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ED 111 855
TITLE4.
INSTITUTION Kentucky State Dept. of Education, Frankfort. Div. ofEvaluation.
PUB DATE 74\NOTE 194p.; For related documents, see TM 004 821, 823,
824 and ED 077 940 and 941, ED 081 793 and ED 093 .
917
DOCUMENT RESUME/
TM 004 822
Kentucky Educational Assessment Program 1974: Grade
EDRS PRICE MF-$0.76 HC-$9.51 Plus Postage.DESCRIleRS Bagic Skills; Data Anal-3,44a; *Educational
\ Accountability; *EducatiOnal.Assessment; EducationalNeeds; *Educational Objectives; Elementary Education;
--. Grade 4; Human Relations; Item Analysis; Sampling;Self Concept; *State Programs; State Surveys; Student
/ 1Attitudes; Test Result
IDENTIFIERS *Kentucky Educational Sessment Programf
ABSTRACTThe Kentucky Educational Assessment Program is an
ongoing effort to gather information regarding progress towardattainment of the educational.gOals for Kentucky citizens. Majoremphasis is on the determination of the actual'level of pup'lperformance in relation to desired performance.,In the f u h grade,relevant information was gathered in three goal areas:. eneralEducation, (2) Human Relationships, and (3) Physical and Mental WellBeing. Recognizing that information attained through a statewideassessment program should be utilized for decision-making to improveeducational programs, objectives, and goals, this assessmentprocedure was developed to be valid at three levels: local district,Educational Development District (EDD), and statewide. Regional andstatewide apsessment data are reported. (BJG)
***********************************************************************Documents acquired by ERIC include many informal unpublished
* materials not available from.other sources. ERIC makes every effort ** to obtain the best copy available. nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reprodactions ** supplied by EDRS are the best that can be made from the original. ************************************************************************
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-KENTUCKY EDUCATICNAL,ASSESSMENT PIOG.RAM
TECHNICAL REPORT FOR FOURTH GRADE
) Prepared by
Division of EvaluationOffice of-Planning and Research
With the assistance of
personnel of the
Statewide Testing Program
and
Division of Computer Services
Lyman V. GingerSuperintendent of Public Instruction
Kentucky Department 4EducationFrankfort, Kentucky4
1974
4
s.-\
s,\
LYMAN V. GINGERSortmontsocsr or Puouc ItamocnoN.
' COMMONWEALTH OF KENTUCKY
DEPARTMENT OF EDUCATIONFRANKFORT, KY.'40601
durrent economic conditions Stress the imperative nature for
the development of a compehensive,accountability program in
Kentucky edudation. The ability to report concisely where we are
and precisely where we ve going contintes to be a priority activity
in the development of a credible model to sustafn support 'of public
education.
The Kentucky Department of Education is committed to,a broad
plan of action to move positively in the direction of accountability
in education. With the adoption of Goals of Education in Kentucky
'by the State Board, there exists he base from which a viable effort
can be implemented with a comprehensive assessment program being a
major component.
This report represents a continuing effort by the department
to report to the public and educators the progress being made towardat
sour goals. Further development and implementation of a comprehensive
assessm t plan will ultimately result in measurement of progress
Aftoward the achievement of all the goals of education thrdughout the
state. P
.1
CABINET MEMBERS
KENTUCKY STATE DEPARTMENT OF EDUCATION
Dr. Lyman V. Ginger Superintendent of Public Instructio4 .
Mr. Samuel M. Alexander . . Deputy Superintendent for Public Instruction
Mr. Don C. Bale Assistant Superintendent'Bureau of Instruction
Mr. Ben F. Coffmag-- Assistant SuperintendentBureau of Rehabilitation Services
Dr. Arthur L. Cotterill . . . Head, Office of Planning and Research
Dr. Carl F. Lamar . . 00 Assistant Superintendent'ti
Bureau of Vocational Education
Mr. James P. Melton Assistant SuperintendentBureau of Administration and Finance
Mr. Marshall E. Swain Assistant SuperintendefitBureau of Pupil Personnel Servicesa
Mr. Frdnk Vittetow Assistant SuperintendentBureau of Federal and. State Relation's
V
FOREWORD
The Kentucky Educational Assessment Program is an ongoing effort
to gather information regarding progress toward attainment of the educa-
tional goals for Kentucky citizens. The source of the educational goals
presented in this report is Goals of Education in Kentucky as published
in 1973 by the Kentucky State Department ofEducation.*
The reader should be aware that it is not feasible to conduct an
assessment program for all of the educational goals for Kentucky citizens
in a single year. -Therefore, the 1974 assessment program focused upon
predominant,concerns determined from a survey of Kentucky citizens
published in 1970 by the Kentucky State Department of Education. Those
priority concerns included development of basic learning skills; development
ofknowledge and skills related to occupational competence; development of
positive attitudes toward self, peers, school, reading, mathematics; and
the development of positive attitudes toward citizenship. These concerns
encompass fivefive of the eight goal areas as set forth in theiGoals of
Education in Kentucky published in 1973. The goals are broad and general
in nature; however, this is as it should be because it reflects long-range,
expectations. Specificity and detail were achieved through the development
of objectives and the use of selected measurement items for assessing the
status of pupil performance in relation to the priority developmental areas
expressqd in the composite goal,
It is recognized that a statewide assessment program can be justified
only if the information obtained is utilized as the basis for decision-
-aking to improve educational programs, objectives, and goals. Therefore,
ithe as:A.ssinent procedure vcs developed to 1e valid at three levels--local
district, Educational Development District (EDIT), and statewide. District ,
viii-41
6 6.
4,
'level data were provided to the individual local dtstricts sampled, while
iFor example, in reading, results are reported for the general areas/of
regional and
reading vocabulary and reading comprehension, as well as for sp ific
skills/concepts within these. general areas. Additional deta ed informs-
tion,is provided by the reporting of individual measurement item results
/,
statewide assessment data.are reported within this document.
Analyses of the assessment,datayere performed at several levels.. ,.
/
.
Icontributing to score levels for the specific skills/concepts. Reporting
of data in this manner provides the educator with the opportunity to
analyze local district results, as well as regional and statewide results
at several levels in each developmental area described by the broad goal.
The extent to which state, regional, and local educators find the present
document to be useful in this regard will provide a measure of success of
the Kentucky Educational Assessment Program.
-;
8 veMle
cc
TABLE OF CONTENTS
Page
LIST OF TABLES . . xi
LIST OF FIGURES xvii
INTRODUCTION 1
Performance OVIective 1Learner Needs . . . e-1 3
STATEWIDE ASSESSMENT'RESULTS 5'
\\Goal Area I:. General Education1.1 Reading
5
51.1 Language 91.1 Arithmetic 121.1 Study Skills 17Statewide Profiles--General Education Goals 191.7 Attitude toward School 241.7 Attitude toward Reading 251.7 Attitude toward Arithmetic 26-
Goal Area III: Human Relationships 283.2 Attitude toward Peers 28
I
Goal Area VI: Physical and Mental Well Being 306.3 Attitude toward Self 30
Statewide ProfileAttitudinal Goals 31
ASSESSMENT RESULTS FOR EDUCATIONAL DEVEL6PMENT DISTRICTS
Goal Area I: General Education1.1 Reading1.1 language1.1 Arithmetic1.1 Study Skills1.7 Attitude toward1.7-Attitude toward1.7 Attitude toward
School-
Reading. . 4
Arithmetic
3333
5573
105123
126128
Goal Area III: Human Relationships y 1303.2 Attitude toward Peers 130
Goal Area VI: Physical and Mental Well Being 1336/3 Attitude toward Self 133
LIST OF ,REFERENCES
9
137
APPENDIX A:
APPENDIX B:
APENDIX 6
APPENDIX D:
APPENDIX E:
APPENDIX F:
. TABLE OF CONTENTS (continued). .
I
' GOALS OF EDUCATION IN KENTUCKY 139
PActo
. HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES 1.45
SAMPLING PROCEDURES 4ND SAMPLE SIZE IY PARTICIPATINGSCHOOL DISTRICT, EDUCATIONAL DEVELOPMENT DISTRICT,AND STATEWIDE 155
KENTUCKY STUDENT ATTITUDE INVENTORY 163
RESULTS OF ANALYSIS OF DATA FOR BOYS AND FOR GIRLS . 169
ITEM ANALYSIS SULTS BY SKILL/CONCEPT 177
4
M' 1
10 .0°
LIST OF TABLES
.14
Table Page
Aver'age Grade Equivalent Scores and theOercentage of FourthGrade Pupils Meeting the Criterion by Educat4onal DevelopmentDistrict for Knowledge of Vocabulary 34
2 'Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of the Meaning ofWords in Context 36
3 Average_Grade Equivalent Scores and the .Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Reading Comprehension 38
7LV
4 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of Directly StatedDetails (Literal Meaning) 40
5 Average Percentage of Correct Answers by EducationalDevelopmentDistrict_forFourth Grade Pupils' Comprehension of Words andPhrases (Simple Rewording) 42
6 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension ,(Paraphrasing),of the Meaning of Ideas
7 Average Percentage of Correct Answers by Educational Development,District for Fourth Grade Pupils' Comprehension of Main Ideas.'. .
8 Average Percentage of Correct Answers by Educational DevelOpmentDistrict for Fourth Grade Pupils' Comprehension of Relation-ships
.., ) ,
9 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fburth Grade Pupils' Comprehension/(Draw Conclusi
tof Given Facts and Statements '
44
46
48
50
10 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension (Inference) ofContextual Clues 52
11 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth-Grade Pupils' Analysis-of Indefinite orIncomplete Statements (Extended Meaning) ' - 54
12 Average Grade Equivalent Scores and the Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Knowledge of Spelling 56
13 Average Percentage of Correct Answers by Educational Development4 District for Fourth Grade Pupils' KnoWledge of Correctly and
*Incorrectly Spelled Words * . 50
xi ill.
451
) .
LIST OF TABLES (continued)l .
Table ' ; Page
14 Average Grade Equivalent)
Scores and the PSYcentage of FourthGrade Pupils Meeting the Criterion by Educational/Development
* District for Application of the Mechanics of Language . . ,.... ' 60,
- -
15 Average Percentage of COrrect Aswers by Educational DevelopmentDistrict for Fourth Grade Pupil.' Application of PunctuationSkills 62 .
;6 Average Percentage of Correct Aniwers by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of CapitalizationSkills 64
17 Average Grade Equivalent Scores and the Percentage of Founth°Grade POils Meeting the Criteribn by Educational DevelopmentDistrict for Application of Language Expression 66
18 Average Percentage of Correct' Answers by Educational DevelopmentDistrict for Fourth Grade.Pupils' Application of CorrectGrammatical Usage "68
19 Average Pero-enrage of Correct Answers by iducational DevelopmentfDistrict for Fourth Grade Pupils' Comprehermilon of ClarAtyand/or Economy of Expression
20 Average Percentage of Corrett Answeri by Educational Development,DistAct for Fourth Grade Pupils' Comprehension of the Author'sImplication (Word,Choice)
?l Average Grade Equivalent Scores and the Percentage Of FoUrthGrade Pupils Meetini'the Criterion by Educational DevelopmentDistrict for /Application of Arithmetic' Computation
22 Average Percentage pf Correct Answer's by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of AdditionSkills
70.
72
74
76A
23 Average Percentage of Correct Answers by Eddcational DevelopmentDistrict for Fourth Grade Pupils' Application of Subtraction,Skills 78
24 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Application of MultiplicationSkills 80
. -. *
25 Average Percentage of Correct Answers by Educational Development.District for Fourth Grade Pupils' Application of DivisionSkills 82
26 Average Grade Equivalent Scores and the'Percentage of FourthGrade pupils Meeting the Criterion by Educational DevelopmentDistrict for Comprehension of Arithmetic Concepts
4,t
. 12
84
"Fsxiii
LIST OF TABLES (continued)
Table Page-
27 Aiterage Percentage of Correct, Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of ArithmeticConcepts' 86
28 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of ArithmeticConcepts (Converting Form)
'29 Average Percentage of Correct Answers by Educational Development.. District for Fourth Grade Pupils' Comprehension of Equations . . . 90
30 Average Percentage of Correct Answers by Educational DevelopmentDistrict for pouTh Grade Pupils' Comprehension of Comparative
- Relationships
88
92
Average Bercentageof COrrect Answers by Educational DevelopmentDistrict for Fourth Grade-Pupils' Comprehension of Relationships(Ratici, Part - Whole,. Sequence, Geometric) 94
"32 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Analysis of the Components ofArithmetic Word Problems (Organization) 96
33 Average Grade Equivalent Scores and the.Percentige of FoUrth_Grade Pupils Meeting 'the Criterion by Educational DevelopmentDistrict for Application of Skills in Solving Arithmetic WordProblems 98
34 *Average Percentage of CorrectAnswtrs by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of Problem-Solving(Selecting Methods) 100
35 Average'Percehtage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension of Problem-Solving(Correct SolUtion) 102
36 Average Percentage of Correct Answers by Educational, DevelopmentDistrict for Fourth Grade Pupils' Analysis of the Components ofArithmetic Word Problems "(Organization) 104
37 Average Grade Equivalent Scores and the Percentage of Fourth GradePupils Meeting the Criterion by EdutatfOnal Development Districtfor Knowledge of Reference Material Techniques 106
14,38 Average Percentage of Correct Answers by Educational Development
District for Eourth Grade Pupils' Knowledge of Parts of Books. . . 108
39 Average percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge of Dictionary Use. . .110
13
xiv
LIST OF TABLES-(pontinued)
Table Page
40 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Knowledge df Library Use . . . . 112
41 Average Grade Equivalent Scores and the Percentage of Fourth-. Grade Pupils Meeting the Criterion by Educational pevelopment
District for Comprehension of Graphic Materials 114
42 Average. Percentage of Correct Anvers by Edudational DevelopmentDistrict for Fourth Grade Pupils. Comprehension'of Symbols,Legends, and Data Tresented in Graphic and Tabular Form 116
43 Average Grade Equivalent Scores and the Percentage of FourthGrade Pupils Meeting the Criterion by Educational DevelopmentDistrict for Comprehension of Relationships Presented in
Graphical Form 118
44 Average Percentage of Correct Answers by Educational DevelopmentDistrict for Fourth Grade Pupils' Comprehension (Draw Conclusions)
of Graphic Data 120
45 Average Percentage of Correct Answers by Educational Development
District for Fourth Grade Pupils' Analysis of Graphic Data and
Determination of Extended Meaning 122
46 Percentage of Fourth Grade Pupils Responding Positively to theIndividual Questions Related to Attitude toward Sthool by
Educational Development District 125
47 4%Percentage of,Fourth Grade Pupils Responding Positively to theIndividual Questions Relating to Attitude toward Reading by
Educational Development District 127
48 Percentage of Fourth'Grade Pupils Responding Positively to the
Individual estions Related to Attitudg toward Arithmetic by
Educational4
Development District 129
49 Percentage of Fourth Grade Pupils Responding Positively to the
Individual Questions Relating to Attitude toward Peers by
Educational Development District 132
50 Percentage of Fourth Grade Pupils Responding Positively to the
individual Questions Related to Attitude toward Self by Educe-
: tional Development District . 134
51 Fourth Grade Sample Size by Participating School District and
Educational Development District 158
52 Average Grade Equivalency Scores in Reading for Fourth Grade
Pupils by Sex and Educational Development District 171
Tible
)
I
LIST OF TABLES (continued)
xv
Page. ,
53 .Average Grade Equivalency Scores in Language for Fourth GradePupils by Sex,and Educational, Development District ...... . 172
54 Average Grade Equivalency Scores. in Arithmetic for Fourth GradePupils by Sex and Educational Development District 173
55 Average Grade Equivalency Scores in Study Skills for Fourth GradePupils by Sex and Educational Development District 174
56 Statewide Percentages of Positive Response for Fourth Grade Pupilsby Sex for Attitudinal Questions 175
57 Reading Vocabulary Item Analysis Information--Percentage CcVrectby Educational Development District for.Fourth 'Grade 179
58' Reading Comprehension Item Analysis Informalpn--Pe entageCorrect by Educational Development District for Fou h Grade . . . 181
59 Language/Spelling Item Analysis Information--Percentage Correctby Educational Development District for Fourth Grade 183
60 Language Mechanics Item Analysis Information -- Percentage Correct.by Educational Development District for Fourth Grade f 184
61 Language ression Item Analysis Information--Percentage Correct4 by Educat onal Development District for Fourth Grade 185
62 Arithmetic Computation Itbm Analysis Information-- PercentageCorrect y Educational Development District for Fourth Grade . . 186
63 Arithmetic Concepts Item Analysis Information--Percentage Correctby Educational Tevelopment District for Fourth Grade 188
64 Arithmetic Applications.Item.AnalYsis Information--PercentageCornct ty Educational Development District for Fourth Grade . . . 189
65 Study Skills/Reference Materials Item Analysis Information --
' Percentage Correct by Educational Development District.forFourth Grade 190
66' Study Skills/Graphic Materials Item Analysis Information--Percentage Correct by Educational Developmgpt District forFourth Grade 191
15
r'
4
LIST' OF FIGURE!
