4 6 20 8 AIMSWeb® Administration and Technical Manual Generally, when a specific type of target answer is required, such as an improper fraction or a mixed number, that target is requested in the directions, such as in Figure 3.5, wherein a mixed number is specifically requested as the answer. 38 38 39 39 40 40 38 ● 39 ● 40 ● ● Write the answer the ● answer ● Write the answer the ● answer ● Write the answer the answer ● Write the Write answer Write the Write answer Write the Write answer in lowest in lowest termsterms in lowest in lowest in lowest termsterms in lowest in lowest in lowest termsterms in lowest terms terms terms = 24 22 18 18 918 2 920 20 7 57 20 10 10 8 5 5 +2 − 1 −41 20 20 8 23 23 1 4 20 4 20 20 6 6 8 2 ÷2 1÷ 2=1÷ = 1 = 2 92 4 4 3 43 3 10 2 32 326 363 63 3 4 14 14 4 144 44 4+ 2 +52 20 1 121 12 1 12 23 4 1 2 3 5 20 1 6 8 38. 1 39. 40. 3 0 3 0 2 0 57 8 −4 1 8 1 6 8 5 8 4 8 1 8 Figure 3.5 Targeted Answer in Directions 38. 38. 38. 1 1 1 2 2 3 3 5 5 20 20 1 1 6 6 8 8 1 1 2 3 5 20 1 6 8 3 1 3 0 3 0 0 39. Sometimes, however,39.the39.directions may be open to such in items where the student 3 0interpretation, 3 0 0 3 is instructed “Write the answer in the lowest terms.” On certain items, such as Grade 8, Item 2, the 40. 40. 40. 2 0 2 0 0 2 target answer is a mixed number, but the student provided an improper fraction (see Figure 3.6). 22 ● Write the answer in lowest terms 3 • 8 = 24 22 2 11 12 11 22. 1 1 11 2 0 Figure 3.6 Mixed Number for Grade 8, Item 22 20 Copyright © 2010 NCS Pearson, Inc. All rights reserved. + 2.68 $9.93 $9.93 Section 3 • Guidelines for Administration, Scoring, and Reporting Although the target answer is a mixed number, and that is what is presented on the Answer 23 Key, a small, but significant number of students in our national field testing provided a reduced improper fraction as an answer, as did the student in this example. After discussion with our 23 experts, it was 0.84 − 0.3 = agreed that the nonspecific “lowest terms” could be understood by some students to be the reduced improper fraction, rather than the reduced 23 mixed number, to be the lowest 230.30 0.84 −improper 0.3 = fraction as correct. terms. For that reason, you may score a correct and properly reduced 1 1 ● ● 0.54 0.30 Because the problem − 0.3 =and reduce to a mixed 0.84 − the 0.3target = is that the student know how to both work0.84 7.25 7.25 number, we recommend that you provide that feedback to any student who provides an improper 0.54 0.30 0.30 + 2.68 + 2.68 and particularly if that student fraction, has also shown difficulty with items specifically requesting a 0.54 $9.93 0.54 mixed number as a response. $9.93 and ● ● ● ● $0 27 ● 54¢ $0 54¢ Another was that, andat certain 54¢grades, students $0 andpractice 54¢noted in the national field-testing sample $0 ●+ 1.7 = ● 3.72 prevalence, this issue was also discussed with math experts, and the decision was made that if the 25 27 7.25 271.70 ● ● ● 231.7 This numerals the decimal placement were correct, credit would be ● given. is23a bit more 0.39and + 0.5 = 3.72 + = issue ● + 2.68 5.44 complicated however, when students write out the answer to1.70 the question without the decimal, 0.50 0.84=− 0.3 = 0.84 − 0.3 = $9.93 0.39 + 0.5 = 3.72 + 1.7 3.72 + 1.7 = relying solely on the symbols to denote the difference between the numerals and 0.30 preceding 0.30 5.44 0.50 1.70 following the missing decimal. Figure 3.7 presents examples 1.70 of correct0.54 and incorrect answers 0.54 in 5.44 5.44 this area. 5.44 added of decimals. Because of its 25 the $ symbol to items that require addition or subtraction 27 1 ● .89 cents .89 cents 1 5.44 ● 7.25 + 2.68 $9.93 25 ● 23 ● 25 ● 0.84 − 0.3 + = 0.5 = 0.39 0.30 0.50 0.54 0.39 + 0.5 = 0.50 .89 cents $0 and 54¢ .89 cents 9.93 0.54 9.93 3.72 + 1.7 = 1 1.70 21 5.44 .89 cents 5.44 1. 