BIE Score Interpretation Guide

Score ReportInterpretation Guide

Spring 2021

SPRING 2021 BIE SCORE REPORT INTERPRETATION GUIDE iii

Table of Contents1.0 General Informa on for Parents and Educators ........................................ 11.1 BIE Assessment .................................................................................................................. 11.2 Confidentiality of Reporting Results .................................................................................... 11.3 Purpose of this Guide ......................................................................................................... 1

2.0 Understanding the Individual Student Report (ISR) .................................. 22.1 Types of Scores on the ISR.................................................................................................. 2

2.1.1 Scale Score ...........................................................................................................................22.1.2 Performance Level ...............................................................................................................22.1.3 Subclaim Performance Indicators ........................................................................................2

2.2 Sample ISR (ELA/L).............................................................................................................. 32.3 Sample ISR (Mathema cs).................................................................................................. 52.4 Descrip on of Individual Student Reports.......................................................................... 7

2.4.1 General Informa on ............................................................................................................72.4.2 Overall Assessment Scores ..................................................................................................72.4.3 Performance by Repor ng Category ....................................................................................92.4.4 Performance by Subclaim Category ...................................................................................10

3.0 Understanding the School and District Reports ..................................... 113.1 Purpose and Use of Results ............................................................................................. 113.2 School and District Reports .............................................................................................. 11

3.2.1 Types of Scores on the School and District Reports ..........................................................113.2.2 Scale Score .........................................................................................................................113.2.3 Performance Level .............................................................................................................113.2.4 Subclaim Performance Indicators ......................................................................................12

3.3 Sample Student Roster Report (ELA/L) ............................................................................. 123.4 Sample Student Roster Report (Mathema cs) ................................................................ 133.5 Descrip on of Student Roster Reports ............................................................................. 13

3.5.1 General Informa on ..........................................................................................................133.5.2 Overall Assessment Scores ................................................................................................133.5.3 Performance by Repor ng Category ..................................................................................143.5.4 Performance by Subclaim Category ...................................................................................14

3.6 Sample District Summary of Schools Report (ELA/L) ........................................................ 153.7 Sample District Summary of Schools Report (Mathema cs) ........................................... 163.8 Descrip on of District Summary of Schools Reports ........................................................ 16

3.8.1 General Informa on ..........................................................................................................163.8.2 Overall Assessment Scores ................................................................................................163.8.3 Performance by Repor ng Category ..................................................................................173.8.4 Performance by Subclaim Category ...................................................................................17

Appendices ................................................................................................. 19Appendix A Scale Score Ranges .............................................................................................. 19

SPRING 2021 BIE SCORE REPORT INTERPRETATION GUIDE 1

General Informa

onfor Parents and

Educators1.0 General Informa on for Parents and Educators

1.1 BIE AssessmentThe Spring 2021 BIE assessments were administered in either computer-based or paper-based format. English language arts/literacy (ELA/L) assessments focused on writing effectively when analyzing text. Mathema cs assessments focused on applying skills and concepts, understanding mul -step problems that require abstract reasoning, and modeling real-world problems with precision, perseverance, and strategic use of tools. In both content areas, students also demonstrated their acquired skills and knowledge by answering selected-response items and fi ll-in-the-blank items.

1.2 Confidentiality of Reporting ResultsIndividual student performance results on BIE assessments are confi den al and may be released only in accordance with the Family Educa onal Rights and Privacy Act of 1974 (20 U.S.C. Sec on 1232g). Aggregated student performance data are made available to the public and do not contain the names of individual students or teachers.

1.3 Purpose of this GuideThis guide provides informa on on the individual student reports, school reports, and district reports provided for assessment results. Sec on 2.0, which outlines and explains elements of the individual student report, may be shared with parents. This sec on will help parents understand their child’s test results. Sec on 3.0 outlines and explains elements of the school and district reports. Individual state policies and calcula ons for accountability repor ng may differ from the policies and calcula ons used for assessment reports.

Sample reports included in this guide are for illustra on purposes only. They are provided to show the basic layout of the reports and the informa on they provide. Sample reports do not include actual data from any test administra on.

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2.0 Understanding the Individual Student Report (ISR)

2.1 Types of Scores on the ISRStudent performance on BIE assessments is described on the individual student report using scale scores, performance levels, and subclaim performance indicators. Cross-state, state, district, and school average results are included in relevant sec ons of the report to help parents understand how their child’s performance compares to that of other students. In some instances, a note will appear in place of average results for a school and/or district. This indicates that there are too few students to maintain student privacy and therefore results are not reported.

2.1.1 Scale ScoreA scale score is a numerical value that summarizes student performance. Not all students respond to the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted for the slight differences in difficulty among the various forms and administrations of the test. The resulting scale score allows for an accurate comparison across test forms and administration years within a grade or course and content area. Reports provide overall scale scores for English language arts/literacy and mathema cs, which determine a student’s performance level. Scale scores range from 650 to 850 for all tests. Additionally, English language arts/literacy reports provide separate scale scores for both Reading and Writing. Reading scale scores range from 10 to 90. Writing scale scores range from 10 to 60.

For example, a student who earns an overall scale score of 800 on one form of the grade 8 mathema cs assessment would be expected to earn an overall scale score of 800 on any other form of the grade 8 mathema cs assessment. Furthermore, the student’s overall scale score and level of mastery of concepts and skills would be comparable to a student who took the same assessment the previous year or following year.