Figure
1 Goa). and Objective Numbering .
Page
2
2 Learner Need 3
3 Average Gr Equivalent Profile and Measure9ent Parameters ofFourth G de Pupils,' Statewide, for the Basic Skills Areas asMeasured by theComprehensive rests of Basic Skills, Form Q,Level 2 21
4 Percentage Profile.oflourth Grade Pupils, Statewide, Meeting theCriterion in Basic Skill Areas as Measured by the ComprehensiveTests, of Basic Skills, Form Q, Level 2 23
5 Average Percentage Profile of Fourth Grade Pupils, Statewide,Meeting the Criterion in Attitudinal Areas as Measured by theKentucky Student Attitude Inventory -32
M
ti
INTRODUCTION
The major emphasis of the Kentucky educational ASsessment Program
was to determine the'actual of performance of Kentucky pupils in -1
relation todesired performance; The purpose of the assessment activities
was to provide preliminary answers to the question: "Are Kentucky pupils
7 -
doing as well as expected?"
41 .
In the fourth grade, relevant information was gathered in three of
the eight goal areas which were established in 1973. They were:
Goal Area I: General EduCation
Goal Area III: Human Relationships,
Goal Area VI: Physical and Mental Well Being,
A summary of the Goals of Education in Kentucky is provided in Appendix A.4111%
To measure perfOrmance within the goal areas, two concepts_ were employed
which reflect current thinking fn.the area of educational assessment. These
concepts are the development of perf Oima nce objectives and the identification
of learner needs.
Performance Objective
A performance objective is a'stateMent that expresses the performance
7
level of expected behavior for a pupil or pupilsln regard to a selected
area orconcern and measurement instrument: Performance objectives provide
for the determination of actual pupil attainment in regard to,expectations
of pupil attainment by-providing a criterion and other specific information
'necessary for determinin progress toward meeting educational goals.
Example Performance Objective
During the spring semester of 1974, Kentucky pupils willddionstrate reading comprehension by attaining an averagegrade equivalent score equal to or exceeding the criterion
,4
2
as measured by the Reading Comprehension Subtest of theCoMprehensive Teats of-Basic Skills.
Performance objectives for the 1974 Kentucky Educational Assessment NProgram were develo*d for individual skills /concepts within the general 4'
, .
assessment areas. Numbers assigned to individual performance objectives
reflect their position within a goal/objective hierarchy. Figure 1- .
illustrates the numbering system utilized.
GOAL AREA 1:0
Goal 1.1Performance Objective. 1.1.1 -- General areaPerformance Objective 1.1.1.1Performance Objective 1.1.1.2 Specific skills/conceptsPerformance Objective 1.1.1.3
FIGURE 1
GOAL AND OBJECTIVE NUMBERING
A complete list of the goals and related performance objectives used
in the'study is presented in Appendix B.
In developing the performance objectives for the assessment program, )key terms described the behaviors measured by the objectives. These terms
and definitions are:1
KNOWLEDGE Involves the recognition and recall of facts .
(t:g., defining terms, recalling names, dates,.persons, identifying words, etc.).
COMPREHENSION The learner interprets, translates, summa-rizes, or paraphrases given material. Theperson can organize the material into anotherlanguage or form of communication (e.g.,reading a book or musical scores, graspingthe thought of material studied, ability todescribe something in one's own words, etc.).
'Benjamin S. Bloom, et al., Taxonomy of Educational Objectives,Handbook I: Cognitive Domain (New York: David McKay Company, Inc.,,
1956).
David R. Krathwohl, et al., Taxonomy of Educational Objectives_,
Handbook II: Affective Domain (New York: David McKay Company, Inc.,
1956).
1. 18
"b.
APPLICATION
ANALYSIS
RESPOND
Involves the use of material in'a,situation-which is different from that situation in whichit was originally learned (e.g., the use ofabstract ideas, principles, or theories inproblem - solving)..
'Involved separating a complex entity.into itsparts, drawing comparisons and relationshipsbetween the plementd (e.g.,.ability to recog-nize assumptions, to'distinguish cause 'andeffect -relationships, reorganization-of biasesor points of view, etc.).
InvolVes the indication oflaffective behaviorconsistent with given expeOations in a definedsituation.
In addition to describing behavior, each obje4tive specified a
3
measurement instrument which assessed the behavior. Two test instruments
afire utilized in the 1974 Kentucky Educational Assessment Program for
fourth-grade. The Comprehensive Tests of Basic Skills, Form Q, Level 2,
were used as the measurement device for the performance objectives dealing
with cognitive behavior and the Kentucky Student Attitude Inventory (see
Appendix D) was employed as the measurement instrument for attitudinal
objectives. Assessment of the citizenship goal was not included at the.
fourth grade level for the 1974 program.
Learner Needs
A learner need is identified when actual pupil performance is below
e2igeeted pupil performance as measured by a specific instrument. Figure 2
illustrates the concept of a learner need.
ResultsExpected minus Actual equals below equals Learnerperformance performance expectation need
FIGURE 2
LEARNER NEED
"'. 19
4
The identification of a learner need serves to indicate those areas
in which pupils are not meeting expectations. Additional data should be
collected and analyzed to determirie'the degree of need and the causes for
the existence of.learner needs. It should be recognized that the inter-
action of many factors (variables) contribute to indications of learner
needs. A detailed examination of these factors is an essential step in
the comprehensive assessment of educational programs.
In order 410 gather meaningful data describing educational performance
for identification of indicated learner needs at the district, regional,
and statewide levels, random sampling techniques were'employed for select-
ing districts and pupils to participate. A description of the sampling
procedures and a list of participating districts including the number of
. pupils tested are provided in Appendix C./.
200
1
STATEWIDE ASSESSMENT RESULTS
A summary of results for'Kentucky pupils Is provided in the present
section. Actual attainment levels inli.elation to expected attainment levels
are presented for general skill areas and specific-skills/concepts by goal
area. In addition, sample assessment items are provided for the general
skill areas. Data tables indicating results for boys and for girls are
presented in Appendix E. Item analysis results organized by skills/concepts
R,are provided in Appendix F.
GOAL AREA I: GENERAL EDUCATION
Goal 1.1: Each citizen of the Commonwealth should be assuredan opportunity to realize his full potential in written andoral communication, reading, computation, and mathematicalconcepts.
The first goal in the general education goal category was assessed in
the areas of (1) reading, (2) language, (3) arithmetic, and (4).study skills
using the Comprehensive Tests of Basic Skills, Form Q, Level 2. A criterion
of 4.7 grade eqbivalency was established as the level of desired perforMance.
The results for Goal 1.1 are presented below.
Readin
Reading Vocabulary
, Performance Objective
During the spring semester of the fourth grade,, Kentuckypupils will demonstrate knowledge of vocabulary by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Reading Vocabulary Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Knowledge of Reading Vocabulary
Test Situation: Pupils were asked to choose the word which hada similar meaning to an underlined word.
*NM
Oa
6
Item: a large dog.
a. brownb. bigc. smalld. old
Results
For the statewide sample, 46 percent of the fourth grade pupilsattained-
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.7.
Specific Skills/Concepts Related to Knowledge of Reading Vocabulary
1.1.1.1 Knowledge of the Meaning of Words in Context
The expected criterion level for fourth grade pupils was
established as 57 percent. The average percentage of correct items
for the statewide sample was 54 percent.
Reading Comprehension
Performance Objective 1.1.2 '
During "the spring semester of the bOurth grade,.Kentuckypupils will demonstrate reading comprehension by at ainingan average grade equivalent score,equal to pr exce6ng thecriterion (4,7) as measured by the Reading Comprehensibn'Subtest of the CoOprehensive'Tests of Basic Skills, Form Q,
Level 2..
Sample'Assessment Item for Reading Comprehension
Test Situation: Pupils were asked to read written material and choose"the test answer to =questions related to interpretingtranslating, summarizing,'or paraphrasing the material.
Item: f. (Story about mountain climbing) John says in his story,
that mouncsin climbing
a. is exciting, but hazardous.
b. is not exciting, but scary,
c. is hard work.d. is good exercise.-
Sn
S
Results ti
.7
For the statewide sample, 44.percent of the fourth grade pdpils attained
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.8.
Specific Skills/Concepts Related to Reading Comprehension
1.1.2.1 Knowledge of Directly St_ ated Details (Literal Meaning)
,
The expected criterion level for fourth grade pupils wasestablished as 52 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 48 percent.
1.1.2.2 Comprehension of Words and Phrases (Simple Rewording)
The expected criterion level for fourth grade pupils wasestablished as 64 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 60 percent.
1.1.2.3 Comprehension (Paraphrasing) of the Meaning of Ideas
The expected criterion level for fourthgrade pupils wasestablished as 65 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 61 perCent.
1.1.2.4 Comprehension of Main Ideas
The expected criterion level for fourth grade pupil's* wasestablished as 5(r percent. The average percentage of correct items
' for the fourth grade statewide sample was 53 percent.
1.1.2.5 Comprehension of Relationships
The expected criterion level for fourth grade pupils wasestablished as 46 percent. The average, percentageof correct itemsfor the fourth grade stateide sample was 43 percent.
1.1.2.6 Comprehension Conclusions) of Given Facts and Statements
The pxpected criterion 14evel for fourth grade pupils wasestablished as 46 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 43 percent.
1.1.2.7 Comprehension (Inference) of Contextual Clues
The expected criterion level for fourth grade pupils wasestablished as 60 percent. The average percentage of correct itemsfor the fOurth grade statewide sample was 54 percent. "
" *4 23
a
1.1.2.8 Analysis of Indefinite or Incomplete Statements (Extended Meaning)
The expected criterion level for fourth grade pupils wasestablished as 63 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 60 percent.
Conclusions -- Reading Results
Two areas related to the achievement of Kentucky pupils in reading
were assessed statewide at the fourth grade level:
1. Knowledge of vocabulary2. Reading comprehension
Knowledge, of Vocabulary
The assessment results did not indicate a learner need forfourth grade pupils in knowledge of vocabulary; however, this was notthe case for the related skill/concept of knowledge of the meaning ofwords in context..
Reading Comprehension
The criterion of an average 4.7.grade equivalency was attained.Consequently, a learner needtwas not identified.
However, the assessment results provide evidence of learnerneeds for the 'following skills/concepts related to reading comprehension:
1. Knowledge of directly stated details2. Comprehension of words and phrases3. ComOehension of meaning of ideas4. .Comprehension of main ideas5. Comprehension of relationships6. Comprehension of given facts and statements7. Comprehension of contextual clues8. Analysis of indefinite or incomplete statements
Item analysis data, listed by reading skill/concept for individual
Educational Development.Districts, as well as statewide, may be reviewed
in Appendix F. Reading Results by Educational Development District for
reading subtests and individual skills/concepts are provided in a later
section of the present report.
Language
Spelling
Performance Objective 1.1.3
9
,During the spring semester of the fourth grade, Kentucky
pupils will demonstrate knowledge of-spelling by attaining anaverage grade equivalent score equal to or exceeding the criterion
,_
(4.7) as measured by the Language/Spelling Subtest of the ompre-
hensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Knowledge of Spelling
Test Situation: Pupils were asked to look at four words and identifythe word that,was incorrectly spelled or mark "none"
if ell four words were spelled correctly.
Item: a. hevyb. slowc. dartd. spoone. none
.Results
For the statewide sample, 43 percent of the-fourth grade pupils attained
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.7.
Specific Skills/Concepts Related to Knowledge of Spelling
1.1.3.1 Knowlldge of Correctly and Incorrectly. Spelled Words
The expected criterion level for fourth grade pupils was
established at 58.percent. The average percentage of correct items
for the fourth-grade statewide sample was 54 percent.
Mechanics of Language
Performance Objective 1.1.4
During the spring semester of the fourth grade, Kentucky
pupils will demonstrate application of the mechanics oflanguage by attaining an average grade equivalent scoreequal to or exceeding the criterion. (4.7) as measured by
the Language Mechanics Subtest of the Comprehensive Tests
of Basic Skills, Form'Q, Level 2.
;
10
Sample Asse sment Items for Application of Mechanics of Language
Test Situ tion: Pupils were asked to read a sentence and to choosethe proper punctuation wherever a blank was placed
Item: The date is Jan' 18.
a. comma (0b. period (.)c. question mark (?)d. quotation marks (")
Test Situation: Pupils were also asked to find the mistake in capitali-zation in underlined parts of sentences. "None" was .
marked if no capitalization errors were present.
Item: The story is called Alice in wonderland andit is abouta. b. c.
the adventures of a little girl named Alice. Noned. e.
Results
For the statewide sample, 49 percent of the fourth grade pupils attained
the criterion of 4.7 grade equivalency, and the-statewide average grade
equivalent score was 5.1.
Specific Skills/Concepts Related to Application of the Mechanics of Language
1.1.4.1 Application of Punctuation Skilli. !
The expected criterion level for fourth grade pupils wasestablished as163 percent. The average percentage of correct items'for the fourth grade statewide sample was 59 percent.
1.1.4.2 Application of Capitalization SkillsI
The expected criterion level for fourth grade pupils wasestablished as 40 percent. The average percentage of correct itemsfor the fourth grade statewide sample wis 45 percent.
Language Expression
Performance Objecti101.1.5
P During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of language expressionby attaining an average grade equivalent score equal to orexceeding the criterion (4.7) as measured by the LanguageExpression Subtest of the Compreh64ve Tests of BasicSkills, Form Q, Level 2.
26
11,
ti
Sample Assessment Item for Application of Language Expression
Test Situation: Pupils were asked to choose the best word or phraseto fill a blank in a sentence,'story, or poem.
Results
Item: We now going to the movie.
a. wasb. are 1
c. amis
11
For the statewide sample, 46 percent of the fourth grade pupils attained
the criterion of 4.7 grade equivalency, and-the statewide average grade
equivalent scorecwas 4.8.
Specific Shills /Concepts Related to Application of Language Expression
1.1.5.1 Application of Correct Grammatical esage
The expected criterion level for,fourth grade pupils wasestablished as 61 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 54 percent.
1.1.5.2 Comprehension of Clarity and/or Economy of Expression
The expected criterion level for fourth grade-pupils wasestablished as 35 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 34 percent.
1.1.5.3 Comprehension of the Author's Implication (Word Choice)
The expedted'criterion level for fourth grade Pupils wasestablished as 55 percent. ,The average percentage of correct itemsfor the fourth grade statewide sample-was 51 percent.
Conclusions--Language Results
Three areas related to the achievement of Kentucky pupils in
language_were assessed statewide at the fourth grade level:
1. 'nowledge,of spellin2." Ap lication of:the hanics of language3. Appl cation of languag xpression,
27
.07
12
'Knowledge of Spelling
The assessment results did not provide evidence of a learnerneed for fourth -stale pupils in knowledge of spelling; however, this
was not the case for the related skill/concept' of knowledge of correctly
and incorrectly splped words.
Application of the Mechanics of Language
. .
The criterion Of 4.7 was exceeded by four months. However,
the compiled results indicate that the desired criterion was not metfor the related skill/concept concerned with application of punctuation
skills. The results for application of capitalization skills demonstratethat, for this skill/concept, the criterion level was exceeded.
Application of Language Expression
The pupil performance data for application of language ex-pression did .not indicate the existence of a learner need. The criterion
average percentage of correct answers was not attained in the following
related skills/concepts areas:
1. application of correct'grammatical usage.2. comprehension, clarity, and/or economy of expression.
3. comprehension of the author's implication.
Item analysis data, listed by language skills/concepts for individual
Educational Development Distrtats, as well as statewide, may be reviewed in
Appendix F. Language results by Educational Development District for
language subtests and individual skills/concepts are provided in a later
. section of the present report.
$
Arithmetic Computation
Performance Objective 1.1.,6
Arithmetic
ti
During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of arithmetic computationby attaining an average grade equivalent score equal to orexceeding the criterion (4.7) as measured by the ArithmeticComputation S btest of the Comprehensive Tests of Basic
Skills, Form (, Level 2.
\__a
3 It" S' 1
C
13
Sample Assessment Item for Application of Arithmetic Comprehension
Test Situation: Pupils were asked to choose the correct answer toproblems of addition, subtraction, multiplication, anddivision.
Item: 221 I. 278
X 3 b. 224c. 663d. 673
Results
For the Statewide sample, 47 percent of the fourth grade pupils attained
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.7.
Specific Skills/Concepts Related to Application of Arithmetic Computation
1.1.6.1 Application of Addition
The expected criterion level for fourth grade pupils wasestablished as 64 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 64 percent.
1.1 :6.2 Application of Subtraction Skills
The expected criterion level for folirth grade pupils wasestablished as 62 percent. The average.percegtage of correct itemsfor the fourth grade statewide sample was 62 pekcent.
1.1.6.3 A ation of Multiplication Skills
The expected criterion level for fourth grade pupils wasestablished as 54 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 56 percent.
1.1.6.4 Application of Division Skills
,
>The expected criterion level for fourth'grade pupils was -
established as 53 percent; The average perpentage of correct itemsfor the fourth grade statewide sample was 54 percent.
Arithmetic Concepts
Performance Objective 14i1.7
.
During the ring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of arithmetic concepts by attainingan average grade equivalent score eqiial to or exceeding the criterion(4.7) as measured by the Arithmetic' Concepts Subtest of the Compie-hensive Tests of Basic Skills, Form Level 2.
. 29
-14
Sample Assessment Item for Comprehension of Arithmetic Concepts
'Test attuagion: Pupils were asked to choose the correct answer forquestions relating to various arithmetic concepts.