23. 0.54 25 ● 25. 9.93 27. 1 0 25. 3.72 + 1.7 = 1.70 5.44 3.72 + 1.7 = 1.70 5.44 5.44 5.44 23 0 ● 00 0.84 − 0.3 = 0.30 9.93 1. 0.54 1 0 $0 and 54¢ 27 ● 2 0 23. 0.54 5.44 Figure 3.7 Answers to Decimal Problems 27. 5.42 2 0.89 1. 9.930 23. 1 23. 0 0.54 2 0 0.54 2 0 23. 0.54 23. 2 0.540 0 3.72 + 1.7 = 0.89 2 0 25. 1.70 5.44 2 5.42 .89 cents 2 2 0.89 0.39 + 0.5 = 25. 0.50 0.89 5. 25 ● 27 ● 0.39 + 0.5 = 1. 0.50 23.1. 1. $0 and 54¢ $0 and 54¢ 5.44 5.44 27 27 ● ● 2 0.890 2 0 0 2 27. 0 5.42 27. 27. 5.42 5.42 27. 2 2 5.420 2 0 9.93 5.42 1 27. 0 2 0 Copyright © 2010 NCS Pearson, Inc. All rights reserved. 23. 0.54 21 2 0 5.84 5.84 3.07 + 3.07 8.91 $8.91 seven cents 7 ● AIMSWeb® Administration and Technical Manual 8 ● 5.46 16 − 2.19 5 In all grades we found examples of students occasionally spelling out the×answers to the problems. If the answer to a problem is the number 3 and a student writes in three, you may give credit. If three dollars the problem is one working with decimals and the answer is 2.5 and the student writes two point and twentyfive, you may give credit. If, however, the student responds with two dollars and fifty cents, the seven cents answer is incorrect because the answer skirts the issue of decimal placement. Figure 3.8 presents an example of corrected and incorrect answers from Grade 6. 1 ● 1. 7● 7 ● 5.84 + 3.07 8● 8 ● 5.46 5.46 − 2.19 − 2.19 8.91 1 0 16 16 × 5× 5 three three dollars dollars and and twentytwentyseven seven cents cents $8.91 7 ● 1. 8.91 1 7. 3.27 1 8. 1. 1. 80 8.91 8.91 1 1 0 0 8 ● 5.46 − 2.19 0 dollars three and twentyseven cents 0 1 0 1 0 Figure 3.8 Written Answers 7. 7. 8.7. 8. 22 8. 3.27 1. 3.27 3.27 80 80 80 1 1 1 1 8.91 0 0 0 0 1 1 0 0 7. 3.27 1 0 8. 80 1 0 Copyright © 2010 NCS Pearson, Inc. All rights reserved. 16 × 5 x is equal to 1 1 7 3 = 21 10 26 5 2 Section 3 • Guidelines for Administration, Scoring, and = Reporting 6+x 6+1=7 12 7 5 13 Other examples of scoring issues are crossed-out answers, illegible answers, reversed numbers, or rotated numbers in answers. 6 • Crossed-out answers: If a student shows his or her work, but then crossed or X-ed out the problem without placing the answer in the blank, the item is incorrect and receives no credit. If the student has crossed out the problem, but then returned to the item and placed an answer in the blank, score the item based on whether or not the answer placed in the blank is correct. See Figure 3.9. 10Write 11Evaluate 12Write 10● 11● 12● 10Write 11Evaluate 12Write the fraction the fraction ● the fraction ● thethe the ● the fraction ● Write the fraction ● Evaluate ● Write the fraction in lowest terms in lowest terms in lowest terms expression when expression when expression when isxequal x isxequal 1to 1to 1 is to equal 3 = 3 = 31 =1 1 21 21 217 7 7 in lowest terms in lowest terms in lowest terms 10 10 10 = 5 = 5 =25 2 2 26 26 12 26 127127 7 6 +6x+6x+ x 1=+71=7 1=+76 6+6 555 131313 666 10. 1 7 2 0 11. 7 1 0 12. 5 13 1 0 Figure 3.9 Crossed-Out Answers 10. 10. 10. 1 7 1 7 1 7 2 2 20 0 0 11. 11. 11. 7 7 7 1 1 10 0 0 12. 12. 12. 5 13 5 13 5 13 1 1 10 0 0 Copyright © 2010 NCS Pearson, Inc. All rights reserved. 23 + 410 AIMSWeb® Administration and Technical Manual • Illegible, reversed, or rotated numbers: When students write answers that have illegible, reversed, or rotated numbers, it is important to keep in mind the intent of using M−COMP probes—to determine a student’s understanding of the task and progress throughout the school year. Problems with legibility are common, particularly with the younger grades, and students identified as having specific learning challenges may have issues with reversing numbers and letters. Figures 3.10 through 3.12 provide examples of such responses. • If the response is hard to read, but can be determined, score the answer as correct. 