Item Analysis Report

I can analyze standards-based reports to drive my instruction by analyzing the standards, strands, or individual question types my students are struggling with. Then, I can target these standards, strands, or question types in my lessons through remediation and reteaching. I can also use the data to place students into leveled groups, so I can differentiate instruction. For example, those that are proficient can move on, while those that need remediation and reteaching will be placed accordingly. 

EADMS can be used to identify problem areas for students. You can look at specific standards that need to be reviewed by looking at a specific tests, identifying how students did on the test and target the problem area. You can access by strand, standard, item, etc. The report will also show how many kids missed the identified piece. Once you identify the problem areas you can create lessons to identify what needs to be reviewed. 

First you must wait until the report window has closed before going into Reports.  Once in reports go to group reports and then to Standards Based reports.  Then you are able to select a different strand or item to see how well they did on those items. You can also look at distracters when you are looking at these reports.  This will help to drive instruction by going over what the distracters were when most of the students missed a question on a test.

EADNS can be used to drive the instruction in the classroom by examining the data created by students taking EADMS tests.  Once all the students have finished the test, the teacher can use report builder to examine the data of the test.  There are multiple ways to look at the data.  Data can be organized by strand, standard, question, item summary or several other ways. It important to understand that the number of questions in a stand or standard could effect or basis the results of the reports.
Patrick Webb 

This video was helpful in showing how to look closely at the data once an assessment is closed. It was interesting to learn how to pull apart what standards or item numbers students struggled with or did well on. I would imagine that in a PLC this data would be helpful for teachers to evaluate how their grade level is doing as a school, as well as in individual classrooms. This could then lead to discussions on how to work together to reinforce concept that students did not do as well on.  

Beyond just scores, reports show a strand summary, a standard summary, item analysis, or more.  I’m able to see how kids are doing on particular standards, or the overall profile of a particular student.  If many students didn’t do well on a particular item, it would make sense to look at the question and decide how to reteach a skill, or make sure all students are doing well before moving forward.  It is important to check and keep in mind how many questions are assessing a particular standard as well. 

With this kind of report, you can locate weakness that may exist.  If you give a test and a great majority got a certain question wrong, you can look at the question and figure out why they may have missed it.  You can use this information to reteach certain areas, or go over the reasons students didn't understand the question. 

This form of reporting also allows you to see how the students are doing in different strands or standards together.  You can do item summaries and look at how the kids did on all the items.  You can figure out if the question was asked in a way the kids didn't understand and figure out how they are doing on the tests.  It also allows you to see if a standard is being given only one question, or if it has multiple questions for that standard.  Then you can see how the students are understanding that standard, or if there weren't enough questions on that standard to give an idea of how well they grasped that standard.

Using the data that is accumulated from the EADMS tests would be very helpful in driving further instruction. The information would allow a teacher to know what standards students have mastered, thus allowing the instruction to move past this area and focus on areas where it is obvious the students are not as strong in. Being able to look at specific items also allows the instructor to decide whether the students need to go over testing and other vocabulary or address misconceptions.The information could be used to pull small groups or individuals and target the certain area that they are struggling with. The information also allows students to see what is expected of them for class, in addition to state testing.

The Item Analysis Report is a powerful way to see how students did by item, by standard, and many other ways to look at the test results. It would be a good report to use at a PLC meeting where you can see if a majority of students missed the same questions, you could try another strategy for teaching that concept and have them take a similar test to see if they fare better. You could also analyze the questions that a majority answered correctly to look at how you taught that concept since it was successful and duplicate it on the ones where they weren't successful.

I have used this analysis before to drive instruction for Biology. EADMS makes it easy for teachers to see the standards that need reteaching in the classroom. It can help us analyse better by adding different filters to get in depth data to guide instruction. 

I was able to pull up both tests and see how well my students learned the information taught in class.  I was then able to target students that needed intervention.  These tests really help teachers evaluate how much students are absorbing in class and identify standards that may need reteaching or students that may need interventions.