Item: Three thousand four is the same as:
a. 3,004b.` .304
c. 3,040d.' 34,000
Results
For the statewide sample, 47 percent of the fourth grade pupil attained
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.7. \,
Specific Skills/Concepts Related to Comprehension of Arithmetic Concepts
1.1.7.1 Knowledge of Arithmetic Concepts
The expected criterion level for fourth grade pUtoil,h wasestablished as 53 percent. The average percentage of correct itemsfor the fourth grade' tatewide sample was 48 percent.
1.1.7.2 Comprehension of Arithmetic Concepts (Converting EorM)
The expected criterion level for fourth grade pupilS wasestablished as 57 percent. The average percentage of correct\itensfor the fourth grade statewide sample was 56 percent.
1.1.7.3 Comprehension of Equations
The expected criterion level for fourth grade pupils wasestablished as 66 percent. The average percentage of correct Itemsfor the fourth grade statewide sample was 65 percertt..,.
1.1.7.4 Comprehension of'Comparative Relationships
The expected criterion level for fourth grade pupil's wasestablished as 56 percent. The average percentage of'correct itemsfor the fourth grade statewide sample was 54 percent..
1.1.7.5 Comprehension of Relationships (Ratio, Time, Part-Whole;Sequence, Geometc) .
The expected-criterion level for fourth grade pupils wasestablished as 54 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 58 percent.
'4
30
15
Analysis of the Components of Arithmetic Problems (Organization)
The expected criterion level for fourth grade pupils waestablibhed as 44 percent. The aver -age percentage of correct itehsfoT the fourth grade statewide sample was 43 percent.
Arithmetic Applications
Performance Objective 1.1.8
DUring the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of skills in solving arithmetic wordproblems by attaining an average grade equivalent score equal toor exceeding the criterion (4.7) as measured by the ArithmeticApplication Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.
Sample Assessment Item for Application of Skills in Solving Arithmetic WordProblems
Test Situation: Pupils were asked to r an arithmetic word problemand to chobse the coxrect'anaw foethat problem.
Item: Jerry worked for two and one-half hours. How manyminutes did Jerry work?
Results
a. 260 minutesb. 90 minutesc. 150 minutes",
d. 60 minutes
For the statewide sample, 45 percent of the fourth grade pupils attained
the criterion of 4.7 grade equivalency, alld4the statewide average grade
equivalent. score was 4.6.
Specific Skills/Concepts Related to Application of Skills in Solving ArithmeticWord 'Problems
1.1.8.1 Comprehension of Problem-Solving (Selecting Methods)
The expected criterion level for fourth grade pupils wasestablished as 41 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 39 percent.
1.1.8.2 Comprehension of Problem-Solving (Correct Sal4ion)
The expected criterion level for fourth grade pupils wasestablished as 62 percent. The average percentage of correct itemsfor the fourth ,grade statewide sample was 60 percent.
31.
16
1.1.8.3 Analysis of the Components of Arithmetic Word Problems(Organization)
The expected' criterion level for fourth grade pupils wasestablished as 42 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 41'percent.
4
Conclusions--Arithmetic Results
Three areas related to the achievement of'Kentucky pupils in arith-
metic were assessed statewide at the fourth grade level:
1. Application of arithmetic computation2. Comprehension of arithmetic concepts3. Application of skills in solving arithmetic word problems
Application of Arithmetic Computation
The pupil performance data for arithmetic computation did notindicate the existence of a learner need. The results for application ineach of the four skills, addition, subtraction, multiplication and division,demonstrate the expected criterion level was attained.
Comprehension of-Arithmetic Concepts
The criterion of at average 4.7 grade equivalency was attained.Consequently, no learner need was indicated. However, the assessment resultsprovide evidence of learner needs for the following skills/concepts relatedto comprehension of arithmetic concepts 0
1. Knowledge of arithmetic concepts2. Comprehension.of arithmetic concepts3. Comprehension of equations4. Comprehension of comparative relationships
Analysis of the components of arithmetic problems (organization)
It is noted thit the expected criteria were attained for the relatedskills/concepts concerning. comprehension of relationships (ratiO, time, part-
, whole, sequence, geometric).
Application of Skills in Solving Arithmetic Word Problems
The assessment results for application of skills in solving arith-metic word problems provide evidence of a learner need for fourth grade pupils.Additional supporting data indicating learner,peeds in this area are documentedfor the following related skill/concept areas:
1. Comprehehsion of problem-solving (selecting methods)-2: Comprehension of problem-solving (correct solution)3. Analysis of the components of arithmetic word problems
(organization)
ee
41.
17
f)
Item analysis data, listed by arithmetic skills/concepts for individual
Educational Development Districts, as well as statewide, may be reviewed in
Appendix F. Arithmetic results by Educational Development District for arith-
getic subtests and individual skills/concepts are provided in a later section
of the present report.
Study Skills
NReference Materials
Performance Objective 1.1.9
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of reference material techniques byattaining an average grade equivalent score equal to or exceedingthe criterion (4.1)' as measured by the Study Skills/ReferenceMaterials Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.
Sample Assessment Item for Knowledge of Reference Material Techniques
Test Situation: Pupils were asked to read various reference materialsand choose the 'correct answer for questions regardingthese materials.
Item: .(Review of library cards) The oldest book is listed on
a. card #1b. card f2c. card #3d. none of the cards.
Results
For the statewide sample, 45 percent of the fourth grade pupils attained
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent score was 4.8.
Specific Skills/Concepts Related to Knowledge of Reference Material Techniques
1.1.91 Knowledge of Parts of Books
The expected criterion level for fourth grade pupils wasestablished as 48 percent. The average percentage of correct itemslor'fhe fourth grade statewide sample was 44 percent.
1.1.9.2 Knowledge of Dictionary Use
The expected criterion leveLfor fourth grade pupils was
established ail 47 percent. The average percentage of correct itemsforthe fourth grade statewide sample was 45 percent.
4
18
1.1.9.3 Knowledge of Library Use
The expected criterion level for fourth grade pupils wasestablished is 48 percent. The average percentage of correct itemsfor the fourth grade statewide sample was 44 percent.
Graphic Materials
Performance Objective 1.1.10
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of graphic materials by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Study Skills/Graphic MaterialSSubtest of the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item-for Comprehension of Graphic Materials
Test Situation: Pupils were asked to review various graphic materialsand to answer questions related to these materials.
Item: (Review of a map of a spedific area) About how faris it from the village to the lake?
a. 3 milesb. 4 milesc. 5 milesd. 6 miles
*Results
For the Statewide sample, 44 percent of the fourth grade pupils attained
4
the criterion of 4.7 grade equivalency, and the statewide average grade
equivalent' score was 4.8.
S ecific Skills/Concepts Related to Comprehension of Graphic Materials
1.1.10.1 Comprehension of Symbols, Legends, and Data Presented inGraphic or Tabular Form
..!/
The expected criterion' level for fourth grade pupils wasestablished as 56 percent. The average percentage of correct itemsfor 'the fourth grade statewide sample was 51 percent.
1.1.10.2 Comprehension of Relationships Presented in Graphic Form
The expected criterion level for fourth grade pupils wasestablished as 53 percent. The average percentage of correct itemsfor thedfourth grade statewide sample was 40 percent.
1.1.10.3 Comprehension (Draw Conclusions) of Graphic Data
The expected 'criterion level for fourth grade pupils wasestablished as 48 perpent. The average percentage of correct itemsfor the fourth grade statwide savle was 47 percent.
13%, 7
'19
/1.1.10.4 Analysis of Graphic Data to Determine Extended Meaning
The expected criterion level-for fourth grade pupils wasestablished as 44 percent. The average percentage of correct items.for the fourth grade statewide sample was 40 percent.
Conclusions--Study Skills Results
Two areas related to the achievement of Kentucky pupils in study
skills were assessed statewide at the fourth grade level:
1. Knowledge of reference material techniquesL. Comprehension of graphic materials
Knowledge of Reference Material Techniques
The criterion of 4.7 was attained by:Kentucky pupils. However,the compiled results indicate that the desired criteria were not met forthe related skills/concepts of:1. knowledge of parts of booki.2. knowledge of dictionary use.3. knowledge of library use.
Comprehension of Graphic Materials
The pupil performance data for comprehension of graphic materialsfailed to indiCate the existence of a learner need. However, learner needswere found in the failure to attain'the
specified criteria in the relatedskills/concepts of:
1. comprehension of symbols, legends, and data presentedin graphic and tabular form.
2. comprehension of relationships piesented in,graphicalform.
3. comprehension (draw conclusions) of graphic data.4. analysis of graphic data to determine extended meaning.
Item analysis data, listed by study skills /concepts for individual Educe-
,- tional Development Districts, as well as statewide, may be reviewed in Appendix
F. Study skill results by Educational Development District for study skills
subtests aria individual skills/concepts are preserited in a later section of
the present report.
Statewide Profiles--General Education Goals
,.-Tlie assessment results for the basic skill areas are described on the
follaWing pages in-statewide profiles. Results encompassing the areas of
reading, language, arithmetic, and study skills are illustrated.
The folloting information is provided in Fure 3:
20
1. Desired criterion level.as indicated by the dotted line..2. Average grade equivalent score attained by the pupilsample
as noted by the black dot.3. Parameters of the major clustering of pupil scores as indicated
by the shaded bar.
Due t6 measurement error, which occurs in any measurement of pupil
performance, it is noted that the true average grade equivalent score for
the sample group will vary from the reported average grade equivalent score
and would be positione4 within the limits deli ated for each subtest area
by the shaded bar representing the major clusteiing of individual pupil
scores:
I
7
4
.111
,
II
I
II
I
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P4,0
srepalew
sTel123V1opua.:a3all
suoproRddvortaunlzpv
ndapuopo'paunpliv
uopelndtuopppaunpuv
Surfrads
21
.
22
The percentage Of Kentucky Pupils meeting thg criterion of 4.7, fOr
each subtest, is reported in Figure 4. If the scores of the sample pupil
/
.
group were normally d stributed and had met or e ceedeCI the expected cri-
terion level,,
then 50 percentor more of the pu ils would be expected to
score at or above the expected criterion level.
1
O
e ,
0
ti
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oltickip
23
*
8sreflorW
2311.11232'd
......................... ...................
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a ccf4'0 E'l0--(' uoiss.dxH , , g
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a. 00 Cts.sE s se se . g::Pe'et`9392
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11 I
24
Goal 1.7: Each citizen of the Comomonwealh should be assured anopportunity to develop,a posit veattpu toward the acquisitionof knowledge - both formal an. informal.
The assessment of Goal 1.7 involved measurement of affective behavior
concerning attitudes toward (1) sc ool, (2) reading and 69 arithmetic. It
was determined that affecti4t beha for assessment results dompiled from db.
Kentucky Student Attitude Inventory would be reported in relation to the
.-percefitage of fourth grade pupils who reepOuded in the desired manner to
individual attitudinal questions. A criterion of 50Lpercent or,greater
positive pupil response was established as the level of desired performance.
Theentucky Student Attitude' Inventory is r vided it AppenOixD. The
results for Goal 1.7.aretpresented below.. i
)
Schoold Sd'Attitue towarcoo,.._
'141'
. ,,.)
'"PerformancetObActive 1.7.1
\ADuring the spring semester of the fourth grade, Kentucky pupilswill respond positively toward school-by demonstrating a direc-'=tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeIpventory.
Results -
The percentage of fourth grade pupils meeting, the criterion as well.
as the desired directional response is provided for each related item con-
cerning attitude toward school.
Question #1. Do you think school is unfair to students?
Of the pupils in. the statewide sample, 78 percent respondedpositively ("no" response).
Question #2.- Is time spent in school important?
Of the pupils in the statewide sample, 89 percent respondedpositively ("yes" response).
Question #3. Are you proud of your school?
Of the pupils in the statewide sample, 86 percent respondedpositively ("yes" response).
40
4
Question #4. Do you understand the reasons for having school rules?
Of the pupils in-the statewide sample, 85 percent respondedpositively ("yes" response).
Question #5. Do you, dislike coming to school?
Of the pupils in the statewide sample, 66 percent respondedpositively ("no" response).
Question #6. Will your school work help you to .do well?
Of the pupils in the statewide sample, 96 percent responded4 positively ( "yes ". response).
Question #7., Do you really like what you.are taught in school?
Of the pupils in the statewide s le 75 percent respondedpositively ("yes" response).
Attitude
Performance Objective 1.7.2
'During the spring semester o theefourth grade, Kentucky pupilswill respond positively towa d reading by demonstrating a direc-tional response equal to or xceeding the criterion (50 percent)
:on the related individual, ems of the Kentucky Student AttitudeInventory.
Results
The percentage of fourt grade pupils meeting the criterion as well
as the desired directiOnal esponse is provided for each related item con-
cerning attitude toward r ding.
Question #1. Do you that you are a bad reader?
Of the pupils in he statewide sample, 71 percent respondedpositively ("no response).
Question #2.. you like to read before you go to bed?
Of the ails in- he statewide sample, 61 percent respondedpositi, ly ("yes" response).
.
on #3. Is reading your favorite subject in school?
Of the pupils in the statewide sample, 31,percent respondedpositively ("yes" response).
441
26
Question #4. Do-you like to read aloud at school?
Of the pupils in the statewide sample, 57 percent respondedpositively ("yes" response).
Question #5. Do 74u think there are other- things that are more funthan reading?
Of the pupils in the statewide sample, 11 percent respondedpositively ("no" response).
Question #6. Doyou thiWkalea.:reading is important?
Of the pupils in the statewide sample,-94 percent respondedpositively ("yes" response).
Question #7. When you have some free time, do you like to read abook?
Of the pupils in the statewide sample, 63 perCent respondedpositively ("yes" response).
,Attitude toward Arithmetic
Performance Objective 1.7.3
During the dprineeemester of the fourth grade, Kentucky pupilswill respond positively toward arithmetic by demonstrating adirectional response equal to or exceeding the criterion (50-percent) on the related individual items of the Kentucky,Student Attitude Inventory.
Results
The percentage of fourth grade pupils meeting the criterion as well
as the desired directional response is, provided for each related item con-
cerning attitude toward arithmetic.
Question #1. Is math boring to you?
Of the pupils in the statewide sample, 66 percent respondedpositively ("no" response).
Question #2. Is math youi favorite subject?
Of the pupils inthe statewide-sample, 47 percent respondedpositively ("yes" response).
Question #3. Do you like to work all kinds of math problems?
Of the pupils in the statewide sample, 52 percent respondedpositively ("yes" response).
4
'Question 04. Do you like to'expIitin math problems?
Ofthe pupils in the statewide sample, 45 percent`respondedpositively ("yes" response).
Question'05. Do you think math is important?
Of the pits in the statewide sample, 94 percent respondedpositiv ly ( "yes" response).
Question 46. WoUld you like to spend more time in math?-
Of the pupils in the statewide sample, 46 percent respondesir
positively ("yes" response).
Question #7. Do you think there are.othet thingsthat are note funthan math?
Of the pupils in the statewide sample, 19 percent respondedpositively ("to" response).
Conclusions - - Attitude toward School, Reading, and Arithmetic
It may be generally concluded that the criteria related to fourth
grade pupils' attitudes toward school, reading, and arithmetic were attained.
However, there were individual questions where less than 50 percent
of the pupils gave the desired directional response. These questions were
as follows:
Reading
Question #3. Is reading your favorite subject in school?
Question #5. Do you think there are other things, that are morefun than reading?
'Arithmetic
Question 42. Iemath your favorite subject?
,Q4estion #4. Do you like, to explain math problemi?
'Question #6. Would you like to spend more time in math?,
Question #7. Do you think there are other things that are more
fun than math?
Appendix F provides the statewide percentages for boys and girls
separately who demonstrated the desired directional responses.
A.brealidown of the results by Educational Development District is
presented in a later section of the present report.
K
28
GOAL AREA III: HUMAN RELATIONSHIPS
_Goal 3.2: Each citizen of the Commonwealth should have an under-standing of the worth and dignity of other people.
The assessment of Goal 3.2 involved measurement of affective behavior
concerning attitude toward peers. It was determined that affective behavior
assessment results compiled from the Kentucky Student Attitude *Inventory
would be reported in relation to the percentage of fourth grade pupils who
responded in the desired manner to individual attitudinal questions. A
criterion of 50 percent or greater positive pupil response was established
as the level of desired performance. The Kentucky Student Attitude Inventory
is provided in Appendix D. The results for Goal 3.2 are presented below.
Performance Objective 3.2.1
During the spring semester of the fourth grade. Keptucky pupilswill respond positively toward peers by demonstrating a direc-tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.
Results
The percentage of fourth grade pupils meeting the criterion as well as
the desired directional response is provided for each related item concerning
attitude toward peers.
Question #1, Seeing friends at school is fun?
Of the pupils in the statewide sample, 94 percent respondedpositively ("yes" response).
Question #2. Do students in my school make other students feel unwanted?
Of the pupils in the-statewide sample, 50'percent respondedpositively ("no" response).
Question #3. Do other boys and girls play fair at school?
Of the pupils in the statewidepositively ("yes" respOnse).
Question #4. Do you want to get
Of the pupils in the statewidepositively ('!no" respodie).
4P 44
sample, 48 percent responded
the same grades as your friends?
sample, 29 percent responded
4
29
Question #5. Do you like to play by yourself it school?
Of the'pupils in the statewide sample, 92 percent responded-positively ("no" response).
