PSSA: Pennsylvania
System of Schools
Assessment
Robert Valeria
Purpose
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To improve student understanding of standards
recognized by the state of PA, which will lead to
improved PSSA scores.
To accomplish this:
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1) We will first look at information about the PSSA—what is it
and how is it scored. We can use this to improve scores.
2) Then we will look at our scores from 2008 to see where we
are.
3) We will look at how our school compares with nearby schools.
4) Finally, we will discuss ways to improve student
understanding and their PSSA scores.
Contents
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General PSSA Information
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Tests (Math, Reading, Writing, Science)
Scoring Breakdown
Adequate Yearly Progress
2008 District Results
Comparison to Other Schools
How to Improve PSSA Scores
General PSSA
Information
Pennsylvania System of School
Assessment
Origins of the PSSA


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No Child Left Behind (NCLB) is federal
legislation that mandates that states
assess schools to ensure that all students
reach proficiency of high standards.
Each state uses a state-designed test to
assess student learning and
understanding.
Pennsylvania uses the PSSA (Pennsylvania
System of School Assessment)
PSSA Tests
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Mathematics
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Grades 3-8, 11
2009 Testing Window:
March 16-27
Writing
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Grades 5, 8, 11
2009 Testing Window:
February 9-20
Reading
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Grades 3-8, 11
2009 Testing Window:
March 16-27
Science
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Grade 4, 8, 11
2009 Testing Window:
April 27-May 8
PSSA Tests
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The tests seek to provide students, parents, schools, and
states information about student and school
performance.
The tests are aligned with the Assessment Anchors in
each subject. The anchors identify reporting categories
and specific standards for each grade that should be
taught and may be assessed on the PSSA.
Each test is composed of multiple sections.
Currently, the Mathematics and Reading tests are the
only ones that are formally used to assess school
performance (to determine if schools are making
progress towards having all students reach proficiency).
PSSA Tests
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By 2014, the goal is to have 100% of students pass the
tests. Currently, the benchmark in PA is 63% for reading
and 56% for math.
The mathematics and reading tests are given together.
Each test has 3 sections and they alternate:
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Math – Reading – Math – Reading – Math – Reading
The science and writing tests are given at different times
in the year.
Each section in the tests identify a suggested amount of
time that the section should take. Students, however,
can use as much reasonable time as needed.
Scoring the Tests
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The items that are assessed to determine
student and school performance are called
“common items,” because these items are the
same on all tests.
The tests also have field test items and equating
items which are not the same. These items do
not count in final scores. Field test items are for
research. Equating items are aligned with
standards from previous years. Students do not
know which items are field test items or
equating items.
Scoring the Tests
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On the common items, points are given in the following
fashion:
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Multiple Choice (0 or 1 points)
Open-Ended Questions
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Reading (0 to 3 Points)
Math (0 to 4 Points)
Writing (1 to 4 Points)
Science – Open Ended (0 to 2 Points), Scenario (0 to 4)
Totals are combined from all sections to get final raw
scores. These results are converted to scale scores,
which usually range from 700 to 2400
Scaled scores are divided into four categories: Below
Basic, Basic, Proficient, and Advanced.
Scoring the Tests
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The cutoff scores for each category are different for test at different
grade levels. For 2009, they can be found in the Assessment
Handbook for PSSA at
http://www.pde.state.pa.us/a_and_t/lib/a_and_t/20082009_assessment_handbook.pdf
As an example, for Grade 7 Math, here are the cutoffs for 2009:
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Below Basic – 700 to 1182
Basic – 1183 to 1297
Proficient – 1298 to 1471
Advanced – 1472 and up
Students need to be at proficient to “pass” the test.
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Proficient and Advanced – “Pass”
Basic and Below Basic – “Fail”
What do the Scores Mean?
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Below Basic – Limited understanding of the reporting
categories and standards (Assessment Anchors) for that
grade level and subject
Basic – Student is able to complete simple or routine
tasks dealing with the standards for that grade level and
subject.
Proficient – Student is able to use strategies to complete
grade-level tasks dealing with the standards for that
grade level and subject.
Advanced – Student is able to use sophisticated
strategies and shows in-depth understanding dealing
with the standards for that grade level and subject.
What do the Scores Mean?
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A student who has scored in below basic
or basic has not reached proficiency level
(passing) of the subject.
A student who has scored in proficient or
advanced has reached proficiency level
(passing) for that subject.
Math Test (Grades 3-8, 11)
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Three math sections are given, each approximately 2025 questions. First group of questions are multiplechoice. At the end, there are open-ended question.
First math section has several questions students must
complete without a calculator. After these questions,
calculators are allowed (no QWERTY keypad calculators).
Formula Sheet is provided on the test for students to use
(different for each grade).
One or two open-ended questions (0 to 4 points) will be
at the end of each section. Grammar is not evaluated.
Directions are important in these questions. Examples:
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Show and explain all work
Show or explain all work.
Show all work.
Scoring Math Open-Ended
Questions
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4 - The response demonstrates a thorough
understanding of the mathematical concepts and
procedures required by the task.
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The response provides correct answer(s) with clear and
complete mathematical procedures shown and a correct
explanation, as required by the task. Response may contain a
minor “blemish” or omission in work or explanation that does not
detract from demonstrating a thorough understanding.
3 - The response demonstrates a general understanding
of the mathematical concepts and procedures required
by the task.
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The response and explanation (as required by the task) are
mostly complete and correct. The response may have minor
errors or omissions that do not detract from demonstrating a
general understanding.
Scoring Math Open-Ended
Questions
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2 - The response demonstrates a partial understanding
of the mathematical concepts and procedures required
by the task.
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The response is somewhat correct with partial understanding of
the required mathematical concepts and/or procedures
demonstrated and/or explained. The response may contain some
work that is incomplete or unclear.
1 – The response demonstrates a minimal understanding
of the mathematical concepts and procedures required
by the task.
0 - The response has no correct answer and insuffi cient
evidence to demonstrate any understanding of the
mathematical concepts and procedures as required by
the task for that grade level.
Scoring the Math Test
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2009 Mathematics Test
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60 multiple choice items that count (60 possible
points)
3 open-ended items that count (12 possible points)
Total test has 72 possible raw points.
Raw score is converted to scale score and placed
in one of four categories: Below Basic, Basic,
Proficient, Advanced
Reading Test (Grades 3-8, 11)
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Three reading sections are given, each approximately
20-25 questions.
In each section, there will be 2-3 reading passages for
students to read.
Students will read passage and then answer several
multiple-choice questions about it.
Each section will include at least 1 open-ended questions
(0 to 3 points). These questions will be after the multiple
choice questions for a reading passage. Grammar is not
evaluated. Directions are important in these questions.

