PLATO® Professional Services
PLATO® Test Packs with Prescriptions on PLE™
Table of Contents
Purpose of This Resource .......................................................................................... 3
Overview of PLATO Test Packs with Prescriptions on PLE ............................. 3
Types of Tests................................................................................................................ 3
State-Specific Fixed Benchmark Tests ....................................................................... 3
National Cumulative Fixed Benchmark Tests........................................................... 3
Criteria for Test Content............................................................................................ 4
Testing Models .............................................................................................................. 4
Test Design ....................................................................................................................4
Test Structure ............................................................................................................... 5
Implementation as Assessment Tool .......................................................................... 5
Implementation as Assessment Tool and Instruction................................................ 6
The Program Structure................................................................................................ 7
Using PLATO Test Packs with Prescriptions in Your Classroom .................... 8
Monitoring Student Progress ...................................................................................... 8
Use Instruction Reports to....................................................................................... 8
Use Assessment Reports to...................................................................................... 8
PLATO Instructional Content..................................................................................... 8
Content descriptors .................................................................................................. 8
PLATO Learning Content Design ............................................................................ 9
PLATO Curriculum Structure ................................................................................10
Understanding the PLATO Learning Curriculum in a Learning Path .................. 10
Sample Structure of a PLATO Learning Title for Language Arts: Reading....... 11
Understanding Curriculum Learning Activities ...................................................... 11
Test-to-Prescription Process...................................................................................... 13
Progressing through Prescribed Instruction ............................................................ 13
Student Flow through an Assessment ...................................................................... 14
Glossary of Terms ......................................................................................................15
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Purpose of This Resource
The purpose of this document is to provide teachers with a clear, concise resource to
use in conjunction with PLATO® Test Packs with Prescriptions on PLE™. This
resource includes general information about Test Packs, including an overview of
the product, types of available tests, using the product in your classroom, details
around PLATO instructional content, and a glossary of terms.
Overview of PLATO Test Packs with Prescriptions on PLE
PLATO Test Packs with Prescriptions is an on-grade, subject-based remediation
solution that assesses for individual areas of need, targeting instruction to fill each
student’s skill gaps. The result is that student assignments specifically focus on
their individual instructional needs.
PLATO Test Packs provides educators with a tool to measure student achievement
based on state or national standards at a given period of time. Teachers may choose
to use PLATO Test Packs as an assessment instrument, as instruction, or both.
When used as both an assessment tool and instructional tool, students take
assessments and are given assignments, or prescriptions, based on their areas of
need. Students then complete modules, or assignments, in which instruction is
delivered in an online, interactive format.
Educators can monitor student progress through instruction and assessment
reports. Instruction reports display student information on instruction module use,
such as seat time, and completion. Assessment reports display student information
on test performance. For more information on reports, see Monitoring Student
Progress.
Types of Tests
PLATO® Test Packs tests are designed to provide information about the strengths
and needs of individual students, classrooms, schools, and districts.
PLATO Test Packs tests include
• state-specific fixed benchmark tests
• national cumulative fixed benchmark tests
State-Specific Fixed Benchmark Tests
State-specific fixed benchmark tests are designed as series of multiple, comparable
tests per grade. Fixed benchmark tests are developed using state standards for that
state.
National Cumulative Fixed Benchmark Tests
National cumulative fixed benchmark tests are designed as series of two to three
comparable tests per grade in five subjects—reading, writing, math, science, and
social studies. These assessments allow for cumulative testing over an entire course.
Each national test contains 25–70 test items. The PLATO National Cumulative
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Fixed Benchmark tests are available in Writing, English, Math, Science, and Social
Studies and span several grades.
Criteria for Test Content
The criteria used to develop PLATO National Cumulative Fixed Benchmark tests
are drawn from national standards and respected professional organizations, such
as state departments of education and these national standard-setting sources:
• The Thomas Fordham Foundation
• National Council of Teachers of Mathematics (NCTM)
• National Council of Teachers of English (NCTE)
• National Academy of Sciences (NAS)
• National Council for the Social Studies (NCSS)
• National Center for History in the Schools (NCHS)
• The National Assessment Governing Board (NAGB)
In addition, PLATO Learning follows a rigorous development procedure based on the
Standards for Educational and Psychological Testing, as set forth by the following
organizations:
• American Educational Research Association (AERA)
• American Psychological Association (APA)
• National Council on Measurement in Education (NCME)
Testing Models
•
•
Cumulative Tests for Annual Progress Measurement
Targeted Posttests for Knowledge Acquisition Measurement
Test Design
Q: How are tests designed?