Question #6. Do you likemost of your classmates?
Of the pupils in the statewide sample, 93 percent respondedpositively ("yes"esponse).
Question.#7. _Do your friends think that getting good grades isimportant?
Of the pupils in the statewide-sample, 88 percent respondedpositively ("yes" response).
Conclusions--Attitude toward Peers
It may be generally concluded that the criteria related,tp fourth
grade pupilli* attitude toward peers was attained.
,However, there were individual questions where less than 50 percent
of the pupils gave the desired directional (positive) response. These
questions were as follows:
Question #3. Do other'boyiyind girls play fair' at school?
Question #4. nu want to get the 'same grades as your friends?
- .
.
4541'.
30
GOAL AREA VI: PHYSICAL AND MENTAL WELL BEING
Goal 6.3: Each citizen of the Commonwealth should have a positiveand realistic acceptance of self.
The assessment of Goal 6.3 involved measurement of affective behavior
concerning attitude toward self. It was determined that affective behavior,
assessment results compiled from the Kentucky Student Attitude Inventory
would be reported in relation to the percentage of fourih grade pupils who
responded in the desired manner to individual attitudinal questions. A
criterion of 50 percent or greater positive pupil response was established
as the level of desired performance. The Kentudky Student Attitude Inventory
is provided in Appendix D. The results for Goal 6.3 are presented below.
Performance Objective 6.3.1
During the spring semester of the fourth grade, K tucky pupilswill respond positively toward self by demonstr a direc-tional response equal to or exceeding the crite io (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.
Results
The percentage of fourth grade pupils meeting the criterion as well as
the desired directional response is provided foteach related item concerning
attitude toward self.
Question #1. Is it easy for you to make friends?
Of the pupils in,thestatewide sample, 79 percent respondedpositivel(, "yes" response).
, .
Question #2. Do you worry about giving the wrong answer in class?
Of the pupils in the statewide sample, 25 percent respondedpositively ( "no" response).
-Question #3. Do Eal get along well with others?
Of the pupils in the statewide ,sample, 81 percent respondedpositively ("yes" response).
4 11air*
4 44
Question:#4. Do usually feel unhappy?,
Of the pupils in the statewide sample, 68-percent respondedpositively ("no" response). s
Question #5.- Can you do things as well as other children?
Of'the pupils in the statewide sample, 47- percent respondedpositively-( "yes' response).
Question #6; Do 2,0,:worry about getting good grades?
Of the pupils in the statewide sample, 20 percent respondedpositively-4("no" response). -
Question #7. Do yOu feel that you do a goof job of studying?
Of the pupils in the statewide sample, 66 percent respondedpositively ("yes" response).
Conclusions -- Attitude toward Self110
It maybe generally concluded that the criteria related to fourth
grade pupils' attitudes toward self was attained.
,Howeyer, there were individual questions where less than 50 percent
of the pupils gave the desired directional (positive) response. These ques-
tions were as follows:
,/Question #2. Do you-worry about giving the wrong answer in
class?
Question #5. Can mu do things as well as other children?
Question #6. Do you worry ab T ng god grades?
Statewide Profile - -Attitudinal Goals
The assessment results for the attitudinal areas are illustrated in
Figure 5 as a statewide profile. The figure indicates the average percent-
age of Kentucky pupils meeting the criterion of 50 percent positive response.
I
Iaz Isz
co%
tg gsr) cv
O
0
Z
ASSESSMENT RESULTS TOR. EDUCATIONAL DEVELOPMENT DISTRICTS
Results for Kentucky. pupils by Educationil Development Districts are
provided in jthe current section. Actual attainment levels in relation to
expected attainment levels are presented for general skill areas and'specific
skills/concepts by goal area. Sample assessment liens are provided for-refer-
ence to each skill/coniept area. Data tables indicating results for boys and .
girls are presented in Appendix E.
GOAL AREA I: GENERAL EDUCATION
Goal 1.1: Each citizen of the Commonwealth should be assured anopportunity to realize his.full potential in written and oralcommunication, reading, computation, and mathematical concepts.
TI e first general education goal was assessed:in the areas of (1) reading
(2) 1 nguage, (3) arithmetic, apq (4) study skills. The Comprehensive Tests
of 4sic Skills, Form Q, Level
equivalency was established as
2, were used. A criterion of 4.7 grade
the desired performance leVil. Analyses of
pupil development-fox' general skill areas and speclfic skills/concepts for
Goal 1.j. are presented below. Item analysis results organized by skill /'.
concept are provided in Appendix F.
Reading
Reading Vocabulary
Performance Objectives 1.1.1'
During the spring semester of the fourth grade, Kentucki pupilswill demonstrate knoWledge of vocabulary by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Reading Vocabulary Subtest of the ComprehensiveTests of Basic Skills, Form,Q, Level 2.
41.
33
34
Sample Assessment Item for Knowledge of Vocabulary
Test. Situation: Pupils were asked to choose the word that had asimilar meaning to,an underlined word in a phrese.
Item: a large dog
a. brownb. bigc. smallcr. old
Results4
The average grade equivalent scores for knowledge of vocabulary and
Ole percentage of pupils meeting the, criterion score of 4.7 are presented in
Table 1 for each Educational Development District.
TABLE 1
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL
DEVELOPMENT DISTRICT FOR KNOWLEDGE OF VOCABULARY1
Comprehensive Tests of Basic Skills, Form Q, Level 2
Reading Vocabulary Subtest
EducationalDevelopmentDistrict
Number ofpupilspup
Averagegrade equivalent
score
Percentage ofpupils meetingthe criterion
1 - 389 4.8* 492 395 4.4 393 136 4.1 284 531 4.7* 49'
AV
5 339 4.5 326 322 4.6 427 509 4.8* 498 951 5.4* 709 276 4.5 40
10 122 4.7* 46
32
295 4.4 47.1501 4.2 32
'13 "- 549 4.2 3214 309 4.4 3915 489 4.7* 4416 161 5.1* 59
Kentucky-- 6,262 4:7* . 46Statewide
*Criterion score of 4.7 attained
OP.
35
Conclusion
The assessment results presented in Table 1 indicate the existence of
learner needs in eight of the sixteen Educational Development Districts.
The percentage of pupils attaining the criterion of a grade equivalency of
4.7 ranged from 28 percent to 70 percent.
Item analysis data, listed by reading vocabulary skills/concepts for
,individual Educational Development Districts, may be reviewed in Appendix F.
Results for boys Rand for girls for the Reading Vocabulary Subtest by
Educational Development,Diatrict are presented in Appendix E.
Specific Skills/Concepts Related to Knowledge of Reading Vocabulary
Performance ObjectiVe .
During the spring semester of the fourth grade, Kentucky pupils.wilI demonstrate knowle'dge df,the meaning of words in context byattaining an average level of correct answers equal to or exceed-ing,the criterion (57 percent) as measured by the related items'of the Reading Vocabulary Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.
Sample Assessment Item for Knowledge of the Meaning of Words in Context
Test Situation: Pupils were asked to Choose the word that had asimilar meaning to,the underlined word in a phrase.
Item t the work
taskb. beginc. offerd. accomplish
Results
The average level of items correct for knowledge of the meaning of
words in context for each EducatiOnal Development District is provided in
Table 2.
-TABLE 2
AVERAGEPERCENTAGE OF CORRECT' ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' KNOWLEDGE
OF THE MEANING_ OF WORDS IN CONTEXT,
Comprehensive Tests of Basic Skills, Form Q, Level 2Reading Vocabulary Subtext, Items #11-40
EducationalDevelopmentDistrict
Number of
pupils
Average percentage ofcorrect answers
1 274 562 315 543 136 464 415 56
5 270 546 275 537 464 558 966 64*9 217 52
10 95 57*11 106 5312 475' 4813 - 498 4914 234 53
- 15
16
;p2
163
55
41*
Kentucky- - 5,235 54Statewide
*Criterion average of 57 percent attained.
Conclusion
The assessment results presented in Table 2 indicate the existence of
learner needs in thirteen of the sixteen Educational Development Districts.o
The average percentage of correct answers by Educational Development District
pupil sample ranged from 46 percent to 64 percent. This range can be compared
to an average expected criterion of 57 percent correct answers for items
related to knowledge of the Meaning Of words in context.
Item analysis data for performance objective #1.1.1.1 are provided in
Appendix F.
Reading Comprehension
Performance Objective 1.1.2
During the spring semester Of the fourth grade, Kentucky pupilswill demonstrate reading comprehension by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)'as'measured by the Reading Comprehension Subtest of the Compre-hensive Tests of Basic Skills, Form Q,5Ieve112.
,
Sample Assessment Item for Reading Comprehension
Test Situation: Pupils were asked to read written material and answerquestions related to interpreting; translating, summa-sizing,, or paraphrasing thematerial.
Item: (Story about mountain climbing) In this story, Johntalks mainly about
a. his ride on the train.b. climbing in the Swiss Alps.c. hie' car.
d. Geneva.
`Results
The average grade equivalent scores for reading comprehension and theS
percentage of pupils meeting the criterion-score of 4.7 arse presented in
Table 3 for each Educational Development District.
O
38
TABLE 3
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL
DEVELOPMENT. DISTRICT FOR READING COMPREHENSION
/
Comprehensive Tests of Basic Skills, Form Q1, Level 2Reading Comprehension Subtest
EducationalDevelopment,/
DistrictNumber of
pupils
Average'grade' equivalent
\f score
Percentage ofpupils meeting'the criterion.
382 5.0* 47,
2 388 4.7* 423 135 4.2 304 531 5.0* 475 339 4:6 3§6 323 4.5 40
510 4.8* 458 4584 5.6* 609 276 4.7* 40
10 122 4.8* 4611 295 4.3 3512- 500 4.3 33 ,
13 553 4.2 3214 309 4415 489 4.8* 4316 161 5.6* 62
Kentucky- - 6,264 4.8* 44Statewide
*Criterion score of 4.7 attained
Conclusion
The assessment results presented in Table 3 indicate the existence
of learner needs in seven of the sixteen Educational Developmerit Districts.0The percentage of pupils atta ng the criterion of a grade equiValenci of
44.7 ranged from 30 percent to 62, ercent.
Item analygis data, listed by reading comprehension skills/concepts
for indiViduaducational Development Districts, may be reviewed in
Appendix F.
a
Results for boys and for girls for the Reading Comprehension Subtest
by Educational Development District are presented in Appendix E.
Specific Skills /Concepts Related to Reading Comprehension
Performance Objective 1.1.2.1
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of directly stated details (literalmeaning) by attaining an average level' of correct answers equalto or exceeding the criterion (52 percent) as measured by therelated items of the Reading Comprehension Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Knowledge of Directly Stated Details (Literal,Meaning)
Test Situation: Pupils were asked to read given material and answersquestions relateeto a detail directly stated in thematerial.
Item: ' (Story about.mountaih climbing) The mountain Johnclimbed was
a. Mt. Ranierb. Mount Blonck.c. the Matterhokn.d. Pikes Peak.
_00001,00...0400..
Resu
e average level of items correct f knoWledge of directly stated
details for each Educational Development Distri is provided in Table 4.. .
41O
551.e.
39,
4
4
40
TABLE 4
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT-DISTRICT FOR:FOURTH GRADE PUPILS' KNOWLEDGE
OF DIRECTLY STATED DETAILS (LITERAL MEANING)
Comprehensive Tests of Basic Skills, Form Q, Level 2Reading Comprehension Subtest, Items #12, 17, 33, 40, 44
lAucationalDevelopmentDistrict
Number ofpupils
Average-percentage ofcorrect answers
1 /14 55* r2 .315 49
3 136 454 415 52*5 270 476 275 497 464 498 966 57*9 217 50
10 95 4911 106 3912 475 4513 498 4514 234 . 52*
15: 332 49
16 163 59* .
Kentucky-- 5;235 49Statewide.
*Criterion average of 52 percent attained
Conclusion
The assessment results presented in Table. 4 indicate the existence
of learner needs in eleven of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Development District
ranged from 39 percent to 59 percent. Thii range can be compared to an
average expected criterion of 52 percent correct answers for items 'related
to knowledge of directly stated details.
Item analysis data for performance objective #1.1.2.1 are provided in
Appendix F.
Performance Objective 1.1.2.2 .
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of words and phrases (simple,rewording) by attaining an average level of correct answersequal to or exceeding the criterion (64 percent) as measuredby the related items of the Reading Comprehension'SUbteit ofthe Comprehensive Tests of Basic Skills, Form Q, Leve1:2.
Sample Assessment Item for Comprehension of Words and Phrases (SimpleRewording) ,
Test Situation: Pupils were asked'to read written material aid.answer questions related to the meaning of partic-ular words and phrases.
Item: (Story about the French railroad system)The word for cable railroad in French is
a. railway cable.b. Geneva system:c. telephonieren.d. telepherique.
Results
The average level of items correct for comprehension of words and
phrases (simple rewording) for each Educational Development District is
provided in Table 5.'
4
,
4
4
42
TABLE -5
AVERAGR PERCENTAGE OF CORRECT ANiVERS*BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH MDR PUPILS'
C0k3REHENSION OF WORDS AND PHRASES (SIMPLE REWORDING)
Comprehensive Tests of Basic Skills,:Form Q, Level 2Reading ComprehensionSubtest, Items #7, 9, 15;-1907,
,29
Educational'Development
District1 Number of
pupils
.
Average percentage of,correct answers
1
2,274315
64*'64*
3 136 504 415' 615 270 576 275 587 464 598 966 72*9 217 58
10 95 --63-11 106 5112 .475 5513 498 50 P6.14 234
. 6215 332 '5916 163 73*
,Kentucky- - 5,235 60..Statewide
*Criterion average of 64 percent attained
Conclusion
The assessment results presented. in Table 5 indicate the existence
of learner needs in twelve of the sixteen Educational Development Districts.4
The average Percentage of correct answers by Educational Development Dis-
trict ranged from 50 percent to 73 percent. This.range can be compared
to an average expected criterion of 64 percent correct anSwers for items:
relateCtg.comprehension of words and phrases.
Item analysis data for performance objective #1.1.2.2 are provided in
Appendix F.
. .
Performance ObJectiye 1.1.2.3
, During the sprihg semester Of the faktrth grade, Kentucky pupilswill demonstrate, comprehension (paraphrasing) ofthemeaning ofideas by attaining an average level of correct answers -equaltoor exceeding the criterion (65 percent) is-teasurea by therelated items of -the Reading Comprehensibn'Subtest of the Com-prehensive
-Tests of-Basic Skills, Fbrm Q, Level 2..
Sample Assessment Item for Comprehension (Paraphrasing) of the Meaninkaf. Ideas -- <
43
Test Situation: Pupils were asked,to. read written 'Material and answerquestions requiring,paraphiasiiig of that material.
, Item: *(Story about-mountain climbing) When JOhn,reaChed thetop of the mountain; he was
a. nervous and cold.d. hot and excited.c. ,nervous and hot.d. cold and tired.
Results
The- average level of items correct, for comprehension (paraphrasing)
of the meaning of, ideas foi each Educational DevelopmentDistrict,ia--
provided in .Tabl 6.
4,
44
TABLE 6.
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL. pgvabimpT pISTRICT FOR- FOURTH' -GRADE PUPILS"
COMPREHENSION4AHAPHRASINC) OP THE MEANING OF IDEAS. .
Comprehensive Teqta.of Basic Skills, Form Q, Level 2Reiding-Comprehention Subtest, Items #8, 101 164-26, 30
_.
Educatioual.Development
"District"
Number ofpupils
Average percentage ofcorrect'answers
1
2w'274.315
6364
:3, 136 564 415 -'635 270 57 ,
6 '275. 597 . 464 598 966 -s 72*9 217 .59
,10 95 66*11 106 5112 475 5413 498 5414 234 6315 332 6016 163 72*
Kentucky- - 5,235 61Statewide
*Criterion average.of 65 percent attained
Conclusion
The assessment results- presented in Table 6 indicate the existence
of learner needs in thirteen of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Development,Dis-
.-
trict ranged from 51 percent to 72 percent. This range can be compared to
an 'average expected criterion of'65 percent corr)t answers for items
related to paraphrasing the meaning of ideas'.
Item analysis data for performance, objective #1.1.2.3 are provided in
Appendix F:
60
a
'Performance Objective 1.1.2.4
During the spring semester of the fourth grade; Kentucky pupilswill demonstrate comprehension of main ideas by attaining anaverage level of correct answers equal to or exceeding thecriterion (56;percent) as-measured by the related items'ofthe Reading Comprehepsion Subtext of the Comprehensive Testsof Basic Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of Main Ideas
Test Situation: Pupils were asked to,read given material and,toanswer questions about the main idea of the material.
07) 'Item: (Story about mountain climbing) In this story, John'talks mainly about
a. his ride on the train.b. climbing in the Swiss Alps.c. his car.d. Ceneva.
Results
The average level of items correct for comprehension of main ideas
for each Educational Development District is provided in Table 7.
eo,
O61
46'.
TABLE-7.
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE 2uPILS!
'COMPREHENSION OF"MAIN IDEAS-
Comprehensive Tests of Basic:$kills, Form Q, Level 2Reading Comprehension Subtest, Items #5, 11, 13, 22, 31, 34, 37? 45
EducationalDevelopment
DistrictNUmber of
pupilsAverage percentage of
correct answers
1 274 56*2 315 543 136 484 415 55
'5 270 536 275 537 464 528 1 966 61*9 217 52 -,
10 . 95 5411 106 4612 '4!)- 475 4913 498 4914 234 5215 332 '-54
16 163 63* .