21● 21● 21● 21 ● 22● 22● 22● 22 ● 23● 23● 23● 23 ● — — — — 8|16 8|16 8|16 8|16 6 6 6 6 × 7× 7× 7× 7 24● 24● 24● 24 ● 4 4 4 4 × 4× 4× 4× 4 21. 42 1 0 22. 2 3 0 23. 16 2 0 24. 943 2 0 309309309309 224224224224 + 410 + 410 + 410 + 410 Figure 3.10 Difficult-to-Read Response 24 21. 21. 21. 21. 42 42 42 42 1 1 10 10 0 0 22. 22. 22. 22. 2 2 3 3 30 30 0 0 23. 23. 23. 23. 16 16 16 16 2 2 20 20 0 0 24. 24. 24. 24. 943 943 943 943 2 2 20 20 0 0 2 2 Copyright © 2010 NCS Pearson, Inc. All rights reserved. 5 7 • Section 3 • Guidelines for Administration, Scoring, and Reporting If the response is too illegible to determine with confidence, score it as incorrect. If the response is reversed, but the digit the student intended is obvious, score it as correct. 1 1● 1 ● ● 2 2● 2 ● ● 22 2 263+ 3 ++ 3 the greatest. thethe greatest. greatest. 00 ++ 707 =+=7 = ● 55 5 15 13 3 the Circle the number 3● 3 Circle Circle the number number that that is that is is ● ● 7 −6 1. 5 2. 7 3. 548 548 548548 537 537537 27 ● 16 − 10 77 7 1 1 1 0 0 0 Figure 3.11 Reversed Numbers With Intended Number Obvious • 1. 1. 1. 5 5 5 2. 2. 2. 7 7 7 3. 3. 3. 548548 548 1 1 1 1 1 1 10 0 10 0 10 0 0 0 0 If the response is rotated and you cannot easily determine what digit the student intended, score as it incorrect. 25 25 ● 25 ● ● 26 26 ● 26 ● ● 15 1515 + 13 + + 1313 27 27 ● 27 ● ● 7 77 −6 −− 66 25. 28 26. 1 27. 6 3 2 3 16 1616 − 10 − − 1010 0 0 0 Figure 3.12 Rotated Numbers With Intended Number Indeterminable 25. 25. 25. 28 26. 26. 26. 1 27. 27. 27. 6 3 30 3 0 0 2 20 2 0 0 Copyright © 2010 NCS Pearson, Inc. All rights reserved. 6 6 3 30 3 0 0 28 28 1 1 25 AIMSWeb® Administration and Technical Manual A final note on scoring: Use your professional judgment in determining whether or not to give a student credit for an answer that deviates from the answer provided on the Answer Key. If the answer is mathematically correct, shows an understanding of the operation being assessed, and is consistent with the manner in which your curriculum treats that operation, than the student should get credit for the answer. When students present non-target responses, such as adding money symbols, writing out the answer as words not numbers, or providing a reduced improper fraction where a mixed number is the target, after you have scored the answer as correct, discuss the item with the student so he or she understands what is expected in the future, as continuing with certain nonstandard styles could inadvertently lead to errors on other probes. Reporting The next step in the process is reporting your data in the AIMSweb reporting system. First, log into your school’s AIMSweb account. On the opening screen there are tabs along the top and down the left side. Click on Report in the row of tabs along the top. At the Report page, there are tabs across the top and down the left side of the page. The row of tabs across the top represent the type of information you can report. In this case, click Mathematics. After you choose Mathematics, choose the level of the information you want to report from the tabs down the left side: Customer, District, School, Grade, or AIMSweb. Generating Student Reports The most common types of reports used are the Individual Student Report, Pathway Report, and Email Report. Creating an Individual Student Report If you have entered student scores, they are listed under the column headings for each General Outcome Measure. Select Mathematics from the gray tabs. Select M–COMP from the corresponding radio buttons. Click on a student’s score to view the student’s Individual Report. Note: If you click on a column heading (e.g., RBP), an Individual Student Report is generated for all of the students in the classroom. 26 Copyright © 2010 NCS Pearson, Inc. All rights reserved.
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