2.1.2 Performance LevelEach performance level is a broad, categorical level defined by a student’s overall scale score and is used to report overall student performance by describing how well students met the expecta ons for their grade level/course. Each performance level is defined by a range of overall scale scores for the assessment. There are fi ve performance levels for assessments:

• Level 5: Exceeded expecta ons• Level 4: Met expecta ons• Level 3: Approached expecta ons• Level 2: Par ally met expecta ons• Level 1: Did not yet meet expecta ons

Students performing at levels 4 and 5 met or exceeded expecta ons, have demonstrated readiness for the next grade level/course and, ul mately, are likely on track for college and careers. Addi onal informa on pertaining to the test performance levels can be found in Appendix A.

Performance Level Descriptors (PLDs) describe the knowledge, skills, and practices that students should know and be able to demonstrate at each performance level in each content area (ELA/L and mathema cs), and at each grade level/course. PLDs are available at https://bie.mypearsonsupport.com/reporting/.

2.1.3 Subclaim Performance IndicatorsSubclaim performance indicators for BIE assessments are reported using graphical representa ons that indicate how the student performed rela ve to the overall performance of students who met or nearly met expecta ons for the content area.

2 SPRING 2021 BIE SCORE REPORT INTERPRETATION GUIDE


Understanding the BIE Individual

Student Report (ISR)

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650Level 1

700Level 2

725 Level 3 750 Level 4 785 Level 5 850

May need additional support to meet expectations at the next grade level On track for the next grade level

FIRSTNAME M. LASTNAMEDate of Birth: 10/22/2005 ID: EL07040013 Grade: 7

SAMPLE DISTRICT NAMESAMPLE SCHOOL ONE NAME

SAMPLE STATESPRING 2021

Student Growth PercentileYour child’s score this year is the same as or better than 43 percent of Sample State students who had a similar score to yourchild on the assessment in a previous year(s).

The probable range in the student’s overall score on this test is plus or minus 7.3 points. This is the amount of change that would beexpected in your child’s score if he/she were to take the test many times. Small differences in scores should not be overinterpreted.

How Can You Use This Report?Ask your child’s teachers:

What do you see as my child’s academicstrengths and areas for improvement?How will you use these test results tohelp my child make progress this schoolyear?

GRADE 7 ELA

English Language Arts/Literacy Assessment Report, 2018–2021This report shows whether FIRSTNAME met grade-levelexpectations and is on track for the next grade level. Thisassessment is just one measure of how well your childis performing academically.

To view sample questionsand practice tests, visitnm.mypearsonsupport.com.

See side 2 of this report for specific information on your child’s performance in reading and writing.

How Did FIRSTNAME Perform Overall?

Performance Level 4

Level 1 Level 2 Level 3 Level 4 Level 5Percentage of students at each performance level

How Students in Sample State Performed

17% 18% 27% 29% 10%742

737

722

722School Average

District Average

State Average

Cross-State Average

Your child’s score

650 700 725 750 785 850

Level 5 Exceeded Expectations

Level 4 Met Expectations

Level 3 Approached Expectations

Level 2 Partially Met Expectations

Level 1 Did Not Yet Meet Expectations

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Subclaim performance is reported using categories rather than scale scores or performance levels. • Met or Exceeded Expecta ons – represented by an up arrow• Approached Expecta ons – represented by a bidirec onal arrow• Did Not Yet Meet or Par ally Met Expecta ons – represented by a down arrow

2.2 Sample ISR (ELA/L)

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SPRING 2021 BIE SCORE REPORT INTERPRETATION GUIDE4

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10 90

Met expectations

10 60

Met expectations

LEGENDYour child performed about the same as students who:

�Met or ExceededExpectations ��

ApproachedExpectations �

Did Not Yet Meetor PartiallyMet Expectations

FIRSTNAME M. LASTNAME

What are the BIE tests? The tests measure how well students have learned grade-level material in English language arts/literacy and mathematics. Students who meet or exceed expectations are on track for the next grade or course and, ultimately, for college and careers. The tests include questions that measure your child’s fundamental skills and knowledge, and require students to think critically, solve problems and support or explain their answers. The test is one of several ways to help parents and teachers understand how well children are learning.

How will my child's school use the test results? Results from the test give your child's teacher information about his/her academic performance. The results also give your school and school district important information to make improvements to the education program and to teaching.

Learn More About BIE and college- and career-ready standards Explore your school website, or ask your principal, for information on your school’s annual BIE assessment schedule; the curriculum chosen by your district to give students more hands-on learning experiences that meet state standards; and to learn more about how test results contribute to school improvements. You can also learn more about college- and career-ready standards at www.corestandards.org.

To access the BIE Spring 2021 Score Report Interpretation Guide for Parents and to learn more about the tests, visit avocet.pearson.com/BIE/Home.

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READING WRITING

LITERARY TEXT WRITTEN EXPRESSION

INFORMATIONAL TEXT KNOWLEDGE AND USE OF LANGUAGE CONVENTIONS

VOCABULARY

How Did Your Child Perform in Reading and Writing?

School Average School Average

State Average State Average

� �Your child performed about the same as studentswho did not yet meet or partially metexpectations. Students meet expectations byshowing they can read and analyze fiction, drama,and poetry.

Your child performed about the same as students whodid not yet meet or partially met expectations.Students meet expectations by showing they cancompose well-developed writing, using details fromwhat they have read.

�� Your child performed about the same as studentswho approached expectations. Students meetexpectations by showing they can read and analyzenonfiction, history, science, and the arts.

Your child performed about the same as students whomet or exceeded expectations. Students meetexpectations by showing they can compose writingusing rules of standard English.

�Your child performed about the same as studentswho met or exceeded expectations. Studentsmeet expectations by showing they can use contextto determine what words and phrases mean.