Kentucky-- 5,235 53Statewide
*Criterion average of 56,percent attained
Conclusion
The assessment results presented in Table,7 indicate that the
expected criterion of 56 percent correct answers was attained in three
of the sixteen Educational Development Districts. The average percentage
of correct responses:by Educaiional DevelOpment District for .the related
items ranged from 46.percent to 63 percent.
Item analysis data for performance objective #1.1.2.4 are proyided
in Appendix F.Ate
62kt
Performance Objective 1.1.2.5 .
During the 'spring semester of the fourth gride, Kentucky pupils
demonstrate comprehension of relationships by attaining
. an average level of correct answers equal to or exceeding the
criterion (46 perdent) as measured by the related itemsof theReading.Comprehension Subtest-of the Comprehensive Tests of
Basic Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of Relationships
Test Situation: Pupils were asked to read written material and answer
questions concerning relationships described in the
material.
Item: (Story about crabs) Crabs differ from shrimps because
a. crabs have small abdomens.
b. crabs have long antennae.
c. crabs have long legs.d. crabs have.a slender body.
Results
The average level of items correct for comprehension of relation-
ships for eachEducational Development District is provided in Table 8.
Ni
r
r 0,
_P
4
-
..,
'S
48
. TABLE 8
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
-COMpREHENSION,OF RELATIONSHIPS .
Comprehensive Tests of Basic Skills, Form Q, LeVel 2Reading Comprehension Subtest, Items #2, 44-32", 36, 41, 42
EducationalDevelopmentDistrict
lumber ofpupils
Average percehtage ofcorrect answers
.`
....
1 274 452 315 443 136 364 415 46*5 270 426 275 417 464 458 966 48*9 217 4010 95 4411 106 4112 475 4013 498 4114 234 4215 332 4316 163 49*
Kentucky-- 5,235 43'Statewide
*Criterion average of 46 percent attained
Conclusion
Results related to comprehension of relationships which are pre-.
sented in. Table 8 indicate the existence of learner needs in thirteen of
the sixteen Educational DevelopmOnt Districts. The average percentage of
correct answers by Educational Development District ranged from 36 percent
to 49 percent. This range can be compared to an average expected criterion
of 46 percent correct answers for the related items.
Item analysis data for performance objectivec#1.1.2.5 are provided
in ,Appendix Y.
4
Performance Objective 1.1.2.6
During the spring semester of-the fourth grade, Kentucky pupilswill demonstrate comprehension (draw conclusions) of given factsand statements by attaining an average level of correct anitwerS-equarto or exceeding the Criterion (46 percent) as measured bythe related items of the Beading Comprehension Subtest of theComprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item:for Comprehension (Draw Conclusions)of GivenFacts and Statements
Test Situation: Pupils were asked to read written material andanswer questions requiring them to draw con-clusions from the material. ,
Item: (Story about clams) The clam is''
a. a shell-plantb. a shellfish.c. a fish.d: a barnacle.
Results
The average level of items correct for comprehension (draw con-
clusions) of given facts,and statements'for each'Educatibrial Development
District is provided ip Table 9.
')\
50
TABLE .9
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICTFORFOURTH GRADE PUPILS' COMPREHENSION
(DRAW CONCLUSIONS) OF GIVEN FACTS AND STATEMENTS
.
Comprehensive Tests of Basle Skills, Fbrm Q, Levedl. 2Reading Comprehension Subtest, Items #20, 25, 28, ps, 43
,
Educational rDevelopmentDistrict
Number ofpupils
Average percentage ofcorrect answers
1
2
1
.3
274.
315136' ,
47*4334
4 415 455 270 426 275 427 464 428 966 53*9 217 '45
10 95.
4411 106 40
4
a 12 '475 3713 498 40.,14 .. 234 4015 332 4316 163 40
.Kentbcky--Statewide
5,235t
43
*Criterion average of 46 percent attained
Conclusion
The assessment results presented in Table 9 indicate that the
t!,
expected criterion of 46 percent correct answers was attained in three
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 34 to 53 percent.
Item analysis data for performance objective #1.1.2.6 are provided
in Appendix F.
51
Performance Objective 1:1.2.7
NDuring the spring.-gemester of the fourth grade, Kentucky pupilswill demonstrate comprehension (inference) of contextual cluesby attaining an average levet of correct answers equal to orexceeding -the 'Criterion (60 percent)" as measured by the relateditems of t e Reading Comprehension Subtest of the ComprehensiveTests of B sic Skills, Form Q, Level 2.
Sample Assessme t Item for Comprehension (Inference) of Contextual Clues
Test Situation: Pupils were asked...to read given material and to answerquestions requiring them to make inferences from thecontextual clues in the material.
Item: (Story about a mountain climber) John can be describedas
a. anxious.b. daring.c. strong.d. friendly
Results
The average level of items correct for comprehension (inference) of
contextual clues for each Educational Development District is provided in
.Table 10.
52
TABLE/
AVERAGE PERCENTAGE OF CO T ANSWERS.BY EDUCATIONAL;'
DEVELOPMENT DISTRICT FOR /mug GRADE PUPILS'COMIRERENSION (INFERENCE) OP CONTEXTUAL CLUES
Comprehensive Tests of BasicSkilis,,Form Q, Level 2
Reading Comprehension Subtest, Itemst#1, 3, e3, 24, 39
EducatiTal e
Development Number of Average:percentage of
District pupils correct answers
1
2
34,
5
"6
7
8
/ 0,274/ 315
136
415270275464966
i 57
.. 564755
52535364*
9 , -'217 53
10 95 53
11 106 53
12 475 50
1:3.
418 48
14 234 53
15 332 53
16 163 63*
ntucky-- 625,235 ,54
Statewide'
*Criterion average of 60 percent attained
Conclusion
t
The assessment results in Table 10 indicate the existence of learner
needs in fourteen of the sixteen Educational DevelOpment Districts. The
average percentage of correct answers by'Educational Development District
ranged from 47 percent to 64 percent. This range can be compared to an
average expected criterion of 60 percent correct answers for items related
to comprehension of contextual clues.
4Item analysis data for performance objective #1.1.2.7 are provided
in Appendix F.
AP"!*Or 68 '
x
Performance Objective 1.1.2.8
During the spring. semester of the fburth grade, Kentucky pupils,will demonstrate analysis of indefinite or incomplete statements(extended meaning) by attaining an average level of correctanswers equal to or exceeding the criterion (63 percent) asmeasured by the related items of the Reading Comprehension Sub-test of the Comprehensive Tests of Basic SkillsForm Q, Level 2.
Sample Assessment Item for Analysis of Indefinite or Incomplete Statements(Extended Meaning)
Test Situation: Pupils were asked to read written material and toanswer questions which required the extension ofmeanings in the material.
Item: If you were to climb a mountain, you could expect
a. that it will be extremely cold.b. that it will:be extremely hot.c that snow will be on the top.d. that the higher you go, the more trees you will
see.
Results
The average level of items correct for analydis .of indefinite or
incomplete statements (extended meaning) for each Educational Development. -
District is provided in Table 11.
Q
54
TABLE 11
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT' DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFINDEFINITE OR INCOMPLETEITATEMENTS (EXTENDED MEANING)
Comprehensive Tests of Basic Skills,, Form Q, Level 2Reading Comprehension Subtes, Items #6, 14, 18, 21, 35
EducationalDevelopiient
DistrictNumber of
pupils
LA r
Average percentage of,,correct answers
1
2
3
274315
136f
-64*
63*51
45
415270- ,
63*57
4,
6- 275 60
7 464 59 v8 966 72* 14,9 217 58'
10,
95 64*11 106 52
475 5113 498 5114 234 5815 332 58
16 163 71*
Kentucky-- 60 rt
Statewide45,235
*Critetion average of 63 percent attained
Conclusion
The assessment results presented in Table 11 indicate that the
expected criterion of 63 percent correct answers was attained in 41x
of the sixteen EducatiOnal Development Districts. The average percen
of correct answers by Educational Development District for the relat
items ranged from 51 percent to 72 percent.
Item analysis data for performance objective #1.1.2.8 are provided
in Appendix F, a
r 70
Language ,
:= Spelling
Performance Objective 1.1.3
During the spring semester of the fourth grade, Kentuoq pupilswill demonstrate knowledge of spelling by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Language/Spelling Subtest of the Comprehensive.Tests of Basic Skills, Form Q, Level 2.
o
Sample Assessment Item for Knowledge of Spelling
Test Situation: Pupils were asked to look at four wordAnd identifythe word that was incorrectly spelled or mark "none"
NNif all four words were spelled correctly.N.
tem: a. bevy'b. slowc. dartd. spoond. none
Results
The average grade equivalent scores for knowledge of spelling and
the percentage of pupils meeting the criterion score of 4.7 are presented
in Table 12 for each Educational Development District.
56
TABLE 12
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OF. FOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONAL
DEVELOPMENT DISTRICT FOR 'KNOWLEDGE OF SPELLING
Comprehensive Tests of Basic Skills, Form Q,, Level 2
Language/Spelling-Subtest"
EducationalDevelopmentDistrict
Number of
Pupils
Averagegrade equivalent
score
Percentage'ofpupils meetingthe criterion
-1 383 4.7* 512' ,386 4.5 383 135 4.2 33,,i
4 526 4.8* 49 ..,..
5 339 4.7* 426 322 4.4 - 397 510 4.9* . 548 948 , 5.4* 62
, '9 276 4.6. 3210 121 4.7* 5211 295 4.3 3712 497 4.3 4013 551 4.1 3314 310 4.6 . 4215 487 4.7* 4016 63 5.7* 69
Kentucky-- 5,149 4.7* 43.Statewide
*Criterion score of 4.7 attained
Conclusion
The assessment results presented in.Table 12 i dicate that,the
expected criterion of a grade equivalency of 4.7 was attained in eight
of the sixteen Educational Development Districts. The percentage of
pupils equaling or exceeding the criterion by Educational Development
Distiict ranged from 32 percent to 69 percent.
Item analysis data, listed by skills/concepts for individual Educa-
tional Development Diatric'ts, are provided in Appendix F.
,o
II. IV.'Results for-boys:and girls for the Spelling Subtest by.4ducationa
..:.
.
.
.. .
, .
Developiment District are p7Sentedta,Appendix_B.:
. :.'\:-.. -.,
. 4::-.
S ecific Skills /Conceits Re ted to &Jowled e of-S elIin
Performance Ob ective 1.1
During the spring seineswill demonstrate knowlewords by 'attaining an aor exceeding the criteii'related items ofthehensive Tests_of Basic
Words
3.1
er of the fourth grade, Kentucky pupilsge of correctly and'incorrectly spelledrage level of correct answers equal to
(58 percent) as. measured by thee/Spelling Subtest of the.Compre-
lls, Form' Q, Level 2.
Assessment Item for Kt
Test Situation: Pupils wethe wordif all fo
Item: a.
b.
c.
d.
e.
Results
horsespelingmaybeluckynone
The average level of it
led :e of Correctl and Incorrect) elled
d asked to look at four words and identify't was incorrectly spelled or mark "none"'
r words.were spelled correctly.,
'1
correct for knowIedge of correctly and
incorrectly spelled words for each Educational Development District is
provided in Table 13.
I
e
58 .
TABLE 13
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
KNOWLEDGE OF CORRECTLY AND INCORRECTLY SPELLED WORDS
Comprehensive Tests of Basic Skills, Form Q, Level 2Language/Spelling Subtest, Items #1-30
EducationalDevelopment Number of Average' percentage of
District pupils correct answers
1 274 59*2 315 573 136 47-4 415 58*
270 58*6 275 557 464 578 966 64*
, 9 217 5610 95 5611 10A 51 .
12 475 5213 498 5114 234 57
415 332 5716 163 35
Kentucky-- 5,235 54Statewide
*Criterion average of 58 percent attained
Conclusion
The assessment results presented in Table 13 indicate that the
expected criterion of 58 percent correct answers was attained in four of the
sixteen Educ tional Development Districts. The average percentage of correct
answers by Ed cational Development District for the related items ranged
,frOm 35 percent to 64 percent.
-Item analysis data for performance objective #1.1.3.1 are provided
in Appendix F.
Mechanics bf Language
Perfo ce Objective 1..I.4
During t 'a spring semester of'the fourth grade, Kentucky pupilswill d strate application ofthe,mechanicp of language byattaining an average grade equivalent score equal to or exceed-ing the cr terion (4.7) as measured by the Language MechanicsSubtest of the Comprehensive Tests of Basic Skills., Form Q,Level 2.
Sample Assessment` Items for Application of the Mechanics of Language
#Test Situation: Pupils were asked to read sentences and to choose the
'proper punctuation wherever a blank was placed.
Item: The date is Jan 18.
. a. comma (,)b. period (.)c. question mark (?)d./ quotation marks (")
Test Situation: Pupils were also asked to find the mistakes in capital-ization in underline&parts of sentences. If there wereno mistakes, "none" was marked.
Item: The story is called Alice in wonderland and it is abouta. b. c.
the adventures of a little girl named Alice. Noned.
Results
Theaverage grade equivalent scores for application of the mechanics
of language and the percentage of pupils meeting the criterion score of
4.7 are presented in Table 14 for each EduCational Development District.
q5
60
TABLE 14
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CR/TERION BY EDUCATIONAL
DEVELOPMENT DISTRICT FOR APPLICATION.,OF THE-MECHANICS OF LANGUAGE
Comprehensive Tests of Basic Skills, Form Q, Level 2Language Mechanics Subtest
EducationalDevelopment
DistrictNumber ofpupils
Average ,
grade, equivalent
score
Percentage ofpupils. meeting .
the criterion
1 382 5.0* 532 386 5.0* 493 135 4.2 30'
4 526 5.2* 485 339 . 5.0* 456 323 4.6 357 507 5.2* 508 954 5.8* i 669 .276 5.2* 5210 121 5.1* 5111 295 4.3 4912 500
'552
4.6 3813 4.4 3714 308 5:6* 6415 487 5.0* 4616 63 6.2* 63
Kentucky- - 6,154 5.1* 49Statewide
* Criterion score of 4.7 attained
Conclusion
The:assessment results presented in Table 14 indicate that the
expected criterion of a grade equivalency of 4.7 was attained in eleven Of
the sixteen Educational Development Districts. The percentage of pupils equal-,
ing or exceeding the criterion by Educational Development District ranged from
35 percent to 66 percent.
Item analysis data, listed by skills/concepta.for individual Educa-
tional Development Districts, are provided in Appendix F.
76
- s
cJ
ROWAS
(Educational
4
for boys andsirls for the Languaie Mechanics Subtest by
Development District are presented in Appendix E.
Specific Skills/Concepts Related to Application of the Mechanics of Language
Performance'Obiective,1.1.4.1
During tht spring semester of the fourtti gfade, Kentucky pupilswill demonstrate ariplication of. punctuation skills by attaining"an average level of correctariswers equal to or exceeding the
'criterion'(63 percent) as measured by the related items of theLanguageoPMechanics Subtestvf the Comprehensive Tests of BasicSkills,, Form Q, level
Sample Assessment lEem for Application of Punctuation Skills
Test Situation: Pupils were'asked to read sentences and choose thepropgr punctuation at given points in the sentences.
Results
Item: Did you get the birthday card I Sent you
c.,
a. comma (,)b. period (.)c. question mark (?)d. quotation marks <",)
r"-- The average level of Items correct for application of punctuation
skill for each Educational Development District is provided in Table 15.
Sr
62)
TABLE 15
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL'DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
APPLICATION'OF PUNCTUATION SKILLS
Comprehensive Tests of Basic Skills, Form Q, Level 2Languake.Mechanits Subtest, Items #1-13
EducationalDevelopmentDistrict
Number ofpupils
Average percentage ofcorrect answers
1 274. 65*315 651i
3 fi 136 484 415 625 270 626 275 607 464 60
966 67*9 217 6010''"
' 95 66*11. 10612 475 5613 498
/ 5414 234 70*15 332 6116 163 56
Kentucky-- 5;235 59Statewide
.
*Criterion average of 63 percent attained
Conclusion'
Results, related to application of Onictuation skills which are
presented in Table 15 indicate,the existence of learner needs in eleven
of the sixteen Educational Devel4ment Districts. The average percentage
of correct answers by Educational Development District ranged from 36
percent to 67 percent. This'range can be compared to an average,expected
criterion of 63 percent correct answers for the related items.
Item analysis data for performance objective #1.1.4.1 are provided
in Appendix F.
78
63
Performance Objective 1.1.4.2
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of capitalization skills by attain-ing an average.level of correct answers equal to or exceedingthe criterion (40 percent) as Assured by the related items ofth& Language Mechanics Subtest of the Comprehensive Tests ofBasic Skills, Form Q,',Level 2.
"Sample Assessment Item for Application of Capitalization Skills
Test Situation: Pupils were,/asked to find the mistakes in capitaliza-tion in maerlined parts of sentences. "None!' was
marked if io capitalization errors were preeent.
Item: My best friends are named Ji 1, karen; and jean. None
a. b. c." d.
