```The Summary of
Tutorial
SOAS Introduction
Audience
•
•
•
Curriculum specialists
•
Teachers
•
Other staff interested in students’
college preparatory skills
Note: the more inclusive the testing within each grade, the
more meaningful and applicable the results.
Logging In
Repeat Users
www.collegeboard.com/results
Logging In
New Users
you’ll need your
school’s SOAS
access code
Supporting Materials
SOAS Resources
Report Orientation
Page(s)
•
Title Page
•
Performance Overview
1
•
Skills Analysis
2, 6-7, 11
•
Question Analysis
3-4, 8-9, 12-13
•
Comparable Group Analysis
5, 10, 14
Performance Overview
Page 1
•
Number of students
in report
•
Mean scores and
•
score distribution
•
Benchmarks
Skills Analysis
Pages: 2, 6-7, 11
•
Skills
•
Triangles show a
comparison to the
state and nation
•
Each test question is
Activity B
Review Skills Analysis
Instructions
•
SOAS report.
•
•
Using the Test Question and Answer Explanations, look at each question
aligned to that skill.
•
Things to look for:
Skills furthest below the state/national average.
Skills that are furthest to the left (i.e. those that are the weakest
for the group).
Skills that came to your attention after review of Question
Analysis.
Activity B
Review Skills Analysis
Questions for Consideration
1.
Is there any pattern in the skills you identified as
problematic?
2.
Are there actions or strategies that might help address
where students are struggling with certain skills?
3.
What skills are relatively strong for your students?
Why?
Question Analysis
Pages: 3-4, 8-9, 12-13
•
Student
responses and
•
Comparisons to
the state and
nation
Question Analysis
Tips:
Look for questions your
incorrectly that the
students in the state
correctly
Look for commonly
Activity C
Review Question Analysis
Instructions
•
school’s SOAS report.
•
Refer to the Test Questions and Answer Explanations to make note
of problem questions and how they might be addressed.
•
Things to look for:
Easier questions (difficulty level 1-3) where fewer than 2/3 of the
omitted an answer in comparison to the state/nation.
Review any questions that generated interest when you reviewed
the test questions in Activity A.
Activity C
Review Question Analysis
Questions for Consideration
1.
Are there any patterns in the questions you identified as
problematic?
2.
Are there actions or strategies that might help students master the
skills assessed by these questions?
3.
would like to share? Please include both strengths and areas of
concern.
Comparable Group Analysis
Pages: 5, 10, 14
SOAS Comparable Group
What is a comparable group?
•
A useful statistical model
•
A statistically created group (virtual group)
•
•
This creates an expected performance indicator
for your group on each question
•
Provides more “actionable” feedback than state
or national averages on questions/skills
Comparable Group Analysis
Pages: 5, 10, 14
Darker blue =
significantly below the
comparable group
Lighter blue =
significantly above the
comparable group
Activity D
Comparable Group Analysis
Instructions
1.
school’s SOAS report.
2.
Using the Test Question and Answer Explanations, look at each
question.
3.
Things to look for:
Questions that fall into the dark blue area, where your students
performed below expectation.
Questions that fall into the light blue area, where your students
performed higher than expectation.
Activity D
Comparable Group Analysis
Questions for Consideration
1.
Is there a pattern in the skills aligned with the test questions on
which your students performed below expectation?
2.
Is there a pattern in the skills aligned with the test questions on
which your students performed above expectation?
3.
What new information, if any, have you learned from this analysis?
previously discussed? Why or why not?
Resources
Resources
How does it all add up?
Step 1 of 4:
Use reports
to find a
question
you’d like
to analyze.
Question 5
How does it all add up?
Step 2 of 4:
Identify the
skill measured
by this
question.
Question 5
How does it all add up?
Step 3 of 4:
Review
the question,
explanation.
Question 5
How does it all add up?
Venomous fish are often ------- in appearance; their intense colors may
serve to warn enemies away.
(A) flamboyant
(B) clumsy
(C) tranquil
(D) elephantine
(E) diminutive
Question 5 measures the skill: Determining the Meaning of Words
26
How does it all add up?
Step 4 of 4:
Making
connections to
state and
Common Core
Standards.
Question 5
Determining
the Meaning of
Words
How does it all add up?
Step 4 of 4:
Making
connections to
state and
Common Core
Standards.
Question 5
Determining
the Meaning of
Words
How does it all add up?
The skill Determining the Meaning of Words aligns
to the State Standard and the Common Core
State Standard.
Determining
the Meaning
of Words
29
Insert State Standard
Insert Common Core
State Standard
How does it all add up?
Math example
Question 25 (Multiple Choice)
Level of Difficulty = (E)
Skill = Data, Statistics, and Probability
According to the pictogram above, if China had 100 million Internet users in 2005,
approximately how many million did India have?
A) 54
B) 48
C) 37
D) 25
E) 18
How does it all add up?
Math example
Step 1 of 4:
Use reports
to find a
question
you’d like
to analyze.
Math
Question 25
How does it all add up?
Math example
Step 2 of 4:
Identify the
skill measured
by this
question.
Math
Question 25
How does it all add up?
Math example
Step 3 of 4:
Review
the question,
explanation.
Math
Question 25
How does it all add up?
Math: Question 5
34
Question 5 measures the skill:
Data, Statistics, and Probability
How does it all add up?
Math example
Step 4 of 4:
Making
connections to
state and
Common Core
Standards.
Math
Question 25
Data,
Statistics, and
Probability
How does it all add up?
Math example
Step 4 of 4:
Making
connections to
state and
Common Core
Standards.
Math
Question 25
Data,
Statistics, and
Probability
How does it all add up?
Math example
The skill Data, Statistics, and Probability aligns to State
Standards and the Common Core Standards.
Data,
Statistics,
and
Data,
Probability
Statistics,
and
Probability
Insert State Standard
Insert Common Core Standard
37
Identify the skills associated with the questions students
Make inferences about what led to errors.
Identify where in the curriculum the skills are (or are not)
taught.
Work with departments and classrooms to review common
concerns.
What recommendations can you make to your school for
increased student success?
Using Assessments for School Improvement
•
Identify skills to help guide instruction and curriculum
planning.
•
Connect more students with challenging high school
courses and then college.
•
Identify students who would likely benefit from the rigor of
•
Help close the achievement gap in your school
community.
2012 PSAT/NMSQT
Wednesday, October 17th
Saturday, October 20th
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