e.g. Often a set of directions may say for the student to provide
a certain number of examples or instances of something from
the story.
Scoring Reading Open-Ended
Questions
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3 Points
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The response provides a complete answer to the task (e.g., a
statement that offers a correct answer as well as text-based
support).
The response provides specific, appropriate, and accurate details
(e.g., naming, describing, explaining, or comparing) or
examples.
2 Points
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The response provides a partial answer to the task (e.g.,
indicates some awareness of the task and at least one textbased detail).
The response attempts to provide sufficient, appropriate details
(e.g., naming, describing, explaining, or comparing) or
examples; may contain minor inaccuracies.
Scoring Reading Open-Ended
Questions
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1 Point
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The response provides an incomplete answer to the
task (e.g., indicating either a misunderstanding of the
task or no text-based details).
The response provides insufficient or inappropriate
details or examples that have a major effect on
accuracy.
The response consists entirely of relevant copied text.
0 Points
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The response provides insufficient material for
scoring.
The response is inaccurate in all aspects.
Scoring the Reading Test
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2009 Reading Test (Grades 4-8, 11)
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2009 Reading Test (Grade 3)
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40 multiple choice items that count (40 possible points)
4 open-ended items that count (12 possible points)
Total test has 52 possible raw points.
Only 2 open-ended items that count (6 possible points)
Total test has 46 possible raw points
Raw score is converted to scaled score and placed in 1
of 4 categories: Below Basic, Basic, Proficient, Advanced
Writing Test (Grades 5, 8, 11)
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Four Different Sections, which include multiple-choice
questions and writing prompts
Multiple Choice: Students are presented with passages
to read. Then they are given multiple choice questions
about the passage. These questions may ask students to
identify which parts are incorrect, not relevant,
misspelled, etc. These are worth 1 point.
Writing Prompts: Students are given a prompt and
then given time to plan, write, and proofread essay.
Grammar is evaluated. These are worth 4 points (1-4
points may be given)
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Writing prompts may be narrative, informational, or persuasive.
Usually given in February.
Scoring the Writing Test
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2009 Writing Test (Grades 5, 8, 11)
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Holistic Domain (Focus and Content)
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Conventions Domain (Grammar)
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2 writing prompts, each scored at 4 points each gives total of 8
points. Total is multiplied by 10 to give 80 possible points)
12 multiple-choice items that count (12 possible points)
2 writing prompts graded at 4 points each for grammar usage (8
possible points)
Total for conventions domain of 20 possible points)
Total test has 100 possible raw points.
Raw score is converted to scaled score and is placed in 1
of 4 categories: Below Basic, Basic, Proficient, Advanced
Science Test (Grades 4, 8, 11)
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Two Sections in Grades 4 and 8. Three sections
in Grade 11. Each section consists of multiple
choice and open-ended items
Four Reporting Categories: Nature of Sciences,
Biology, Physical Sciences, Earth and Space
Sciences
Open-Ended questions are scored from 0-2
points. Open-Ended Scenario questions (grade
11 only) are scored from 0-4 points.
Usually given in May.
Scoring the Science Test
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2009 Science Test (Grades 4 and 8)
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2009 Science Test (Grade 11)