Results
The average level of items correct for application of capitalization
skills for each Educational Development'District is provided in Table 16.\
794,3r "1
64 /
TABLE 16
.-1
AVERAGE PERCENTAGE OF CORRECT ANSWERSBY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE gums' '-
APPLICATION OF CAPITALIZATION SKILLS
Comprehensive Tests Of Basic Skills, Form Q, Level-2,Language Mechanics Subtest, Items #14-25
Educationa14.DevelopmentDistrict
NUMber of
PupilsAverage percentage of
correct answers
1 274 54*2 315 48*3 136 354 415 49*5 270 44*6 257 42*7 464 43*8 966 54*9 217 47*
10 95 43*11 106 46*12 475 3913 498 43*14 234 53*15 332 42*16 163 31
Kentucky-- 5,235 45*Statewide
*Criterion average of 40 percent attained
4
Conclusion
The assessment results presented in Table 16 indicate that the
expected criterion of 40 percent correct answer's was attained in thirteen
of the sixteen Educational Development Districts; The ayerage percentage
of correct answers by-Educational Development District for the related
items ranged from 31 percent to 54 percent.
Item analysis data for performance objective #1.1.4.2 are prOvided
in Appendix F.
Language Expression
Performance Objective J<.1.5
1
During the spring sem ster of the fourth grade,' Kentucky pupils
will demonstrate app cation of language txpression by attain-ing an average grade equivalent score equal to or exceeding thecriterion (4.7) as asured by the Language Expression Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Application of Language Expression
Test Situation: Pupils were asked to, choose the best word or phrase
to fill a blank in a sentence,, story, or poem.
Item: We now going to the movie. -
a. wasb. are .)
c. am4. is
Results
The average grade equivalent scores for application of language
expression and the percentage of pupils meeting the criterion score of
4.7 are presented in Table 17 for each Educational Development District.
Ca81;
i TABLE 17 *Iv
AVERAGE GRAM EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY EDUCATIONALDEVELOPMENT DISTRICT FOR APPLICATION OF LANGUAGE- EXPRESSION
Comprehensive Tests of Bas .c Skills, Form Q, Leve12Language Expr ssion Subtest
EducationalDevelopment
DistrictNumber of
i pupils
Averagerade equivalent
score
Percentage $tf
pupils meetingthe criterion
1 383 5.0* 472 387 4.6 443 135 3.9 294 527 5.0* 50'5 339 4.8* 446 322 ( 4.4 367 506 5.0* 498 951 5.7* 689 276 4.5 3610 121 4.9* 4511, 296 4.5 3612 500 4.3 3513 544 4.0 2914 390 4.6 - 4115 486 2 4.8* 47'16 63 6.1* 67
Kentucky-- 6,145 4.8* 46Statewide
*Criterion score of 4.7 attained
Conclusion
The assessment results presented in Table 17 indiPate that the
expected criterion of a grade equivalency of 4.7 was attained in light
of the sixteen Educational Development Districts. The perpentage of
pupils equaling or exceeding the criterion by Educational Development
District ranged from 29 percent to 68 percent.
Item analysis data, listed by skills/concepts for individual Educd-
tional Development Districts, are provided in Appqndix F.
:
0
J67
Results for boys and girls for the Language EXpression Subtest
by Educational, Development District are presented in Appendix E.
Specific Skills/Concepts Related to Application of Language Expression
Performance-Objective 1.1.5.1
Ddring the spring semester of the fourth grade; Kentucky pupilswill demonstrate application of correct grammatical usage byattaining an average level pf correct answers equal to orexceeding the criterion (61 percent) as measured by.the relateditems elf the Language tEnression Subtest of the COmprehensiveTests of Basic Skills, Forli Q, Level 2.
Sample Assessment Item for Application of Correct Grammatical Usage
Test Situation: Pupils were asked to choose ,the best'words to filla blank in a sentence.
Item; s Do you want me to put the ball on desk?
a.%4yourb; therec. this here
you're
Results
The average level of items correct for application of correct
grammatical usage ft.r each Educational Development District is provided
in Table 18.
I
o.
68
A
.14.
- TABLE 18
AVERAGE PERCENTAGE OF CORRECT ANSWERS'BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'.
4PPLICATION OF CORRECT GRAMMATICAL USAGE
Comprehensive Tests of Basic Skills, Form Q, Level 2Language Expression Subtest, Items #26-35
EducationalDevelopment Number of
District pupils
1 274315
3 136
4. 4155 2706: 2577 4648 966
.9 21710 95
11 - 10612 47513 49814 r 23415 r 332..16 1634
Kentucky-- 5,235Statewide
Average percentage ofcorrect answers
6058505759
57
57'63*
54605252
51
575532
54
*Criterion average of 61 percent attained
Conclusion
Results related to application of correct grammatical usage which
are presented in Table 18 indicate the existence of learner needs_j.n
fifteen of the sixteen Educational Development bistricts. The average'
percentage of correct answers by Educational Development District ranged
ofram.32 percent to 63 percent. This range can be compared to an average
xpected criterion of 61 percent correct answers for the related.items.
Item analysis data for performance objective #1.1.51 are provided
in Appendix F.
a ,
erformance Objective 1.1.5.2
strlet.will demonstrate comprehension of clarity and/ori,economy ofDuring the spring semester of the fourth grade, Kentucky pupils
qexpression by attaining an average level of correct answerseual to or exceeding-the criterion (35 percent) as measured-by the related items of the Language Expression Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.
.
Sample Assessment Item'for Comprehension of Clarity and/or Economy_ ofExpression
Test Situation: Pupils were asked to choose the best word or phraseto replace an underlined section of a story.l. Pupilsalso had the opportunity to indicate that the phraseor statement was "best as it is."
Item: She put aside the boOk from which she'had been reading.
a. out of which she had readb. from out of which she had been readingc. out of which she had been reading out of
Best as it is.
Results,
The average level of items correct for_comprehension of clarity and/
or economy of expression for each Educational Development Distr
provided in Table 19.
t
0
,
I
69
70
TABLE 19
AVERAGE PERCENTAGE OF CORRECT ANSWE1(S BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
COMPREgENSION OF CLARITY AND/OR ECONOMY OF EXPRESSION
Comprehensive Tests of Basic Skills,°Form Q, Level 2Language Expression Subtest, Items #51-55
EducationalDevelopment
District
1
2
3
45
6
7
8
9
10,11
12
13
14
15
16
Number ofpupils
274315136
415270257
464966217
95
106
475498234332
163
Average percentage ofcorrect answers
37*36*28
38*36*3435*39*33
38*37*.
35*32
3436*21
Kentucky-- 5,235 34/Statewide
*Criterion average of 35 percent attained
Conclusion
The assessment results presented in Table 19 indicate that the
expected criterion of 35 percent correct answers was attained in ten
of the sixteen Educational Development District The average percentage
of correct answers by Educational Development District for the'related
items ranged fram 21 percent to 39 percent.
.Item analysis data for performance objective #1.1.5.2 are provided
in Appendix F.
k
86
411
Berforgance Objective 11.1.5.3
During the spring semester af the fourth grade, Kentucky pupilswill demonstrate comprehension of the author's implication (word.choice) by attaining an average level of correct answers equalto or exceeding the criterion. (55 pertent) as measured by therelated items of'the Language Expression'Subtest of the Compre-hensi've Tests of Basic-Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of the Author's Implication (Word
C11c)ce.
Test Sittiation: Pupils were asked to choose the best word ox phrase tofill the blank in a statement.
AL: The angry woman the rock at the dog,
a. hurledb. chuckedo. droppedd. flipped.
Results.r
%
The average level of items correct for comprehension of the author's
implicition (word choice) for each Educational' Development District is
provided in Table 20.
f
I-
1.
Ae, V;*5.
72
TABLE 20
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENTDISTRICTTOR FOURTH GRADE PUPILS'
COMPREHENSION OF THE AUTHOR'S IMPLICATION (WORD CHOICE)r
40
Appendix F.
Comprehensive.TelIs'of Basic Skills', Form-Q, Level 2-Language Expression-Subtest, Items #26-50
EducationalDevelopment
DistrictNumber of
pupils'AveragS percentage of
correct answers
1 274 55*2 315 55*
-3 136 424 415 56*5 270 526 257 517 464 52
8 ' 966 63*9 217 4910 95 5411 106 5012 475 4813 498 4714 234 5315 332 5116 163 35
Kentucky- - 5,2353
51 b.
Statewide
*Criterion average of 55 percent attained
Conclusion
The assessment. results presented in Table 20 indicate the existence
of learner needs in twelve of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Development District
ranged from 35 percent to 63 percent. This range can be compared. to an
average expected criterion of 55 percent correct Answers for items related
to comprehension of the author's intention.
Item analpis data for performance oblective #1.1.5.3 are provided in"
,
4
73
Arithmetic
Arithmetic Computation
Performance Objective 1.1.6
During the spring semester of the fourth grade,, Kentucky pupilswill demonstrate application of arithmetic computation by attain-ing an average grade equivalent score equal to or exceeding thecriterion' (4.7) as measured by the Arithmetic Computation Subtes -tof the Comprehensive Tests of Basic Skills; Form Q, Level 2.
Sample Assessment Item for Application of Arithmetic Computation
Test Situation: Pupils were asked to choose correct answers to problemsof addition., subtraction, multiplication and division.
,r2
Item: 221 a. 278x 3 b. '224
c. 663d. 673
iesults
The average -grade equivalent scores for application of arithmetic
computation and the percentage of pupils meeting the,criterion score of
4.7 are presented in Table 21 for each Educational Development District.,
86
*WO
TABLE 21
AVERAGE GRADE EQUIVALENT SCORES AND'THE PERCENTAGE OFFOURTH GRADE PUPILS MEETING THE CRITERION BY
. ..EDUCATIONAL DEVELOPMENT DISTRICT'FOR' APPLICATION OF ARITHMETIC'COMPUTATION
Comprehensive Tests of Basic Skills, Form..Q, Level 2Arithmetic Computation Subtest
EducationalDevelopment
District
1
Number ofpupils
Averagegrade equivalent
score
_Percentage ofpupils meetiathe criterion
1 379 4.7* 422 392 4.7* 463 . 135 4.3
.
28* 4 527 4.8* 050
5 339 4.7* 446 324 4.5 357 510 4.9* 498 954 5.1* 76
9., 276 4.6 4310 122 4.7* 4311 94 4.6 4012 495 4.5 4213 548 4.4 3514 308 4.9* 5115 279 4.8* 43
.16 157 5.1* 54
Kentucky-- x.(1249 4.7* 47Statewide
*Criterion score of 4.7 attained_ .
Conclusionr 4
The assessment results presented Table 21 indicate thatthe
expected criterion of a'grade equivalency. of 4.7 was attained in ten of
thq sixteen Educational Development Districts. The percentage of pupils
equaling or exceeding the criterion by Educational Development District
ranged from 28 percent to 76 percent.t
Item analysis data, listed by skills /concepts for individual Educa-
tional Development Districts, are provided in Appendix F.
7
Results for bays and girls for the Arithmetic Computation Subtext
by Educatiohal Development District are presented 1n Appendik E.
Specific Skills/Concepts Related to Application of Arithmetic Computation
Performance Objective 1:1.6.1
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of 'addition skills by attaining anaverage level of correct answers equal to Or exceeding thecriterion (64 percent) as measured by the related items of the.Arithmetic Computation Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.
aypleAssesament Item for Application of Addition Skills.
Test Situation: Pupils were asked to add a given arithmetic problem.and to°choose the correct answer to that problem.
Item: 641 a. 3474.229 b. 870
c. 265A d. 862
Results .
The average level'of items correct for application of addition skills
for each Educational Development District is provided in Table 22.
tt
.41
75
7
76
TABLE 22
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
APPLICATION OF ADDITION SKILLS
Comprehensilfe Tests of Basic Skills, Form Q, Level 2"Arithmetic Computation Subtest, Items #1-4, 17-20, 33-36
Educational
DevelopmentDistrict
Number of, pupils
,,
Average percentage ofcorrect answers
1 274 . 66*2 315 67*3 136 58.,
4 415 , 66*5 270 64*6 257 66*.7 464 64*8 . 966 68*9 217 64*
100- 95. 64*11 106 60
,t.12 475 i 6113 498 60
14 234 67*15 332 0 65*16 163 65*
Kentucky-- 5,235 64*SCateWide
,
*Criterion average., of 64 Tercent attained
Conclusion
assessment results presented in Table 22 indicate that the
expected criterion of 64 percent correct answers was attained in twelve
of the sixteen Educational Development Districts. The average percentage
of correct answers'by Educatiimal Development District for the related
'items ranged from 58 percent to 68 percent.1
Item analysis data for petformance objective #1.1.6.1 are proirided,
in Appendix F.
O
Perfo nce'Ob ective 1.1.6.2
5
Duringwill dan evecriteri
AritBasic S
.4
the.spring semester of the fourth grade, Kentucky pupilsstrate application of'subtraftion skills by attaining
.age livel of correct answers equal to or,exceeding then.(62 percent) as measured by the related items of theis Computation Subtest of:the Comprehensive Tests ofills, Form Q, Level 2.
am le Asse sment Item for A lication of Subtraction Skills
Test Sit ation: Pupils were asked td:subtradt a given arithmeticproblem and to chobad the correct answer.
Results
Item: 648
-106
as 553b. 542c. 742
d. 753
The average level of items correct for application of subtraction.
-
.
. 1
skillifor each Educational Development District is provided in Table 23.'
, \
93
O
4
.78
al."
TABLE 23
ANYRAGE PERCENTAGE OF CORRECT ANSWERS'BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
APPLICATION OF SUBTRACTION SKILLS
Comprehensive Tests of Basic Skills, Form,Q, Lev 2
Arithmetic Computation Subtest, Itets #5-8, 21724, '37-40
Educational,
DevelopmentDistrict,
Number ofpupils '
Average percentage ofcorrect answers
2
3
45
6.
,89:
10..1"
13
14
16
16 .:
274315
136
415270,
257
464966
21795
106
475498234332
163-
66*#65*
52
63*6064*62*69*61
67*55
56
56
66*62*66*
Kentucky:- 5,235 62*8tateWide
*Criterion average oft2 percent attained
Conclusion,
The assessment results presented in Table 23 indicate;that the
expected criterion of 62 percent correct answers was attained in ten. .
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 52 percent to 69 percent,\
ti
IItem, analysis data for performance objective #1.L.6.2 aie provided
in Appendix, F.
4
79
Performance Objective 1.1.6.3
Writ* the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of multiplication skills by attain-ing an average level of correct answers equal to or exceedingthe criterion (54 percent) as measured by the related items ofthe Arithmetic Computation Subtest of 'the ComprehensiNe Testsof Basic Skills, Form Q, Level 2. =
Sample Assessment Item for Application of Multiplication Skills
Test Situation: Pupils were asked to multiply -a given arithmetic problemand to choose the correct answer to that problem.
Item: 3,057 a. 18,013x 5 b. 15,064
c. 15,182d. 15,285'
a
-Results
. The average level of items correct for application of multiplication
skills for each Educational Development District is provided in Table 24.
80
'TABLE 24
AVERAGE PERCENTAGE OF CORRECT' ANSWEkS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
APPLICATION OF MULTIPLICATION SKILLS
Comprehensive Tests of Basic Skills, Form q, Level 2,Arithmetic Computation Subtest, Items #9-12,'25-28, 4144'
r
EducationalDevelopment
District
Number ofpupils
Average percentage ofcorrect answers
1
2
3
45
274315
136
415270
60*°58*4758*54*
t6 257 55*
7 464 57*
8 966 64*
9 217 57*
10 95 57*
106 48
12 475 52
13 498 50
14 234 60*
15 332 55*
16 163 58*'
Kentucky-.:- 5,235 56*
Statewide
*Criterion average of 54 percent attained
Conclusion
The assessment results presOted in yable -24 indicate that the
expected criterion of 54 percent correct answers was attained in twelve
of the sixteen, Educational Development Districts. The average percentage
of correct answers by Educational Development District for the 'related
items ranged from 47 percent to 64 percent.
Item analysis data for performance objective #1.1.6.3 are provided in
- Appendix F.
(
.81
Performance Objective 1.1.6.4
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate application of division skills by attaining anaverage level of correctCAnswers equal to or exceeding thecriterion (53 percent) as measured by the related items of theArithmetic Computation Subtest of the Comprehensive Tests ofBasic Skills, Form Q, Level 2.
Sample Assessment Item for Application of Division
Test Situation: Pupils were asked to divide a given arithmeticproblem and to choose the correct answer to thatproblem.
Item: 45 16.00 a. 4.00'
b. 44.00c. 14.00d. 4.44 .
Results
The average level of items correct for application of division skills
for each Educational Development District is provided.in Table 25.
.
TABLE 25
AVERAGE PERCBNTAGE OF CORRECT ANSWERS BY EDUCATIONAL.DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
APPLICATION OF DIVISIONfaILLS
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Computation Subtest, Items #13-16,.29-32., 45-48
s.
/EducationalDevelopment
DistrictNumber ofPupils
Average percentage ofcorrect answers
1
2
3
4
274315136
415
59*58*4358*
5 270 54*6 257 S3*,
7 464 54*8 966 60*9 217 ,55*10 95 . 57*11 '106 48T2 475 50
13 498 51
14 234 5015 332 52
16 163 58*
Kentucky-- -5,235 54*Statewide
- *Criterion average of 53 percent attained
Conclusion
The assessmeat, results presentvd in Table 25 indicate that the
expected criterion of 53 percent correct answers was attained in eleven
of-the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 43 percent to 60 percent,
Item analysis data for performance objective #1.1.6.4 are provided .
in Appendix F. . )
98
Arithmetic Coneersta-
Performance Objective 1.1.7
During the spring semester of the fourth grade,oRentucky pupilswill demonstrate comprehension of arithmetic concepts by attain-ing an average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Arithmetic Concepts Sulitestof the Comprehensive Tests of Bapic Skill's% Form Q, Level 2.