Your child’s score Your child’s score2538

q q50 35

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Student Report (ISR) 2.3 Sample ISR (Mathema cs)

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650Level 1

700Level 2

725 Level 3 750 Level 4 805 Level 5 850

May need additional support to meet expectations in the next course On track for the next course

FIRSTNAME M. LASTNAMEDate of Birth: 05/20/2004 ID: MA03040032 Grade: 9

SAMPLE DISTRICT NAMESAMPLE SCHOOL ONE NAME

SAMPLE STATESPRING 2021

Student Growth PercentileYour child’s score this year is the same as or better than 16 percent of Sample State students who had a similar score to yourchild on the assessment in a previous year(s).

The probable range in the student’s overall score on this test is plus or minus 2.4 points. This is the amount of change that would beexpected in your child’s score if he/she were to take the test many times. Small differences in scores should not be overinterpreted.

How Can You Use This Report?Ask your child’s teachers:

What do you see as my child’s academicstrengths and areas for improvement?How will you use these test results tohelp my child make progress this schoolyear?

ALGEBRA I

Mathematics Assessment Report, 2018–2021This report shows whether FIRSTNAME met course-levelexpectations and is on track to be college and careerready. This assessment is just one measure of howwell your child is performing academically.

See side 2 of this report for specific information on your child’s performance in mathematics.

How Did FIRSTNAME Perform Overall?

Performance Level 4

Level 1 Level 2 Level 3 Level 4 Level 5Percentage of students at each performance level

How Students in Sample State Performed

19% 31% 25% 24% 1%734

727

726

726School Average

District Average

State Average

Cross-State Average

Your child’s score

650 700 725 750 805 850

Level 5 Exceeded Expectations

Level 4 Met Expectations

Level 3 Approached Expectations

Level 2 Partially Met Expectations

Level 1 Did Not Yet Meet Expectations

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To view sample questionsand practice tests, visitnm.mypearsonsupport.com.

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How Did Your Child Perform in Areas of Mathematics?

� MAJOR CONTENT �� EXPRESSING MATHEMATICAL REASONING

Your child performed about the same as students whodid not yet meet or partially met expectations.Students meet expectations by solving problemsinvolving multiplication and division, area,measurement, and basic fraction understanding.

Your child performed about the same as students whoapproached expectations. Students meetexpectations by creating and justifying logicalmathematical solutions and analyzing and correctingthe reasoning of others.

� ADDITIONAL & SUPPORTING CONTENT � MODELING & APPLICATION

Your child performed about the same as students whomet or exceeded expectations. Students meetexpectations by solving problems involving perimeter,place value, geometric shapes, and representations ofdata.

Your child performed about the same as students whodid not yet meet or partially met expectations.Students meet expectations by solving real-worldproblems, representing and solving problems withsymbols, reasoning quantitatively, and strategicallyusing appropriate tools.

FIRSTNAME M. LASTNAME

LEGENDYour child performed about the same as students who:

�Met or ExceededExpectations ��

ApproachedExpectations �

Did Not Yet Meetor PartiallyMet Expectations

What are the BIE tests? The tests measure how well students have learned grade-level material in English language arts/literacy and mathematics. Students who meet or exceed expectations are on track for the next grade or course and, ultimately, for college and careers. The tests include questions that measure your child’s fundamental skills and knowledge, and require students to think critically, solve problems and support or explain their answers. The test is one of several ways to help parents and teachers understand how well children are learning.

How will my child's school use the test results? Results from the test give your child's teacher information about his/her academic performance. The results also give your school and school district important information to make improvements to the education program and to teaching.

Learn More About BIE and college- and career-ready standards Explore your school website, or ask your principal, for information on your school’s annual BIE assessment schedule; the curriculum chosen by your district to give students more hands-on learning experiences that meet state standards; and to learn more about how test results contribute to school improvements. You can also learn more about college- and career-ready standards at www.corestandards.org.

To access the BIE Spring 2021 Score Report Interpretation Guide for Parents and to learn more about the tests, visit avocet.pearson.com/BIE/Home.

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Student Report (ISR) 2.4 Descrip on of Individual Student Reports2.4.1 General Informa on

A. IdentificationAn Individual Student Report lists the student’s name, date of birth, state student ID, grade level whenassessed, district name, school name, and state. The grade level when assessed is also shown in a boxon the le side of the report.

B. Descrip on of ReportThe descrip on of the report provides the grade level/course assessed, content area (English languagearts/literacy or mathema cs) assessed, and assessment year. It also provides a general overview of theassessment and score report. This sec on may vary by state.

C. How to Use the ReportThis sec on provides guidance for how parents can use the report to start a discussion with their child’steacher(s). It is important for parents and educators to have regular check-ins to ensure studentsare learning the necessary skills to stay on track. Parents can use the informa on in the report to understand their child’s strengths and needs and to work with educators to iden fy resources tosupport his or her educa on. This sec on may vary by state.

D. Descrip on of BIE AssessmentsThis sec on provides a brief descrip on of the BIE English Language Arts/literacy and mathema csassessments. It also includes informa on on how teachers, schools, and districts use the reports tomake improvements to educa onal programming.

2.4.2 Overall Assessment Scores

E. Overall Scale Score and Performance LevelThis sec on of the report provides the student’s overall scale score and performance level (refer toSec on 2.1). Students receive an overall scale score and, based on that score, are placed in one of fi veperformance levels, with Level 5 indica ng the student exceeded expecta ons and Level 1 indica ngthe student did not yet meet expecta ons.

F. Graphical Representa on of Overall Performance: Overall Scale Score and Performance LevelThis graphic provides an illustra on of the fi ve performance levels and where the student’s overallscale score is posi oned along the performance scale. The student’s score is indicated by the blacktriangle posi oned along the range of overall scale scores that defi ne each performance level. Theranges of overall scale scores are indicated underneath the graphic. The scale score needed to reachPerformance Level 2 is 700, for Performance Level 3 it is 725, and for Performance Level 4 it is 750 forall grade levels/courses in both ELA/L and mathema cs. The scale score needed to reach PerformanceLevel 5 varies. Refer to Appendix A for the full list of scale score ranges for each performance level.