A: Subject matter experts (SMEs) create test structures for each subject area of the
tests by synthesizing information from state and national standards and national
standard-setting bodies. The standards are analyzed, objectives are determined, and
test items are developed using best-practice criteria emphasized by leading
assessment experts.
Q: What are reporting categories?
A: Reporting categories are topics taken from the standards on which students are
tested. In both the state-specific fixed benchmark and national cumulative tests,
reporting categories represent organized, summative headings of the objectives
recorded in detail in the frameworks (see below).
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Q: How are frameworks different from reporting categories?
A: Frameworks are high-level groupings of related reporting categories. Frameworks
cover broad topics. There is a framework summary for each framework that may be
used for reporting and other tasks.
Q: What does it mean when you say tests are comparable?
A: The term comparable refers to each test version measuring the same standards
with different test items.
Q: What does PLATO Learning do to ensure test items are of high quality?
A: PLATO Learning has defined quality by following principles set forth by leaders
in the assessment field. Subject matter experts, national standard-setting bodies,
Fordham Foundation A-rated state standards, and assessment experts’ best practice
guidelines are consulted and synthesized into rigorous guidelines.
Q: How do I know that test items are an appropriate readability level?
A: Determining readability is not a precise metric or science. PLATO Learning
approaches readability in three ways: 1) by consulting several key professional
educational resources (e.g., EDL Core Vocabularies, common language found in
textbooks and state-released tests) 2) by developing criteria for evaluating
readability (e.g., text length, word usage, structure, genre, etc.) 3) by using this
criteria coupled with computerized leveling tools (e.g., Lexile, Flesch-Kinkaid, etc.)
Test Structure
Your school has an implementation plan in which the intended implementation
details for Test Packs with Prescriptions on PLE are defined. Teachers may choose
to use PLATO Test Packs as an assessment tool, as instruction modules, or both.
Implementation as Assessment Tool
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Students are assigned an assessment instrument (a state-specific fixedbenchmark test or a national cumulative fixed-benchmark test).
Developed around the most critical and foundational state or national
standards and current Fordham Foundation A-rated state standards, these
tests include two to three comparative versions with the same testing
categories.
Percentage point increases between test versions can provide insight into
student strengths, needs, and progress. The percent of correctly answered
items can point to areas that require continued remediation and provide
guidance to teachers to modify classroom instruction.
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Implementation as Assessment Tool and Instruction
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•
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Students take assessments and are given assignments, or prescriptions,
based on their areas of need.
The assignment process offers a choice to either allow the program to
automatically assign the prescription or to do so manually.
o Selecting the automatic option means that students will receive their
assignments the moment they submit a test for scoring, with the
prescription being generated solely based on their test results.
o Selecting the manual assignment means that teachers start with the
prescription recommendation, consider other student performance,
and then manually override the instructional modules when and
where appropriate. This approach allows teachers to consider what
they might not yet have taught in the classroom.
Once the test is submitted for scoring, an assignment for instruction is
generated based on individual test item performance.
Students then complete modules, or assignments in which instruction is
delivered in an online, interactive format.
The prescribed instruction, or prescription, is a set of instructional modules
generated as a result of those skill gaps identified by the assessment.
o The sequence of prescribed modules is fixed, based on PLATO
Learning’s organization of how the modules relate to one another in
terms of difficulty.
o The learning activities included in the prescription are matched to
both the appropriate age level and the skill level of the student.
o Prescriptions may be sizeable given that they are somewhat
cumulative for each specific grade level.
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The Program Structure
This diagram represents the path that students follow when Test Packs is used as
both an assessment tool and as instructional modules.
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Using PLATO Test Packs with Prescriptions in Your Classroom
Monitoring Student Progress
Ongoing monitoring of student performance and progress is important to ensure
student success and to make sound instructional adjustments as needed.
Use Instruction Reports to
• track student progress against average student progress for a particular
assignment;
• identify students who are falling behind average progress levels;
• identify tests completed by a selected timeframe;
• identify students who start assignments close to the due date;
• identify students who make numerous attempts to complete certain
activities;
• track the time it takes for students to complete their activities;
• identify students who master activities quickly;
• monitor the differences in student activity by single- or dual-demographic
categories; and
• identify students who spend little time on task or who take too long to
complete activities.