Sample Assessment Item for Comprehension of Arithmetic Concepts
Test Situation: Pupils were asked to choose the correct answer forquestions relating to various arithmetic concepts.
Item: Three thousand four is the same as
a. 3,004 .
b. 304c. 3,040d: 3.4,000 .
Results ,
7 83
Thd average grade equivalent scores for comprehension of arithmetic
concepts and, the percent4ge of pupild meeting the Criterion-score of'4.7
ilre presented in Table 26' for "each Educational' Development .
r.
84
TABLE 26
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE GP'FOURTH GRADE PUPILS'MEETING THE CRITERION BY EDUCATIONAL
DEVELOPMENT DISTRICT FOR COMPREHENSIONOF ARITHMETIC CONCEPTS
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest
EducationalDevelopmentDistrict
Numbeeofpupils
Averagegrade equivalent
score
Percentage ofpupils meetingthe criterion
1,..
378 4.6 -' 422 388 4.5 443 135 3.8 -.20
4 527 4.7* 455 340 4.7* 456 3'24 4.4 347 508 _.... 5.1* 588 945 5.4* 689 276 4.6 . 4210 122 4.7* 5611 294 4.6
i
4012 498 4.3 3713 546 4.2 3514 310
'485
4.7* 47 ed.
15 4.6 , 4316 157
.5.1* 62
Kentucky-- 6;233 4.7* 47Statewide
*Criterion score of 4.7 attained
Conclusion4
The assessment results presented in Table 26 indicate-that the
expected criterion of a grad6 eqUIVelency of 4.7 was attained in seven
of.the sixteen Educational Development Districts. The percentage of
pupils equaling or exceeding the criterion by Educational Development,Dist-
-riot ranged from 20 percent 1-6-6{3 percent.
Item analysis data, listed by skills/concepts for individual Educa-
tional Development'Districts, are provided in Appendix F.
it/ votoit<
0
85
Results for boys and girls for the Arithmetic Concepts Subtest by
Educational Development District are presented in Appendix E.
Specific Skills/Concepts Related to Comprehension of Arithmetic Concepts
Performance Objective 1.1.7.1
the spring semester of the fourth7grade; Kentucky pupilswi demonstrate knowledge of arithmetic concepts by attainingan erage level of correct answers equal to or exceeding thecri erion (53 percent) as measured by the related items of theArithmetic Concepts Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
Sample Assessment Item for Knowledge of Arithmetic Concepts
Test Situation: Puplis'were asked to choose the correct answer forquestions refacing to specific arithmetio\concepts.
2Item: The numeral 9 in'129 stands for
a. ,9 onesb. 9 tensc. 29 onesd. 29 tens
ResultsI
The average level of items correct for knowledge Of arithmetic concepts
for each Educational Development District is provided in Table 17.
4
at
ti
4'
,
86
TABLE 27
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
KNOWLEDGE OF ARITHMETIC CONCEPTS
Comprehensive Tests of Basic Skills, Form Q, Level 2_Arithmetic Concepts Subtest, Items #2, 9, 11, 14, 20, 27
EducationalDevelopmentDistrict
Number ofpupils
Average percentage of.correct answers
-1
2
3
4
274315
1364
415
505134
485 270 46
% 6 257 477 464 54*
. 8 966 57*9 217 47
10 95 5111 106 5012 475 44/3 498 4314 234 4815 , 332 4916 163. 52
Kentucky-- 5,235 48Statewide
*Criterion average of 53 percent attained
Conclusion
The assessment results presented in Table 27 indicate the existence
of learner needs in fourteen of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Development Dis- .
trict ranged from 34 'percent to 57 percent. This range can be compared
to an average expected criterion of 53 percent correct answers for items
related to knowledge of arithmetic concepts.
Item analysis data for performance_ objective #1.1.7.1 are provided
in Appendix V.
Performance Objective 1.1.7.2
During the spring semester of the fourth g ade, Kentucky pupilswill demonstrate comprehension of ariththet c concepts (convertingform) by attaining an average level.of correct answers equal toor exceeding the criterion (57 percent) as measured by the relateditems of the Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, FOrm Q, Level 2.
873
Sample Assessment Item for Comprehension of Arithmetic Concepts (ConvertingForm)
Test Situation: Pupils were asked to choose the correct answer forquestions related to converting the form of numeralsgiven.
Item: If John has 2 quarters and Greg has 4 dimes, how muchmoney do they have?
a. $0.60b. $1.90c. $0.90d. $1.05
Results
The average level of items correct for comprehension of arithmetic
concepts (converting form) for each Educational Development District is
provided in Table 28.
1
88
TABLE 28
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' COMPREHENSION
OF ARITHMETIC CONCEPTS (CONVERTING FORM)
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest, Items #1,.6, 29, 30
EducationalDevelopment
District,Number of
pupilsAverage percentage of
correct answers'
1 274 562 315 . 57* ,
3 136 46
4 415 56
,5 270 55
6 257 55
7 464 56
8 966 62*9 217 57*
10 95 58*11 106 61*12 475 53
13 498 ' 53
14 234 60*15 332 55
16 .163 . 60*
Kentucky - -, 5,235 56Statewide
*Criterion average of 57 percent attained
Conclusion
The assessment results presented in Table 28 indicate that the
expected criterion of 57 percent correct answers was attained in seven
of the sixteen Educational Development Districts. The average percentage
of correct response by Educational Development District for the relited
items ranged from 46 percent to 62 percent.
Item analysis data for performance objective #1.1.7.2 are provided
in Appendix F.
89
Performance Objective 1.1.7.3
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of equations by attaining anaverage reyel of correct sniffers equal to or exceeding thecriterion (66 percent) as measured by the related items ofthe Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, Ford Q, Level 2.
Samp1e,Assessment Item for Comprehension of Equations
Test Situation: Pupils were asked to choose the correct answer toarithmetic equations.
Item: If n x 6 = 4z. 3, then n is equal to
a. 5b. 2
c. 1
d. 4
Results
The average level of items correct for comprehension of equations
for each Educational Development District is provided in Table 29.
- 90
TBLE 29
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL,DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
COMPREHENSION OF EQUATIONS
Comprehensive Tests of Basc'Skills, Form Q, Level 2Arithmetic Concepts Subtest,atItems #5, 10, 13, 15
EducationalDevelopMent Number of
/ District pupilsAverage percentage of .04,
correct answers
1
2
3
45 ..
27
315
136
415270
6466*56
67*64
6 257 67*7 464 69*8 966 73*9 217 6410
495 72*
11 106 5712 475
...,59
13 498 59 '14 234 67*15 332 6016 163 71*
Kentucky-- 5,235 65Statewide
*Criterion average of 66 percent attained
Conclusion-
The assessment results presented in Table 29 indicate the existence
of learner needs in eight of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Development District
ranged from 56 percent to 73 percent. This range can be compared to an
average expected criterion of 66 percent correct answers for items related
to comprehension of equations.
Item analysid data for performance objective #14.7.3 are provided in
Appen ix F.
A
91
Pefotbance Objective 141.7.41
wring the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of comparative ;Cationships by
ti attaining an average level of correct answers equal to or exceed-ing the criterion (56 percent) as measured by the related itemsof the Arithmetic Concepts Subtest of the Comprehensive Testsof Basic Skills, Form Q, Level 2.
Sample Assesiment Item for Comprehen-)sion of Comparative Relationships
Test Situation: Pupils were asked to choose the eorrect.answer tor.'questions (relating to arithmetic comparative relatidh-ships.
Item: Which has the larges( value?
a. $4.12 -b. $6.75
c. $3.15d. $6.72
Results-
The average level of items correct for comprehension of comparative
relationships for each Educational 'Development District is provided in
Table 30.
.
1.07-4fir
92
TABLE 30 .
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'COMPREHENSION OF COMPARATIVE RELATIONSHIPS
Comprehensive.Tests 2f Basic Sktl g, Form Q, Level 2
Arithmetic Concepts Subtest, Ito& #4, 7, 8, 17, 23
EducationalDevelopmentDistrict
Number +of
ils
Average percentage ofcorrect answe
1
2
3.
.4.
274 a315136415
5 2706 257
. 7 4648 9669 217
10 951
11 10612 47513 49814 23415 33216 .163
Kentucky-- 5,235Statewide
*Criterion average of 56 percent attain d
56*56*44-56*
545357*60*
17'53
51
501
48 .
59*5558*
54
I
Conclusion
The assessment results presented in Table 0 indicate tfl the
expected criterion of.56 percent correct answer was atta'ned in. seven
of the sixteen Educational Development Distric s. The average percentage
of correct an ers by Educational Development
items 'ranged f 44 percent to 60 percent.
en.
strict for the related
Item anal sis,data for performance objeciive41.1.7.4
in Appendix F.
ti
ios. eat
are provided
10
Performance Objective 1.1.7.5
Airing the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of'relationships (ratio, time,part-Whole, Sequence, geometric) by attaining an average levelof correct answers equal to or'exceeding the criterion (5.4 per-tent) as measured by the related 'items of the Arithmetic Concepts
-ftbtest of the Comprehensive Tests <Basic- Skills, Form Q, Level 2.
Sample Assessment Item for ComprehjaSTA-Of Relationships (Ratio, Time,Part-Wholei_Sequence, Geometric)
Test Situation: Pupils were asied to choose the correct answers to. questionsldealing with,the arithmetic concepts of
ratio, tirie, parts, sequences, and geometry.
Item: .What should be the next two in this series:61, 63, 65, 67
a. 68, 71
b. 68, 69c. 69, 71
d. 69, 72
Results
The average level of items correct for comprehension of relation-'
ships (ratio, time; part-whole, sequence, geometric) for each Educational
Development District is provided in Table 31.
vzo
109 gm. me-
9I
.94
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' COMPREHENSION
OF RELATIONSHIPS (RATIO, TIME, PART-WHOLE,SEQUENCE, GEOMETRIC)
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Concepts Subtest, Items #3, 12, 18, 19, 25, 26
EducationalDevelopment
District
Number ofpupils
Average percentage ofcorrect answers
1. 274 56*2 315 60*
3 136 48
4 415 59*
5 270 "t9*6 257 56*
7 . 464 65*
8 '966 72*
9. 217 56*
10 95 58*
11 106 53
12 . 475 54*
13 498 51
no" 14 234 65* ,0
15 332 54* '16 163. 65*
Kentucky-- 5,235 58*
Statewide
*Criterion average,of 54 percent attained
Conclusion a
The assessment results presented in Table 31 indicate that the
expected criterion of 54 percent correct answers was attained in thirteen
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 48 percent to 72 percent.
Item analysis data for performance objective #1.1.7i5 are provided
in Appendix F.
C
Performance Obfective 1.1.7.6
During the .spring semester of the fourth grade, Kentucky pupils'will demonstrate analysis of the components of arithmetic problems(organization) by attaining an,average'level of correct answersequal to or exceeding the criterion (44percent) as measured bythe related items of the Arithmetic Concepts Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.
0
Sample Assessment Item fox' Analysis of the Components of ArithmeticProblems (Organization)
Test=, Situation: Pupils were asked to choose the correct answers toquestions relating to the concept of arithmeticorganization.
Item! What time will it be in 9 hours'after 9:15 p.m.?
a. 6:15 a.m.
b. 6:15 p.m.c. 1:15 a.m.d. 1:15 p.m.
Results
average level of items correct for analysis of the components* T,r
of-arithmetic pioblems (organization) for each Educational Development
District is provided in Table 32.
1147-
w
--1
95
96o
TABLE 12
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFTHE COMPONENTS OF ARITHMETIC WORD PROBLEMS (ORGANIZATION)
.Comprehensive Tests of Basic Skills; Form Q, Level 2Arithmetic Concepts Subtest, 21, 22, 24, 28
EducationalDevelopmentDistrict
Number ofpupils'
Average percentage ofcorrect answers
1
2
3
4'
5
274315
136415270
42
44*.
31
45*42
6 257 427 464 47*8 966
1 52*9 217 45*
10 95 ..v,
44* Li11 106 J8_-12 475 3813 498 ''''' 40 5'
14 214 44*15. 332 44*.16 ' 163 49*
Kentucky--* 5,235 4Statewide
*Criterion average of 44 percent attained
Conclusion6
--The assessment results presented in Table 32 indicate that the
expected criterion of 44 percent correct answers was attained in nine
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational. bevelopment District for the related
items ranged from 31 percent to 52 percent.
Item analysis data for performance objective #1.1.7.6 are provided
in Appendix F.
97
Arithmetic,Applications
Performance Objective 1.1.8
During the spring semester.cd the fourth grade, Kentucky pupilswill demonstrate application of skills in solving arithmqtic wordproblems by.attaining an average grade equivalent score equal toor exceeding the criterion (4.7) as measured by the ArithmeticApplication Subtest of the Comprehensive Tests of Basic Skills,Form Q, Level 2.
Sample Assessment item for Application of Skills in Solving ArithmeticWord Problems
Test Situation: Pupils were asked to read an aeithmetic word problem.,and to choose the correct solution for that problem.
Item: Jerry worlied for two and one-half hours. How many,minutes did he work?
a. 260 minutesb. 90 minutesc. 150 minutesd. 60 minutes
Results
The average grade equivalent scores for application of skills in
,solving word Problems and the percentage of pupils meeting the criterion
score of r,4.7 are prqpented in Table 33 for each Educational Development
District.
'tc
r.
98
TABLE 33
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE PUPIL,tMEETING_THE CRITERION _BY EDUCATIONAL.
DEVELOPMENT 1 1STRICT FOR-APPLICATION OF SKILLSIN SOLVING ARITHMETIC WORD PROBLEMS
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest
EducationalDevelbii.Eht
DistrictNumber of
pupils
Averagegrade equivalent
score
Percentage ofpupils meetingthe criterion
1
2
377
3,08
4.54.4
38
413 135 3.8 22
4 525 4.6 435 339 4.5 41-
6 323 4.4 347 505 .41 4.9* 51
8 944 5.2* 609 . 276 4.5 43
10 120 4.5 45
11 ,?94 4.5 k4.2
12 495 4.4 3413 545 4.3 36
14 310 4.6 46
15 485 4.5 41
16 162 5.1* 59
Kentucky-- 6,223 4.6 45
Statewide
*Criterion score of 4.7 attained
Conclusion
The assessment results presented in Table 33 indicate the existence
of learner needs in thirteen of the sixteen Educational Development Districts.
The percentage of pupils attaining the criterion of a grade equivalency of
4.7 ranged from 22 percent to 60 percent.
Item analysis data, listed by specific skills/concepts for indivisdual
Educational Development Districts may be reviewed'in Appendix F.
I114 e,-"
4
4k.
Results for boys and for girls for the Arithmetic Application Subtest
by Educational Development District are presented in Appendix E.
Specific! Skills/Concepts Related to Application of Skills in SolvingArithmetic Word Problems
0 Performance Objective 1.1.8.1
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of problem-solving (selectingmethods) by attaining an average level of correct answers equalto or exceeding the criterion (42 percent) as measured by therelated items of the ArithMetic Application Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of Problem-Solving (SelectingMethods)
Test Situation: Pupils were asked to read arithmetic word problemsand to choose the best method' tor solving the problpi.
Item: A playground is 9 yards wide. To find out how manyfeet wide the playground ids, you can
a. multiply 9 by 3b. divide 9 by 3c: subtract 3 from 9d. add 9 plus 3
Results
The average level of items correct for comprehension of problem-
solving (selecting methods) for each Educational Development District
is prOVided.in Table 34.
4
115
99-
100
TABLE 34
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' COMPREHENSION
OF PROBLEM-SOLVING (SELECTING METHODS)
Comprehensive Tests -of Basic Skills, Form Q, LeSel 2Arithmetic Applications Subtest, Items"#37, 40, 42, 43, 49, 50
EducationalDevelopmentDistrict
Number ofpupils
Average, percentage ofcorrect answers
1 4 274 ) 392 315 403 136 32,4 415 395 270 366 257 397 464 41*8 966 ' 46*9 217 38
10 95 4011 106 3712 475 3713 498 3714
r 234 41*15 332 3616 163 45*
Kentucky -- 5,235 39Statewide /
*Criterion average of 41 percentattained
Conclusion
The assessment results presented in Table 34 indicate that the
expected criterion of 41 percent correctanswers-was attair7d in four
of the sixteen Educational DeNblopment Districts. The average percentage
of correct answers 11 Educational Development District for the related .
items ranged from 32 percent to 46 percent.
Item analysis data for performance objective #1.1.8.1 are provided
in Appendix F.
Performance Objective 1.1.8.2
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of probleri-solving (correctsolution) by attaining an average level of correct answersequal to or exceeding the criterion (62 percent) as measuredby\the related items of the Arithmetic Application Snbtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level
Sample Al;essment Item for Comprehension of Problem-Solving (CorrectSolution)\
101
Test Situation: Pupils were asked to solve arithmetic word problemsan i to choose the correct answer from a list of alter-na ves.
