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Using the Grade 9 Applied Mathematics Assessment IIR

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Using the Grade 9 Applied Mathematics Assessment IIR

Looking at the Item Information Report: Student Roster Files

- EQAO provides a variety of files regarding the Grade 9 assessments of mathematics:
- Detailed, internal board and school reports of aggregate achievement for diverse learner groups.
- All students and Participating Students public reports for the board, schools, and province.
- Individual Student Data files containing demographic and outcomes data for students.
- Item Information Report: Student Roster files containing item-by-item data for individual students, the school, board, and province.
- Profile of strengths and areas for improvement summaries.

- EQAO provides a variety of files regarding the Grade 9 assessments of mathematics:
- Student questionnaire results for the school and board.
- Board-level teacher questionnaire results.
- School and board summary of results over time.
- Framework document explaining the assessment, the assessment process, and curriculum connections and blueprint.
- Released assessment items and scoring guides.
- Guides to interpreting results.
- Provincial highlights and summaries.
- Other resources for educators and parents.

- There are two student-level files available to schools: the ISD and the IIR.
- The ISD is accessible via your school’s secure EQAO web site.
- This file contains outcome, demographic and accommodations information for each individual student, including those not participating in the assessment(s).
- This file can assist with student-level and cohort inquiry.

- The IIR files are accessible via your school’s secure EQAO web site.
- The IIR contains data regarding the responses provided by each student for each released item on the assessment, as well as indication of each student’s overall achievement level.
- The summary band below the student data contains aggregate performance information for each question for the school, board, province, and students across the province who achieved Level 3 or higher overall on the assessment.
- This file can assist with student-level and cohort inquiry, as well as comparisons between school, board and province.

- The IIR can be used to assist actual members of the cohort. There may be some application of overall trends to future assessment cohorts.
- In the summary band, the number for each multiple choice item (MC) represents the percentage of students who got the item correct.
- In the summary band, the number for each open response item (OR) represents the average score point achieved by all students in the respective population, expressed as a percentage.

- The IIR findings represent a starting point for looking at student data. Examination of other student data can supplement IIR data and provide greater understanding about student learning needs.
- EQAO assessment questions are designed for a variety of student ability levels.
- There are relatively few questions per strand and per curriculum expectation. Conclusions about student learning needs cannot be made on the basis of only a few items.
- Clustering of questions is required.

- The following multiple choice items were most challenging for the board:
- 18 (26%), MGV.02, PS
- 19 (28%), MGV.02, AP
- 1 (30%), NAV.01, PS
- 3 (36%), NAV.02, AP
- 5 (43%), NAV.02, KU
- 4 (48%), NAV.01, KU

- The following open response items were most challenging for the board:
- 21 (mean score point of 35%, or approx. 14/40), MGV.03, AP
- 15 (mean score point of 35%, or approx. 15/40), LRV.03, AP

- The following multiple choice items were most challenging for the board:
- 18 (24%), MGV.02, PS
- 11(28%), LRV.03, AP
- 2 (40%), NAV.02, AP
- 4 (47%), NAV.02, KU
- 1 (48%), NAV.01, PS

- The following open response items were most challenging for the board:
- 5 (mean score point of 48%, or approx. 14/40), NAV.01, PS

- Examination of all items with a score of less than 60% has suggested that areas of challenge in Dufferin-Peel in 2008-2009 were likely to be related to:
- Mathematical processes, particularly problem solving (multi-step), reasoning and proving, connecting, and representing.
- Novel ways of asking students to demonstrate their mathematical knowledge.

- For questions regarding the EQAO files or this presentation:
Kathy Russell-Kwan

Researcher, Program Department, Ext. 24550

kathy.russell-kwan@dpcdsb.org