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58 multiple choice items that count (58 possible points)
5 open-ended items that count at 2 points each (10 possible
points)
Total test has 58 possible raw points
50 multiple choice items that count (50 possible points)
6 open-ended items that count at 2 points each (12 possible
points)
3 scenario items that count at 4 points each (12 possible points)
Total test has 74 possible raw points
Raw score is converted to scaled score and is placed in 1
of 4 categories: Below Basic, Basic, Proficient, Advanced
Adequate Yearly Progress
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A school is assessed in four categories:
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Attendance
Graduation
Academic Performance (PSSA scores on Reading and
Math tests)
Test Participation (students taking the PSSA at the
school)
The goal of NCLB is that by 2014, 100% of all
students should be proficient on the reading and
math tests.
Adequate Yearly Progress
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Current target rates:
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Reading - 63% Proficient
Math – 56% Proficient
If a school does not meet this exact target rate, they can still meet
AYP by using a confidence interval or safe harbor (showing
improvement).
The target rate will periodically increase until 2014.
Schools must also meet the target rate in different groups if the
group is large enough at the school. These groups include IEP
students and economically disadvantaged students.
Ex) A school may have 70% of all students pass the 7th grade
reading test. The same school may have only 40% of all IEP
students passing the test. This school has not met AYP in this
grade.
2008 Hollidaysburg Area
School District Results
District Results in Mathematics
AYP – 56%
At Least
Proficient
Below
Basic
Basic
Proficient
Advanced
All Students
82%
7%
11%
27%
55%
Male
82%
8%
11%
24%
57%
Female
83%
6%
11%
30%
53%
White
82%
7%
11%
27%
55%
Black
61%
17%
22%
22%
39%
Latino/
Hispanic
76%
6%
18%
35%
41%
Asian
88%
0%
12%
16%
72%
IEP
45%
33%
22%
21%
24%
Economically
Disadvantaged
68%
13%
19%
27%
41%
Mathematics District Results
Observations and Interpretations
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82% of our students scored proficient or
advanced. 55% of them scored advanced.
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This is a high percentage and shows that overall,
most of our students are learning the material that
they should.
Very little difference between males and
females.
Gap between black and white is 21% for
proficiency. However, sample size for black
population is very small. There are not enough
black students in any grade for it to be counted
as a subgroup.
Mathematics District Results
Observations and Interpretations
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There are enough students with IEPs for
there to be an IEP subgroup. We also
have the subgroup of “Economically
Disadvantaged”
IEP students scored at a lower percentage
than the AYP target—only 45% of IEP
students scored proficient or above.
Mathematics Results by Grade
AYP – 56%
Grade
Below
Basic
Basic
Proficient
Advanced
At least
Proficient
in HASD
At least
Proficient in
State
3
4%
9%
35%
52%
87%
80%
4
7%
8%
26%
59%
85%
80%
5
5%
12%
23%
60%
83%
73%
6
9%
11%
22%
59%
80%
72%
7
6%
8%
18%
69%
87%
71%
8
6%
11%
25%
58%
83%
70%
11
14%
18%
35%
32%
68%
56%
Mathematics Grade Results
Observations and Interpretations
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All of our grades did better than the state
average by at least 5%.
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87% of our 7th graders were proficient or
above while the state average was just 71%.
Performance seems to improve when students
make the jump to junior high school between
6th grade and 7th grade.
District Results in Reading
AYP – 63%
At Least
Proficient
Below
Basic
Basic
Proficient
Advanced
All Students
79%
8%
12%
38%
42%
Male
75%
11%
14%
36%
38%
Female
84%
5%
11%
39%
45%
White
79%
8%
12%
37%
42%
Black
67%
17%
17%
22%
44%
Latino/
Hispanic
88%
6%
6%
65%
24%
Asian
96%
0%
4%
40%
56%
IEP
36%
42%
22%
25%
11%
Economically
Disadvantaged
64%
17%
20%
40%
24%
Reading District Results
Observations and Interpretations