G. Average of School, District, State, and Cross-StateThe average overall scale scores of the school, district, state, and cross-state are shown below theoverall scale score and performance level graphic. This allows for comparing a student’s overall scalescore to the average overall scale score of students at the school, district, state, and cross-state levelsfor the same grade level/course and content area.

Note: Not all states include the Cross-State Average on Individual Student Reports.


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H. Percentage of Students at Each Performance LevelThis sec on provides a bar graph showing the percentage of students within the state who performedat each of the fi ve performance levels.

I. Student Growth Percen le (SGP)

Student growth percen les estimate individual student progress by tracking student scores from one year to the next. With a range of 1 to 99, higher numbers represent higher growth and lower numbers represent lower growth. In addi on to performance levels, this informa on is being provided to help students, educators, and caregivers be er understand student learning. Looking at both the SGP and the student’s current score provides a more comprehensive picture of what the student learned from one year to the next.

Student growth percen les compare a student's performance to that of his or her academic peers within the state. "Academic peers" are students in the state who took the same assessment as the student in prior year(s) and achieved a similar score. The student growth percen le indicates the percentage of academic peers equal to or above whom the student scored higher.

On the wall in most pediatricians’ offices there is a growth chart for height and weight. This helps one to understand where a child stands rela ve to other children. For example, a child whose height falls in the 45th percen le is as tall as or taller than 45% of the children at this age. Student growth percentiles are interpreted similarly, but the measurement is in terms of growth. A student’s test score in points may be below “met expecta ons”, but that student may have high growth (improvement in score) rela ve to her or his academic peers. Conversely, a student with a high test score may not have a high student growth percen le if the student did not show as much improvement over me compared to her or his academic peers.

Student growth percen les are useful for determining how a student is performing year to year. For example, if a student’s total score in math changes from the prior year, is this meaningful or not? If the student’s growth percen le is 50, then this student shows typical growth. A student growth percentile of 50 means this student is in the 50th percen le: 50% of students had less gain in scores over me, and 50% had a greater or no gain in scores over me.

Student growth percen les are calculated using as much data as possible. Student growth is measured rela ve to academic peers with similar scores. For example, a student with scores in the “met expecta- ons” category for grade 3 mathema cs and grade 4 mathema cs will have a percen le rank for this year’s grade 5 mathema cs assessment that is based on their growth rela ve to peers who scored similarly (met expecta ons) on the mathema cs assessments in grades 3 and 4. If this student does not have a score for grade 3 mathema cs, then the student growth percen le will be based on a score for one prior year. If this is the first year a student has par cipated in this assessment, a student growth percentile calcula on is not possible.

Individual Student Reports for students in grade 3 will not include student growth percen le, as these students did not par cipate in the assessments in prior years.



Student Report (ISR) Note: Not all states include Student Growth Percen le on Individual Student Reports.

In general, scores may be categorized into low, typical, and high growth (see fi gure 1). Low growth is a student who falls below the 35th percen le. Typical growth are students who fall between the 35th and 65th percen les. High growth is a student who is above the 65th percen le. A student may have high growth but may not have reached profi ciency, however, this student is moving in the right direc- on.

J. Probable RangeThe probable range of scores is based on the standard error of measurement, which refl ects thevariability that would be expected in the scores that your student would likely receive if the same formof the assessment was taken mul ple mes. The probable range of scores diff ers across forms andacross level of performance within forms.

Note: Not all states include Probable Range on Individual Student Reports.

2.4.3 Performance by Repor ng Category

Note: For mathema cs, repor ng categories are not included. For this reason, there are no markers for K and L on the sample mathema cs ISR.

K. Repor ng CategoryFor English language arts/literacy, there are two repor ng categories, Reading and Wri ng, indicatedby a bold heading.

L. Performance by Repor ng Category Scale ScoreFor the English language arts/literacy Individual Student Reports, student performance for eachrepor ng category is provided as a scale score (refer to Sec on 2.1.1) on a scale diff erent from theoverall scale score. For this reason, the sum of the scale scores for each repor ng category will not equal the overall scale score. For reference, this sec on includes scale scores for each repor ng category (i.e.,10–90 for Reading and 10–60 for Wri ng).

Figure 1. Student growth percen les provide addi onal informa on for students. A student may have a lower score but a higher SGP, indica ng that rela ve to his/her peers, this student is showing improved growth over me.


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As with the overall (or “summa ve”) scale scores, a measure of student profi ciency in each repor ng category is es mated on a common, underlying measurement scale. For reading, the Level 4 performance standard is set to a scale score of 50. For wri ng, the Level 4 performance standard is set to a scale score of 35. Thus, a student could be considered as mee ng expecta ons in a claim by a aining 50 in reading or 35 in wri ng.

2.4.4 Performance by Subclaim Category

M. Subclaim CategoryWithin each reporting category for English language arts/literacy are specific skill sets (subclaims)students demonstrate on the assessments. Subclaims are provided for mathema cs but are notlisted under repor ng categories as they are for English language arts/literacy. Each subclaimcategory includes the header iden fying the subclaim, an explanatory icon represen ng the student’sperformance, and an explana on of whether the student has met the expecta ons of the subclaim.

N. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim. As withoverall and repor ng category scores, a measure of student proficiency for each subclaim is es matedon a common, underlying measurement scale. Performance in the Level 1–2 range of that scale iscategorized as “Did Not Yet Meet or Par ally Met Expecta ons,” performance in the Level 3 range iscategorized as “Approached Expecta ons,” and performance in the Level 4–5 range is categorized as“Met or Exceeded Expecta ons.”