Use Assessment Reports to
• compare results across versions to show trends;
• measure student progress from one testing session to another;
• identify content areas of greatest need;
• target instruction around objectives that have scores from state tests;
• identify students with common weaknesses for small-group instruction;
• identify demographic-based group gaps;
• determine the most common scores, midpoint scores, and average levels of
proficiency;
• determine range across student scores;
• determine if students are on target to complete a test; and
• identify problematic concepts across classes.
PLATO Instructional Content
PLATO online instruction provides dynamic, engaging, digital content which
integrates the best that multimedia has to offer with instructional integrity in an
engaging environment.
Content descriptors
Instructional Integrity
• age and skill appropriate
• best practices implemented
• student driven
• objectives and tasks are clear
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varied instructional time
self paced
instruct, apply, and assess each topic
integrates a variety of learning styles
promotes individual accountability
provides precise measurement of the learner’s progress
Engaging Environment
• animated modeling
• multiple learning modalities
• real-life examples
• immediate audio feedback
• embedded mentors
• various tools (manipulatives, calculators, etc.)
• step-by-step help formats
PLATO Learning Content Design
The PLATO Learning curriculum included in a prescription is composed of specific
modules across a variety of content titles. A prescription contains the most
appropriate modules to teach a particular learning objective. Therefore, the design
criteria for the different curricula that make up a prescription vary. These variances
reflect the need to accommodate the content students are learning based on the
nature of the subject matter and the skills that students need to acquire.
Typical Instructional
Module Design
Tutorial —
introduces skills and
concepts
• Application/Drill—
provides practices
and reinforces and
applies knowledge
• Mastery Test—
assesses the
understanding of the
module’s objective
•
Other Designs
Various combinations of the following:
Tutorials
• Applications/Drills
• Practices
• Mastery Tests
•
Offline
Activities
• Reviews
• Skill
Builders
•
Content design does affect how student progress is monitored and reported.
•
Progress is measured by three criteria:
(1) mastery of an end-of-module test
(2) completion
(3) satisfactorily scored offline activity
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Modules do not report a numerical score; only activities report a score.
o As a general rule, tutorials will not be scored or mastered; only
completion information will be reported.
o Applications in some curricula will be scored but not mastered. When
the score is available, it will be reported along with completion.
o Mastery tests may present a score but will always show mastery and
completion. Most modules include a mastery test to check for
application of knowledge acquired in the instructional module just
completed.
This table shows mastery test characteristics:
Characteristics of a module mastery test
• Mastery level is set at
• Immediate response to
80% and fixed within
answers
most curricula
• Correct answers or
• Mastery allows the
feedback not provided
student to proceed to the
• Some tests will end early
next module
if the student cannot
• 5–10 randomly selected
reach mastery
test questions
• Some tests give a fixed
• One chance to answer
number of questions
each question
regardless of learning
progress within the test
(pass–fail)
PLATO Curriculum Structure
Understanding the PLATO Learning Curriculum in a Learning Path
PLATO Learning titles are subject-based, sequential learning activities. They are
divided into units, each of which consists of several modules. (A module refers to the
set of learning activities that addresses a targeted learning objective.)
Here is how PLATO Learning titles work as part of a learning path:
• A learning path contains the most appropriate instructional modules from a
library of PLATO Learning titles to target the learner’s area of need.
Learning paths may include one or more instructional modules, or an entire
unit, from a given PLATO Learning Title.
• With a prescriptive assessment, the learning path assigns particular modules
across many titles to target each learner’s area of need.
• Without an assessment, teachers would assign the entire title, and learners
would work through all the modules in a title.
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Sample Structure of a PLATO Learning Title for Language Arts: Reading
Understanding Curriculum Learning Activities
The curriculum included in the PLATO Learning Test Packs prescriptions, or
learning paths, may include different learning activities based on the nature of the
subject matter and the skills that learners need to acquire. These variances reflect
the need to accommodate the content for specific skills that students are learning.