Like in math, overall our students are doing very
well. 79% of them scored proficient or advanced
while 42% scored advanced.
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These percentages show that overall most of our
students are learning the material that they should.
9% more females scored at least proficient than
males.
Gap between white and black groups is smaller
than the gap on the math test (12% gap in
reading compared with 21% for math)
Reading District Results
Observations and Interpretations

Like with the math test, the IEP subgroup
is the one group that did not meet the
target percentage. Only 36% of IEP
students scored proficient or above on
reading test.
Reading Results by Grade
AYP – 63%
Grade
Below
Basic
Basic
Proficient
Advanced
At least
Proficient
in HASD
At least
Proficient in
State
3
9%
9%
62%
20%
82%
77%
4
8%
12%
32%
48%
80%
70%
5
7%
14%
47%
32%
79%
62%
6
8%
16%
35%
41%
76%
67%
7
11%
13%
33%
42%
76%
70%
8
8%
8%
17%
67%
84%
78%
11
10%
14%
38%
39%
76%
65%
Reading Grade Results
Observations and Interpretations
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All of our grades did better than the state
average by at least 5%.
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79% of our 5th graders were proficient or
above while the state average was just 62%.
No increase between 6th and 7th grade like
there is in math (move from elementary to
junior high).
Science Results by Grade
(Not Counted Toward AYP)
At least
At least
Proficient Advanced Proficient Proficient
in District in State
Grade
Below
Basic
Basic
4
2%
6%
31%
61%
92%
82%
8
14%
22%
42%
22%
64%
53%
11
6%
42%
36%
16%
52%
36%
Science Grade Results
Observations and Interpretations

All of our grades did better than the state
average by at least 10%.


92% of our 4th graders scored at least
proficient
52% of our 11th graders scored at least
proficient (compared with state avg of 36%)
HASD compared with Other
Local School Districts
Comparisons only deal with
Reading and Mathematics PSSA
tests.
Local School District Comparison
for Math Grades 3-5
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
85%
75%
82%
75%
78%
88%
IEP
53%
45%
49%
45%
76%
-
Economically
Disadvantaged
75%
66%
71%
65%
72%
82%
Local School District Comparison
for Math Grades 6-8
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
83%
70%
75%
63%
60%
86%
IEP
40%
29%
25%
-
-
-
Economically
Disadvantaged
65%
61%
59%
57%
57%
79%
Local School District Comparison
for Math Grades 9-12
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
69%
58%
56%
46%
37%
74%
IEP
24%
13%
-
-
-
-
Economically
Disadvantaged
46%
41%
34%
-
-
-
Mathematics Observations and
Interpretations



Our percentages of students passing are better than all
the local school districts’ percentages except BellwoodAntis. Bellwood’s percentages are slightly higher than
our percentages.
Our percentages are slightly higher than Spring Cove’s
percentages and relatively higher than Altoona’s,
Williamsburg’s, and Claysburg’s percentages.
Some of the smaller local school districts have no
percentages for IEP and Economically Disadvantaged
because they do not have enough of these students for
them to be considered a subgroup.
Mathematics Observations and
Interpretations


Since these school districts do not have those
subgroups, they do not affect them with AYP. We
do have to have 56% of our IEP students reach
proficiency because this is a subgroup at our
school.
Bottom Line: Our math program is helping to
create students who know and understand key
math concepts. We are one of the better schools
in the area in regard to this.
Local School District Comparison
for Reading Grades 3-5
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
81%
66%
69%
63%
60%
78%
IEP
42%
35%
26%
33%
42%
-
Economically
Disadvantaged
68%
56%
59%
51%
56%
67%
Local School District Comparison
for Reading Grades 6-8
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
78%
68%
81%
63%
65%
85%
IEP
25%
30%
34%
-
-
-
Economically
Disadvantaged
58%
57%
71%
57%
52%
76%
Local School District Comparison
for Reading Grades 9-12
Percentage of Students that are At or Above Proficient
HASD
Altoona
Spring
Cove
ClaysburgKimmel
Williamsburg
Bellwood
All Students
76%
72%
67%
63%
44%
79%
IEP
39%
29%
-
-
-
-
Economically
Disadvantaged
64%
62%
53%
-
-
-
Reading Observations and
Interpretations




In grades 3-5, a greater percentage of our
students reached proficiency than any of our
neighboring school districts.
In grades 6-8, the percentage of our students
that made proficiency (78%) is slightly less than
Spring Cove’s and Bellwood’s percentages.
In grades 9-12, our percentage is 3 points lower
than Bellwood’s percentage.
In general, our percentages our relatively higher
than those from Altoona, Claysburg, and
Williamsburg.
Grades 6-8 Observations and
Interpretations



Bellwood, us, and Spring Cove have similar
results. Bellwood’s results are slightly higher
overall and our results are slightly higher than
Spring Cove’s results.
The bottom line, however, is that our school is
doing well in the reading curriculum. We need to
make sure we continue to strive to reach 100%
proficiency.
We also need to focus on the IEP subgroup.
Only 25% of our IEP students in grades 6-8
were proficient (39% in grades 9-12).