Subclaim performance is reported using categories rather than scale scores or performance levels.

• Met or Exceeded Expecta ons – represented by an up arrow• Approached Expecta ons – represented by a bidirec onal arrow• Did Not Yet Meet or Par ally Met Expecta ons – represented by a down arrow

O. Descrip on of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is marked with a subclaim performance indicator.

• An up arrow for the specifi ed subclaim indicates that the student “Met or ExceededExpecta ons,” meaning that the student’s subclaim performance refl ects a level ofprofi ciency consistent with Performance Level 4 or 5. Students in this subclaim category arelikely academically well prepared to engage successfully in further studies in the subclaimcontent area and may need instruc onal enrichment.

• A bidirec onal arrow for the specifi ed subclaim indicates that the student “ApproachedExpecta ons,” meaning that the student's subclaim performance refl ects a level ofprofi ciency consistent with Performance Level 3. Students in this subclaim category likelyneed academic support to engage successfully in further studies in the subclaim contentarea.

• A down arrow for the specifi ed subclaim indicates that the student “Did Not Yet Meet orPar ally Met Expecta ons,” meaning that the student’s subclaim performance refl ects a levelof profi ciency consistent with Performance Level 1 or 2. Students in this subclaim categoryare likely not academically well prepared to engage successfully in further studies in thesubclaim content area. Such students likely need instruc onal interven ons to increaseachievement in the subclaim content area.


Understanding the BIE School and

District Reports3.0 Understanding the School and District Reports 3.1 Purpose and Use of Results BIE assessment results are a helpful tool in evaluating educational programs and student progress. These reports:

• Summarize student achievement• Describe student performance rela ve to mee ng standards• Support improvement planning (e.g., priori ze professional learning and resource decisions,

advise program alignment with academic standards, refl ect on the eff ec veness of schoolini a ves)

3.2 School and District ReportsIn addi on to Individual Student Reports, schools will receive a Student Roster Report, and districts will receive a District Summary of each School Report. These reports summarize how students in the school or district performed and are described later in this sec on.

3.2.1 Types of Scores on the School and District ReportsPerformance on BIE assessments is described on the school and district reports using scale scores, performance levels, and subclaim performance indicators. Informa on about cross-state, state, district, and school average results is included in relevant sec ons of the report to help schools and districts understand how student and school performance compares to other students and schools. In some instances, a dash (–) will appear in place of average results for a school and/or district. This indicates that there are too few students to maintain student privacy and therefore results are not reported.

3.2.2 Scale ScoreA scale score is a numerical value that summarizes student performance. Not all students respond to the same set of test items, so each student’s raw score (actual points earned on test items) is adjusted for the slight differences in difficulty among the various forms and administrations of the test. The resulting scale score allows for an accurate comparison across test forms and administration years within a grade or course and content area. Reports provide overall scale scores for English language arts/literacy and mathema cs, which determine a student’s performance level. Scale scores range from 650 to 850 for all tests. Additionally, English language arts/literacy reports provide separate scale scores for both Reading and Writing. Reading scale scores range from 10 to 90. Writing scale scores range from 10 to 60.

For example, a student who earns an overall scale score of 800 on one form of the grade 8 mathematics assessment would be expected to earn an overall scale score of 800 on any other form of the grade 8 mathema cs assessment. Furthermore, the student’s overall scale score and level of mastery of concepts and skills would be comparable to a student who took the same assessment the previous year or following year.

3.2.3 Performance LevelEach performance level is a broad, categorical level defined by a student’s overall scale score and is used to report overall student performance by describing how well students met the expecta ons for their grade level/course. Each performance level is defined by a range of overall scale scores for the assessment. There are five performance levels for assessments:

• Level 5: Exceeded Expectations• Level 4: Met expecta ons• Level 3: Approached expecta ons• Level 2: Par ally met expecta ons• Level 1: Did not yet meet expecta ons


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tsStudents performing at levels 4 and 5 met or exceeded expecta ons, have demonstrated readiness for the next grade level/course and, ul mately, are likely on track for college and careers. Additional informa on pertaining to the test performance levels can be found in Appendix A.

Performance Level Descriptors (PLDs) describe the knowledge, skills, and prac ces that students should know and be able to demonstrate at each performance level in each content area (ELA/L and mathema cs), and at each grade level/course. PLDs are available at https://bie.mypearsonsupport.com/reporting/.

3.2.4 Subclaim Performance IndicatorsSubclaim performance indicators for assessments are reported using graphical representations that indicate how the student performed rela ve to the overall performance of students who met or nearly met expecta ons for the content area. Subclaim performance is reported using categories rather than scale scores or performance levels.


3.3 Sample Student Roster Report (ELA/L)

Grade 7

SAMPLE SCHOOL NAME

SAMPLE DISTRICT NAME

SAMPLE STATE

SPRING 2021

STUDENT ROSTER

ENGLISH LANGUAGE ARTS / LITERACYGrade 7 Assessment, 2018–2021

* Numbers are percentages Page 1 of 2

1Did Not Yet MeetExpectations(650-699)

2Partially MetExpectations(700-724)

3ApproachedExpectations(725-749)

4MetExpectations(750-784)

5ExceededExpectations(785-850)