Typical Learning Activity Design
Other Designs
tutorial
application/drill
mastery test
Various combinations of the following:
Tutorials, Applications, Drills, Practices,
Mastery Tests, Offline Activities, Reviews,
or Skill Builders
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Typical Learning Activity
Description
tutorial
The part of a module that contains the
instruction. The tutorial always shows
completion; it never shows mastery or
score.
application/drill
A practice activity that builds skills but is
not presented in a typical module
structure. Practice lessons will show
completion and score (when available) and
occasionally will show mastery.
skill activity
Single lessons that contain instruction,
reinforcement, and assessment all in one
lesson rather than having the parts shown
in a module. These activities are generally
scored.
student materials
Work sheets that a student needs to print
and answer offline to complete certain
PLATO Learning activities.
mastery test
The part of a module that proves mastery
of the module objective. It is sometimes
scored, although usually only mastery is
reported with no score; mastery and
completion are always shown. Mastery is
normally set at 80%.
offline activity
The printable part of a module that
supports the module objective. Some
activities are scored by the teacher using
the Answer Keys available online; the
teacher marks completion. Others are
readings only with no student input
required; the student marks these complete
within the activity.
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Test-to-Prescription Process
Here is a graphic representation of the Test-to-Prescription process:
Based on key knowledge areas from
specific content standards, comparable
test versions measure the same
standards with different test items.
There are two to five questions per
standard.
Skill gaps in the student’s core
knowledge are identified based on
whether questions for the various
The most appropriate PLATO instructional
modules across various content titles are prescribed
when the student fails to demonstrate proficiency
by incorrectly answering the questions linked to
that standard.
The student works through the prescription and is
tested again using a comparable test with the same
test categories. Analysis should show an increase in
the number of standards mastered.
Prescribed Instruction
Standard 1
• Module 1
• Module 2
Standard 2
• Module 1
• Module 2
• Module 3
• Module 4
Standard 4
• Module 1
• Module 2
Progressing through Prescribed Instruction
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Student Flow through an Assessment
The Learner logs in and selects the Assessment
listed in the Assignments Reminder box.
ª
An Assessment window opens. Many tests have two
parts that can be completed together or at different
times. Learners progress through a test by clicking
question numbers at the bottom.
ª
The Learner clicks an answer choice and then
selects another question. A Test can be stopped and
saved at any time. The Grade Test option may also
be selected at any time.
ª
Once a test is graded, the results box appears and
the Learner can view the score. Learners receive
their prescription assignments by clicking the
Back to Assignments button. A personalized
prescription is generated based on test scores.
ª
The prescribed instruction is assigned either
automatically or after teacher review. For manual
assignments, the Learner receives a message
indicating that a test is under review. Upon receipt,
the Learner clicks the Open button to view the
assignment.
ª
The Learner accesses each module by clicking the
links by each item. Assignment progression is made
by selecting the item numbers at the top.
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Glossary of Terms
Key Terms
Definitions/Descriptions
aggregated data
These statistics relate to broad classes,
groups, or categories, so that it is not possible
to distinguish the properties of individuals
within those classes, groups, or categories.
They are sometimes shown as averages of the
group.
assessment
The comprehensive term for a range of
processes to gain information about student
learning.
assessment reports
Assessment reports are the reports generated
from test data. They tell the teacher how a
student did on a test.
Assessment reports
• identify student knowledge gaps;
• prescribe individual learning;
• intervene and remediate gaps within
PLATO instructional content; and
• provide the ability to evaluate which
students need additional instruction and to
intervene quickly.
There are five types of assessment reports:
• Test Progress
• Demographic (by assessment)
• Score Analysis
• Strengths & Needs
• Summary Usage
average
A single value that is used to represent a
collection of data, sometimes called measures
of central tendency.
benchmark
A goal statement of reference.
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compacting
Students who demonstrate previous mastery
spend less time with the regular curriculum
and more time with extension and enrichment
opportunities.
comparable
Refers to each test version measuring the
same standards with different test items.
comparable items
Comparable items are written to reflect
assessment benchmarks and reporting
categories at the objective level. These items
consistently represent the same features,
parameters, and attributes. Comparable items
measure equivalent knowledge and skills at
the same cognitive level and with the same
degree of difficulty.
comparable passages
Comparable passages are written according to
the same readability and reading ease scales.
Comparable passages represent similar
genres, length, and textual attributes.
Primary genres are expository, narrative, and
poetic texts. Determining comparability of
passages includes considering appropriate
subgenres, topics, stylistics, themes,
characterizations, and settings.
comparable tests
Comparable tests are written as alternate and
comparable forms of assessments that align
with blueprint specifications. Alternate forms
have comparable items with an equivalent
format, the same item count, and a
distribution that follows designated objectives
and reporting categories.
When judging test items to make sure the test
versions of PLATO Test Packs are
comparable, there are four major areas the
development team addresses:
• Cognitive level
• Readability
• Plausibility of answer options
• Visuals
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contracts
Written agreements between teachers and
students that outline what students will
learn, how they will learn it, in what period of
time they will learn it, and how they will be
evaluated. Contracts allow students to engage
actively in the decision-making process,
directing their course of study.
criterion-referenced tests
Tests that are scored by comparing
performance to pre-established criteria, such
as objective, benchmarks, or learning goals.
The purpose of criterion-referenced tests is to
determine how well students have learned
specific information. Most states use their
state standards tests, which are criterionreferenced tests.
cumulative
Refers to testing an entire year of standards.
formative assessments
Assessments that monitor progress during
instruction and help teachers make decisions
about student learning and provide ongoing
feedback to students.
framework
A structural element within the tests that
groups reporting categories into larger groups
of like concepts. Often referred to as strands.
instruction reports
Instruction reports are the reports generated
from PLATO content data. They tell the
teacher how a student did on PLATO content,
such as a prescription assigned after taking a
test.
Instruction reports
• give teachers flexibility and information to
guide instruction;
• improve communication among teachers,
students, parents, and administrators;
• provide more accurate data on access and
usage of the system; and
• track seat time when needed.
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instruction reports (cont.)
There are five instruction reports:
• Learner Progress
• Learner Daily Usage
• Class Module Mastery
• Class Usage Summary
• Demographics Summary (by assignment)
learning path
A sequence of instructional activities.
mean
A measure of the general size of the data.
Mean = the sum of the values
the number of the values
median
The middle value of a distribution that is
arranged in size order.
mode
The value or values that occur most often in a
distribution.
national cumulative fixed benchmark
tests
National cumulative fixed benchmark tests
are designed as series of two to three
comparable tests per grade in five subjects—
reading, writing, math, science, and social
studies. The cumulative tests were developed
against a consolidation of information from
these sources:
• National standards
• Current Fordham Foundation A-rated state
standards
• National standard-setting bodies, including
the National Council of Teachers of
Mathematics (NCTM), the National Council
of Teachers of English (NCTE), the National
Academy of Sciences (NAS), the National
Council for the Social Studies (NCSS), and
the National Center for History in the
Schools (NCHS)
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norm-referenced tests
Scores are ranked and compared to each
other. The results of these tests compare a
student’s score to scores from a sample of
representative students. They are designed to
classify students according to what they know
compared to other students. The SAT test and
Stanford Achievement Tests are examples of
norm-referenced tests.
objective
An observable educational outcome.
prescription options
Prescriptions may be automatically assigned
by the system or made available for the
teacher to edit prior to manual assignment.
prescription summary
Identifies specific instructional modules with
corresponding test items and the number of
items that must be correctly answered not to
receive the module as part of a prescribed
assignment.
printing options
The entire test may be printed, or just the
reading passages (if applicable). This
produces browser-based printing (e.g., not MS
Word, PDF).
quick reference cards (QRCs)
Brief references that provide information on
reports and other topics. They are found at:
http://support.plato.com/PLE
range
The difference between the highest and
lowest values in a distribution.
reporting category
A structural element within the tests which
groups the concepts tested into like categories
for reporting purposes.
scheduling options
Tests may be scheduled to be taken within a
particular time window for district- or schoolwide calendar purposes.
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standard
A measure against which other items can be
compared for the purpose of determining
accuracy or quality; a measure indicating that
a student has minimum competency in
understanding or mastering a benchmark or
objective.
state-specific fixed benchmark tests
State-specific fixed benchmark tests are
designed as series of multiple, comparable
tests per grade. Fixed benchmark tests are
developed using state standards for that state.
summative assessments
Assessments that occur at the end of
instruction. They measure performance
against the intended learning goals after they
are taught.
test design
Provides information about standards
addressed, number of questions for each
standard, and answer distribution; shows the
entire test with questions organized by
standard.
test
A particular type of assessment given at a
fixed point in time.
test information
Provides summary information about the test,
including date of publication, subject, grade,
total number of items, and estimated
duration.
tutorials
Tutorials for user support are longer
presentations of key information, such as how
to create a user. They are found at:
http://support.plato.com/PLE
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