Did Not Yet Meet orPartially MetExpectations

ApproachedExpectations

Met or ExceededExpectations

READING* WRITTEN* WRITING*STUDENT SCORE LITERARY INFORMATION VOCABULARY SCORE EXPRESSION CONVENTIONS

CROSS-STATE AVERAGE 37 47

STATE AVERAGE 43 51

DISTRICT AVERAGE 37 47

SCHOOL AVERAGE 43 51

ALASTNAME, FIRSTNAME M. 28 69

BLASTNAME, FIRSTNAME M. 44 55

CLASTNAME, FIRSTNAME M. 67 62

DLASTNAME, FIRSTNAME M. 39 69

ELASTNAME, FIRSTNAME M. 44 55

FLASTNAME, FIRSTNAME M. 37 62

ILASTNAME, FIRSTNAME M. N/A

GLASTNAME, FIRSTNAME M. 48 69

HLASTNAME, FIRSTNAME M. 44 55

JLASTNAME, FIRSTNAME M. 28 69

36 21 43 24 63 13 33 21 46 38 40 22 51 19 30

13 58 71 24 20 56 35 35 30 36 17 48 25 38 37

34 42 24 46 37 17 29 60 11 30 40 30 45 42 13

21 79 0 12 57 31 33 40 27 32 17 49 36 22 42

746

750

734

751

720

746

794

729

698

724

760

732

686

ELA/LOVERALLSCORE

AB

CE G HI

F K

H I G I

J J



District Reports3.4 Sample Student Roster Report (Mathema cs)

3.5 Descrip on of Student Roster Reports3.5.1 General Informa on

A. IdentificationStudent Roster Reports list the grade level or course assessed, school name, district name, and state.

B. Assessment Informa onThe report heading provides the content area (English language arts/literacy or mathema cs) assessed,grade level/course assessed, and assessment year.

C. Roster of StudentsThe first column of the Student Roster Report lists all the students in the school at the specifi ed gradelevel/course who took the assessment for the specified content area. The first four rows containcross-state, state, district, and school averages.

D. Grade LevelFor course-based assessments, the grade level of the student at the me of the assessment is listedin the second column of the report.


E. Overall Scale Score and Performance LevelThis column of the report provides the student’s overall scale score and color-coded performancelevel (refer to Sec on 3.2). Students receive a numerical score and, based on that score, are placed in

Algebra I

SAMPLE SCHOOL NAME


SAMPLE STATE

SPRING 2021

STUDENT ROSTER

MATHEMATICSAlgebra I Assessment, 2018–2021




Met or ExceededExpectations1

Did Not Yet MeetExpectations(650-699)





MATHEMATICS*STUDENT GRADE MAJOR CONTENT SUPPORTING CONTENT REASONING MODELING

CROSS-STATE AVERAGE

STATE AVERAGE

DISTRICT AVERAGE

SCHOOL AVERAGE

ALASTNAME, FIRSTNAME M. 11

BLASTNAME, FIRSTNAME M. 11

CLASTNAME, FIRSTNAME M. 10

DLASTNAME, FIRSTNAME M. 11

ELASTNAME, FIRSTNAME M. 11

FLASTNAME, FIRSTNAME M. 10

ILASTNAME, FIRSTNAME M. 9 N/A

GLASTNAME, FIRSTNAME M. 10

HLASTNAME, FIRSTNAME M. 9

JLASTNAME, FIRSTNAME M. 11

36 21 43 24 63 13 33 21 46 38 40 22

13 58 71 24 20 56 35 35 30 36 17 48

34 42 24 46 37 17 29 60 11 30 40 30

21 79 0 12 57 31 33 40 27 32 17 49

MATHOVERALLSCORE

746

750

734

751

720

746

713

806

698

724

830

661

726

A

B

CD E I

J

F K

I

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tsone of fi ve performance levels, with Level 5 indica ng the student exceeded expecta ons and Level 1 indica ng the student has not yet met expecta ons. Performance levels are indicated by the color highligh ng behind the number. Refer to F for the color key. The fi rst four rows contain cross-state, state, district, and school averages.

F. Descrip on of Performance Level GraphicsThis graphic provides an illustra on of the fi ve performance levels and helps to quickly show theperformance level for each student's scale score.


Note: For mathema cs, repor ng categories are not included. For this reason, there are no markers for G and H on the sample Mathema cs Student Roster Report.

G. Repor ng CategoryFor English language arts/literacy, there are two repor ng category areas: Reading and Wri ng.

H. Performance by Repor ng Category Scale ScoreFor English language arts/literacy, student performance for each repor ng category is provided as ascale score (refer to Sec on 2.1.1) on a scale diff erent from the overall scale score. For this reason, thesum of the scale scores for each repor ng category will not equal the overall scale score. The Repor ngCategory scale score appears in each category area under the heading "SCORE."

Important to the assessments is the ability to compare student performance to a variety of reference points. By reviewing each column, student scores can quickly be compared to the averages. The first four rows contain cross-state, state, district, and school averages.


I. Subclaim CategoryWithin each reporting category for English language arts/literacy are specific skill sets (subclaims)students demonstrate on the assessments. Subclaims are provided for mathematics as well. Eachsubclaim category includes the header iden fying the subclaim; cross-state, state, district, and schoolaverages; and an explanatory icon representing the student's performance.

J. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim overalland as with reporting category scores, a measure of student proficiency for each subclaim isestimated on a common, underlying measurement scale. Performance in the Level 1–2 range of thatscale is categorized as " Did Not Yet Meet or Partially Met Expectations," performance in the Level 3range is categorized as “Approached Expecta ons,” and performance in the Level 4–5 range iscategorized as “Met or Exceeded Expecta ons. ”



Cross-state, state, district, and school subclaim performance in the first four rows is reported by the percentage (both graphically and numerically) of students who did not yet meet or partially met, approached, or met/exceeded expecta ons. The numerical values appearing below the graph




District Reportsindicate the percentage of students performing at the Did Not Yet Meet or Par ally Met Expecta ons, Approached Expecta ons, and Met or Exceeded Expecta ons levels from le to right, respec vely. Due to rounding, percentages may not total 100%.

Note: In most cases, numbers will NOT appear centered under each color.

K. Descrip on of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is marked with a subclaim performance indicator.

• An up arrow for the specifi ed subclaim indicates that the student “Met or ExceededExpecta ons,” meaning that the student’s subclaim performance refl ects a level ofprofi ciency consistent with Performance Level 4 or 5. Students in this subclaim category arelikely academically well prepared to engage successfully in further studies in the subclaimcontent area and may need instruc onal enrichment.

• A bidirec onal arrow for the specifi ed subclaim indicates that the student “ApproachedExpecta ons,” meaning that the student's subclaim performance refl ects a level ofprofi ciency consistent with Performance Level 3. Students in this subclaim category likelyneed academic support to engage successfully in further studies in the subclaim contentarea.

• A down arrow for the specifi ed subclaim indicates that the student “Did Not Yet Meet orPar ally Met Expecta ons,” meaning that the student’s subclaim performance refl ects a levelof profi ciency consistent with Performance Level 1 or 2. Students in this subclaim categoryare likely not academically well prepared to engage successfully in further studies in thesubclaim content area. Such students likely need instruc onal interven ons to increaseachievement in the subclaim content area.

3.6 Sample District Summary of Schools Report (ELA/L)

NUMBER OF AVG READING* AVG WRITTEN* WRITING*PERFORMANCE DISTRIBUTION BY % STUDENTS SCORE LITERARY INFORMATION VOCABULARY SCORE EXPRESSION CONVENTIONS

CROSS-STATE999,999 749 37 47

STATE99,999 751 28 69

DISTRICT5,664 738 44 55

ABRAHAM LINCOLN MIDDLE SCHOOL204 742 37 62

ADA LOVELACE MIDDLE SCHOOL198 730 28 69

BENJAMIN FRANKLIN MIDDLE SCHOOL177 727 44 55

BOOKER T. WASHINGTON MIDDLE SCHOOL204 724 37 62

CHARLOTTE HAWKINS BROWNMIDDLE SCHOOL198 762 28 47

ELEANOR ROOSEVELT MIDDLE SCHOOL177 743 44 55

36 21 43 24 63 13 33 21 46 38 40 22 51 19 30

13 58 71 24 20 56 35 35 30 36 17 48 25 38 37

34 42 24 46 37 17 29 60 11 30 40 30 45 42 13

21 79 0 12 57 31 33 40 27 32 17 49 36 22 42

29 18 53 22 64 14 29 22 49 33 38 29 52 18 30

11 57 32 28 20 52 35 34 30 34 19 47 25 39 36

37 42 21 47 39 14 32 60 8 27 48 25 47 40 13

29 60 11 12 49 39 35 41 24 34 19 47 36 22 42

28 17 55 27 19 54 29 22 50 33 38 29 51 19 30

8 21 26 28 17

10 17 21 37 15

13 19 28 18 22

10 13 42 35 0

6 29 33 21 11

2 28 29 17 24

23 24 17 25 11

14 9 25 37 15

18 21 29 15 17

Grade 7


SAMPLE STATE

SPRING 2021

DISTRICT SUMMARY OF SCHOOLS

ENGLISH LANGUAGE ARTS / LITERACYGrade 7 Assessment, 2018–2021

ELA/L AVGOVERALLSCORE




Met or ExceededExpectations1

Did Not Yet MeetExpectations(650-699)





ABC

DF GH

I

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H

J

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ts3.7 Sample District Summary of Schools Report (Mathema cs)

3.8 Descrip on of District Summary of Schools Reports3.8.1 General Informa on

A. Iden fi ca on Informa onDistrict Summary of Schools Reports list the grade level/course, district name, and state.

B. Assessment Informa onThe report heading provides the content area (English language arts/literacy or mathema cs) assessed,grade level/course, and assessment year.

C. Number of StudentsThe fi rst three rows contain the number of students included in repor ng at the cross-state, state, anddistrict levels. Subsequent rows contain the number of students included in repor ng at each schoolwithin the district.


D. Percentage of Students at Each Performance LevelThe first column of the report shows the distribu on of students achieving each performance level—indicated both graphically and numerically. Each sec on of the graph represents a performancelevel, beginning with Level 1 on the le through Level 5 on the right. The numerical valuesappearing


NUMBER OF MATHEMATICS*PERFORMANCE DISTRIBUTION BY % STUDENTS MAJOR CONTENT SUPPORTING CONTENT REASONING MODELING

CROSS-STATE999,999 749

STATE99,999 751

DISTRICT5,664 738

ABRAHAM LINCOLN MIDDLE SCHOOL204 742

ADA LOVELACE MIDDLE SCHOOL198 730

BENJAMIN FRANKLIN MIDDLE SCHOOL177 727

BOOKER T. WASHINGTON MIDDLE SCHOOL204 724

CHARLOTTE HAWKINS BROWNMIDDLE SCHOOL198 762

ELEANOR ROOSEVELT MIDDLE SCHOOL177 743

36 21 43 24 63 13 33 21 46 51 19 30

13 58 71 24 20 56 35 35 30 25 38 37

34 42 24 46 37 17 29 60 11 45 42 13

21 79 0 12 57 31 33 40 27 36 22 42

29 18 53 22 64 14 29 22 49 52 18 30

11 57 32 28 20 52 35 34 30 25 39 36

37 42 21 47 39 14 32 60 8 47 40 13

29 60 11 12 49 39 35 41 24 36 22 42

28 17 55 27 19 54 29 22 50 51 19 30

8 21 26 28 17

10 17 21 37 15

13 19 28 18 22

10 13 42 35 0

6 29 33 21 11

2 28 29 17 24

23 24 17 25 11

14 9 25 37 15

18 21 29 15 17

Algebra I


SAMPLE STATE

SPRING 2021

DISTRICT SUMMARY OF SCHOOLS

MATHEMATICSAlgebra I Assessment, 2018–2021

MATH AVGOVERALLSCORE


1Did Not Yet MeetExpectations(650-699)







Met or ExceededExpectations

AB

CD

F

J

I

E K

I



District Reportsbelow the graph indicate the percentage of students in Performance Levels 1 through 5, le to right respec vely. Due to rounding, percentages may not total 100%. The name of the school is listed in each row above the graph.


E. Descrip on of Performance Level Graphics

This graphic provides an illustra on of the fi ve performance levels and helps to quickly show the percentage of students in each performance level.

F. Average Overall Scale ScoreThis column of the report provides the average overall scale score (refer to Sec on 3.2) for all studentsassessed at the school for the specifi ed assessment on the report. The fi rst three rows contain cross-state, state, and district averages.


Note: For mathema cs, repor ng categories are not included. For this reason, there are no markers for G and H on the sample Mathema cs District Summary of Schools Report.

G. Repor ng CategoryFor English language arts/literacy, there are two repor ng category areas: Reading and Wri ng.

H. Performance by Repor ng Category Scale ScoreFor English language arts/literacy, student performance for each repor ng category is provided as anaverage scale score (refer to Sec on 3.2) on a scale diff erent from the overall scale score. For thisreason, the sum of the average scale scores for each repor ng category will not equal the averageoverall scale score. The fi rst three rows contain cross-state, state, and district averages. The remainingrows contain the school averages. The Repor ng Category average scale scores appear in each category area under the heading "AVE SCORE."

Important to the BIE assessments is the ability to compare performance across many levels. By reviewing the average overall scale score column, school data can quickly be compared to the district, state, and cross-state averages.


I. Subclaim CategoryWithin each reporting category for English language arts/literacy are specific skill sets (subclaims)students demonstrate on the assessments. Subclaims are provided for mathematics as well. Eachsubclaim category includes the header iden fying the subclaim; cross-state, state, district, and schoolaverages.

J. Subclaim Performance IndicatorsA student’s subclaim category represents how well the student performed in a subclaim overall andas with reporting category scores, a measure of student proficiency for each subclaim is estimatedon a common, underlying measurement scale. Performance in the Level 1–2 range of that scale iscategorized as " Did Not Yet Meet or Partially Met Expectations," performance in the Level 3 range


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tsis categorized as “Approached Expecta ons,” and performance in the Level 4–5 range is categorized as “Met or Exceeded Expecta ons."



On District Summary of Schools Reports, subclaim performance for cross-state, the state, district, and schools is reported by the percentage (both graphically and numerically) of students who did not yet meet or par ally met, approached, or met/exceeded expecta ons. The numerical values appearing below the graph indicate the percentage of students performing at the Did Not Yet Meet or Par ally Met Expecta ons, Approached Expecta ons, and Met or Exceeded Expecta ons levels from le to right, respec vely. Due to rounding, percentages may not total 100%.


K. Descrip on of Subclaim Performance Indicator GraphicsStudent performance for each subclaim is illustrated with an explanatory icon. For District Summaryof Schools Reports, only the colors of the icons are used in the graphical representa on under eachsubclaim.

• The green sec on (right sec on) of the graph for the specifi ed subclaim indicates that thestudent “Met or Exceeded Expecta ons,” meaning that the student’s subclaim performancerefl ects a level of profi ciency consistent with Performance Level 4 or 5. Students in thissubclaim category are likely academically well prepared to engage successfully in furtherstudies in the subclaim content area and may need instruc onal enrichment.

• The blue sec on (middle sec on) of the graph for the specifi ed subclaim indicates that thestudent “Approached Expecta ons,” meaning that the student's subclaim performancerefl ects a level of profi ciency consistent with Performance Level 3. Students in this subclaimcategory likely need academic support to engage successfully in further studies in thesubclaim content area.

• The red sec on (le sec on) of the graph for the specifi ed subclaim indicates that thestudent “Did Not Yet Meet or Par ally Met Expecta ons,” meaning that the student’ssubclaim performance refl ects a level of profi ciency consistent with Performance Level 1or 2. Students in this subclaim category are likely not academically well prepared to engagesuccessfully in further studies in the subclaim content area. Such students likely needinstruc onal interven ons to increase achievement in the subclaim content area.


Appendix

Appendix AScale Score Ranges


Appe

ndix

Grade 3 ELA/LLevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-809Level 5 Cut 810 Level 5 Range 810-850







Appendix

Grade 3 Mathema csLevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-789Level 5 Cut 790 Level 5 Range 790-850







Appe

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Algebra ILevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-804Level 5 Cut 805 Level 5 Range 805-850

Algebra IILevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-807Level 5 Cut 808 Level 5 Range 808-850

GeometryLevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-782Level 5 Cut 783 Level 5 Range 783-850

Integrated Mathema cs ILevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-798Level 5 Cut 799 Level 5 Range 799-850

Integrated Mathema cs IILevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-784Level 5 Cut 785 Level 5 Range 785-850

Integrated Mathema cs IIILevel 1 Cut 650 Level 1 Range 650-699Level 2 Cut 700 Level 2 Range 700-724Level 3 Cut 725 Level 3 Range 725-749Level 4 Cut 750 Level 4 Range 750-803Level 5 Cut 804 Level 5 Range 804-850


Appendix




BIE Score Interpretation Guide

Documents

Transcript of BIE Score Interpretation Guide