Item: Kim had 4 dolls. Pam had 3 times as many. How manydolls did Pam have?
a. 2
b. 16
c. 12
d. 7
Results
4 The average level of items correct for comprehension of problem- 4
solving (correct solution) for each Educational Development District is
provided in Table 35.
et 0
4
102
TABLE .35
AVERAGE PERCENTAGE OF CQRBECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR' OUPSH GRADE PUPILS', COMPREHENSION
OF,PROBLEM7SOVING (CORRECT SOLUTION)
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest, Items #31, 32, 34-36, 39, 46
EducationalDevelopmentDistrict
Number ofpupils
_Average percentage ofcorrect answers
1 274 592. .315 63*3 136 444 415 62*5 270. 576 257 59.--
7 4E4 64*8 956 69*9 217 5S10 '95 5811 106
.
5612 475 5713 498 '.:' 5514 234. 65*15 332 5816 163 70*
Kentucky-- 5,235 6QStatewide
*Criterion average of 62 percent attained
Conclusio
ssessment results presented in Table 35 indicate the existence
of learn needs in ten of the sixteen Educational Development Districts.
The average percentage of correct answers by Educational Develoiment
rDistrict raged from 44 Percent to 70 percent. This range. can be
:
compared an average expected criterion of 62 percent correct answers
for items related to comprehension of the correct solution forproblem-_
solving.
, Item analysis data for performance objective #1.1.8.2 are provided,
in Appendix F. nett /, ,
103
. Performance Objective 1.1.8.3'
During the spring, semester of the fourth grade, Kentucky pupilswill demonstrate analysis of the components of arithmetic wordproblems (organization) by attaining an average level of correctanswers equal to or exceeding the criterion (42 percent) asmeasured by the related items of the Arithmetic Application Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Analysis of the Components of Arithmetic WordProblems (Organization)
*
Test Situation: Pupils were asked to read arithmetic word problems-relgting to organization and to choose the correctanswer to that problem
Item: Apples are 8 for 84c.
a. $2.52
b.- $2.75
c. $1.52ill $2.12
How much will 24 apples cost?.
r(6.
Results
The average level of. items correct for analysis of the components
of arithmetic word problems (organization) for each Educational Development
District is provided in Table 36.
an 4
104
TABLE '36
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OFTHE COMPONENTS OF ARITHMETIC WORD PROBLEMS (ORGANIZATION)
Comprehensive Tests of Basic Skills, Form Q, Level 2Arithmetic Application Subtest, Items #33, 38, 41, 44, 45, 48
EducationalDevelopment ,
District
1
2
3
45
6 .
18
9 N
10 ..S
11
,12
'13
14
15
16
Kentucky--Statewide
Number ofpupils
Average percentage ofcorrect answers
274 46315 39136 33415 42*270 41257 42*464 44*966 46*217 42*95 41106 41475 38498 37234 41332 41163 49*
5,235 41
*Criterion average of 42 percent attained
Conclusion
The assessment results preSented in Table 36 indicate the existence
of learnet needs in ten of the sixteen Educational Devflopment Districts.
The average percentage of correct answers by EducatiOnal Development
District ranged from 33 percenp,to,.49 percent. This range can be
compared to an average expected criterion of 42 percent correct
answers for items related to analysis of the components of arithmetic
word problems.
Item analysis data for performance, objective *1.1.8.3 are provided
in Appendix.F.
Study Skills.
.Reference Materials
Performance Objective 1.1.9
During.the spring semestao of the fourth grade, Kentucky pupilswill demonstrate knowledge of reference material-techniques byattaining an airage grade equivalent score equal to or exceedinthe criterion.(4.7) as measured by the Study' Skills/ReferenceMaterials Subtest of the Comprehensive Tests of 4esic Skills,Form Q, Level 2.
Sample Assessment Item for Knowledge of Reference Material Techniques
Test Situation: Pupils were asked to read various reference materialsand'choose the correct answer for questions regardingthese materials.
Item: (Review library cards) The oldest book is listed on
' a. card I..1). card 2.
card 3.d. cannot
Results
so'
The average grade equivalent scores for knowledge of reference"PI
material techniques and the percentage of pupils meeting the criterion
score of 4.7 are presented in Table 37 for each Educational Development
District.
ti
105
.. /Ls....
'106
TABLE 37
AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OF'MIRTH GRAM PUPILS MEETING THE CRITERION BY EDUCATIONAL
DEVELOPMENT DISTRICT FOR KNOWLEDGE OF11EFERENCE MATERIAL TECHNIQUES
Comprehensive Tests of Basic Skills, Form Q, Level 2Study Skills/Reference Materials Subtest
EducationalDevelopment'District
Number ofpupils
Average .
grade equivalentscore
Percentage ofpupils meetingthe criterion
1 380 4.8* 482 377 4.8* 493 136 4.3 354 523 4.9* 495 340 4.7*, 466 324 4.6 387 , 502 '5.0* 488 947 5.6* 659 275 4.a* 50 ..
10 120 . 4.9* 5811 203 4.6 4412 494 4.3 3513 547 4.2 3214 300 ..A.9*/ 5015 , 486 4.8* 4516 64 5.3* 63
Kentucky-- 6,108 4.8* 45Statewide ..---
*Critekion score of 4.7 attained
Conclusion
10 The assessment results pre;e7ff6L in Table 37 indicates that the
expected criterion of a'grade equivalency of 4.7 was attained in eleven
of the sixteen Educational Development Districts. The percentage of
pupils equaling or exceeding the criterion by Educational levelopmeat
District ranged from 32 percent Op 65 percent.
Item analysis data, listed by skills/concepts for indiVidual Educa-
tional, Districts, are provided in Appendix F.
12;k7.11
4 0
4 .esults for boys and girls for the Referende Materials Subtest by
cational Development District are presented in Appendix E.
Specific - Skills /Concepts Related to Knowledge of Reference MaterialTechniques
.Test Situation: Pupils were asked,to choose the correct answer toq stions relating to parts of a book.
Item: In whit part of a book would you find the title ofChap r V?
a. table of contentsb. glossaryc. indexd. title page
Results
The average level of items correct for knowledge of parts of books
for each Educational Developmett District is provided in Table 38. r
123
107
40.
108
4
TABLE 38
AVERAGE PERCENTAGE OF CORRECT ANSWERS fi EDUCATIONAL'DEVELOPMENT-DtgTRICT FOR FOURTH GRADE PUPILS'
KNOWLEDGE OF PARTS OF BOOKS
Comprehensive Test o6Basic Skills, Form Q, Level 2Study Skills/Referende Materials Subtest, Items #12-16
EducationalDevelopmentDistrict
. -Number ofykals
Average percentage ofcorrect answers
1 274 49*2 315 473 136 414 415 455 -270 48*6 '257 467 464 468 if 966 - 52*9 217 4310 95 4611 106 4512 475 to 4213 498 3914 234 4515 332 4516 163,
. 26
Kentucky-- 5,235 44Statewide
*Criterion average of 48 percent attained
Conclusidn
The assessment results presented in Table 38 indicate the existenceI
of learner needs in thirteAn of the sixteen Educational Development
Districts. The, average percentage of correct answers by Educational
Development District ranged from 26 percent to 52 percent. This range
,can, be compared to an average expected criterion of 48 percent correct
answers for items related to knowledge of parts of books.
Item analysis data for performance objective #1.1.9.1 are provided
in Appendix F.
Performance Objective 1.1.9.2
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of dictionary use by attaining anaverage level of correct answers equal to or exceeding thecriterion (47 percent) as measured by the related items ofthe Study Skills/Reference Materials Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Knowledge of Dictionary Use
Test Situation: Pupils were asked to choose the correct answersto questions dealing with the use of a dictionary.
Item: The words LATE-LAUGH appear at the top of a dictionarypage. Which of the following words would you find onthat page?
Results
a. lastb. lampc. latherd. launch
The average level of items correct for knowledge of dictionary use
for each pucational Development District provided in Table 39.
/09
TABLE 39
.
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
KNOWLEDGE OF, DICTIONARY USE
Comprehensive Tests of Basic Skills, Form-Q, Level 2Study Skills/Reference Materials Subtest, Items #7,,8, 17-20
EducationalDevelopmentDistrict
. Number ofpupils
Average percentage of, correct answers
274315
47*48*
3 136 404 415 50*5 270 47*6 257 457 464 47*8 966 56*9 217 49*
10 95 49*11 106 4012 '475 4313 498 4514 234 49*15 332 4416 163 27
Kentucky-- -'. 5,235 45Statewide
*Criterion average of 47.percent attained
Conclusion
The assessment results presented in Table 39 indicate that the
expected criterion of 47 percent correct answers was attained in nine
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 27 percent to 56 percent.
Item analysis data for performance objective #1.1.9.2 are provided
in Appendix F.
ill
Performance Objective 1.1.9.3
During the spring semester of the fourth'grad; Kentucky pupilswill demonstrate knowledge of library. se by attaining an averagelevel of correct answers equal to or exceeding the criterion (48percent) as measured by the related items of the Study Skills/Reference Materials SubtestTof the Comprehensive Tests of BasicSkills, Form Q, Level 2.
Sample-Assessment Item for Knowledge of Library Use
Test Situation: Pupils were asked to choose the correct answer toquestions relating to the use of a library.
Item: Which is the best reference book to use if you want toknow how.cotton is grown?
a. atlasb. encyclopediac. dictionaryd. almanac
Results
The average level'of items correct for knowledge of library use
Difor each Educatfonal,Development Di rict is provided in Table40.
112
TABLE 40'
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONAL.DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
KNOWLEDGE OF LIBRARY USE
Comprehensive'Tests of Basic-Skills, Form Q, Level 2
Study Skills /Reference Materials Subtest, Items #1-6, 9-11
EducationalDevelopment
District
Number ofpupils
Average percentage ofcorrect answers
1 274 462 315 47
3. 136 41
4 415 48*
5 270 44
6 2574.
47
7 464-4-- 45
8 966' 51*
9 217 46
10 95 51*
11 106_ 47
12, 475 39
13 498 '39
14 234 47
15 332 44
16 163 26
Kentucky-- '5,235 44
Statewide
*Criterion average of,48 percent attained
Conclusion '
The assessment results presented in Table 40,indicate the existence.
of learner needs in thirteen of the sixteen Educatibnal Development
Districts. The average percentage of correct answers by Educational
Development District ranged from 26 percent to 51 percent. This range
can be compared to an average expected criterion of 48 percent correct
answers for items'related to knowledge of libiary use.
Item anslysis_data for performance objective #1.1.9.3 are provided
in Appendix F.
'Graphic Materials
Performance Objective 1.1.10
.During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of graphic materials by attainingan average grade equivalent score equal to or exceeding thecriterion (4.7) as measured by the Study Skills/Graphic MatetialsSubtest of the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of Graphic Materials
Test Situation: Pupils were give4 graphic materials to look at anduse,. They were asked to choose the correct answerto questions relating to these materials.
Item: (Map of many shops in a city) In which direction would`you walk in order to go from the camera shop fts4he'
drug store?
a. southeastb., southwestc. northeastd. northwest
Results
The average grade equivalent scores for comprehension of graphic
materials and the percentage of pupils meeting the criterion score of,
4.7 are presented in Table 41 for each Educational Development Bibtrici.
,$)
Ir
11.3
-114
TABLE 41-
, AVERAGE GRADE EQUIVALENT SCORES AND THE PERCENTAGE OFFOURTH GRADE-PUPILS MEETING THE CRITERION BY EDUCATIONALDEVELOPMENT DISTRICT FOR COMPREHENSION OF GRAPHIC MATERIALS
Comprehensive Testi of Basic Skills, Form Q, Level 2Study Skills/Graphic Materials Subtext
EducationalDevelopmentDistrict
Number ofpupils
Average' grade equivalent
score
Percentage ofpupils meetingthe criterion
1
2
3
45
6
377377136527
340324
4.8*4.7*4.14.8*4.7*
'4.6
494932
4843
407 504 5.0* 558 947 5.5* 62
9 276 4.8* 5010 120 4.8* 5011 293 4.4 3512 492 4.3 3313 548 . 4.0 ,30 1)
14 299 4.6 4615 487 4.8* 4716 63 5.4* 67
Kentucky-- 6,110 4.8* 44Statewide
*Criterion score 4.7 attained,
The assessment results presented in Table 41 indicate that the
expected_ criterion of a grade equivalency 9f 4.7 was attained in ten of
the sixteen Educational Development Districts. The percentage of pupils
equaling or exceeding the criterion by Educational Development District
ranged from 30 percent to 67 percent.
Item analySis data, listed by skills /concepts for individual Educe-1
7
tional velopment Districts, are p4videdln Appendix F.
130
z.
115
Results for boys and girls for the Study Skills/Graphic Materials
Subtest by Educational Development District are presented in Appendix E.
Specific Skills/Concepts Related to diamprehension of Graphic Materials
Performance Objective 1.1.10.1
During the spring semester of the fourth grade, Kentucky pupilswill demonstrate comprehension of symbols, legends, and datapresented in graphic or tabUlar form by attaining, an averagelevel of correct answers equal to or exceeding the criterion(56 percent) as measured by the related items of the Study Skills/Graphic Materials Subtest of the Comprehspkve Tests of Basic Skills,Form Q, Level 2.
Sample Assessment Item for Comprehension of Symbols, Legends, and DataPresented in Graphic or Tabular Form
Test Situation: 'Pupils were given graphic materials to look at and use.They were asked to choose the correct answer to ques-tions dealing with symbols, legends, and data from thegraphic materials.
,Item: (Map of the highway system in and around Lexington,Kentucky) Row many state highways are shown?
a. sixb. twoc. eightd. fout
Results
The average level of items correct for comprehension of symbols,
legends; and data presented in graphic or tabular form for each Educa-
tional Development District is provided in Table 42.
.^^
()L "4110
131a
116
TABLE 42
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH.GRATE PUPILS' COMTREHENSTON
OF SYMBOLS, LEGENDS, AND DATA PRESENTED IN.GRAPHIC OR TABULAR FORM
Comprehensive Tests of Basic Skills, Form.Q, Level 2Study Skills/Graphic Materials Subtest, Items #22, 26-29, 31-33
EducationalDevelopment Number ofDistrict pupils
1 2742 3153 136
4 4155 270_
6 257
7 4648 9669 21710 95
11 106
12 47513 498
4' 14 23415 33216 163
Kentucky- -
Statewide
5/,235
Average percentage ofcorrect answers
-5556*45
5352
535362*
5457*46
45
44505332
51
*Criterion average of 56 percent attained
Conclusion
The assessment results presented in ;Table 42 indicate that the
expected criterion of 56 percent correct answers was-attained in three
of the sixteen Edudational Development Districts. the average percentage
of correct answers by Educational Development District for the related
items ranged from 32 percent to 62 percent.
Item analysis data for performance objective #1.1.10.1 are provided
1k
in Appendix F.
t
Performance Oblective 1.1.10.2
During the spring semester.of the fourth grade, KentUcky pupilswill demonstrate comprehension of relationships presented ingraphical form by attaining an average level of correct answers..equal to or exceeding the criterion (53 percent) as measured bythe related. items of the Study Skills/Graphic Materials Subtest
of the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Comprehension of Relationships Presented inGraphical Form
Test Situation: 'Pupils were given graphic materials to look at anduse. They were asked to choose the correct answerto questions relating to the relationships presentedin graphical form.
Item: (Bgr graph showing the number of home runs made by,each boy in the class)Which boy made the most home runs?
a. Samb. DickC. 'Tomd. John
Results
The average level of items correct for comprehension of relation-.
ships presented in graphical form for each Educational-Zevelopment District
is provided in Table 43.
0
$
118
TABLE 43
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' COMPREHENSION
OF RELATIONSHIPS PRESENTED IN-GRAPHICAL FO4M
Comprehensive Tests of Basic Skills, Form Q, vel 2
Study Skills/Graphic Materials SubtestItems #21,, 23, 30, 34, 35, 38, 46, 48-50
EducationalDevelopment
District
Number ofpupils
Average percentage ofcorrect answers
1 274 52
2 315 53*
3 136 45
4 j/
5 /415270
55*54*
6 257 51
7 464 53*
8 966 62*
.49.217 53*95 50
11 106 46
12 47.5 ' 46
.13 498 44
14 234 51
15 332 51
16 . 163 31
Kentucky-, 5,235 40
Statewide
*Criterion average of 53 percent attained
Conclusion
The assessment results presented in Table 43 indiOate that the
expected criterion of 53 percent correct answers was attained in Six
of the sixteen Educational Development Districts. Thee average percentage
of correct answers by Educational Development District for the related
items ranged frolif131 perdeht to 62 percent.
Item analysis'data for performance objective #1.1.10.2 are provided
in Appendix F:\
134
V
Performance Objective 1.1.10.
During the ing semester of the fourth g&de, Kentucky pupils
will demon trate comprehension (draw conclusions). of graphic
data by at aining an average level of correct answers equal to
or exceeding the criterion (48 percent) as measured by the related
items of the Study Skills/Graphic Materials Subtest of the Compre-
hensive Tests of Basic Skills, Form Q, Level 2. .
Sample Assessment Item for Comprehension (Draw Conclusions) of Graphic
Data
Test Situation: Pupils were given graphic mat rials to look at and
use. They were asked to choose the correct answerto questions which dealt with drawing conclusions
presented in the graph. sItem: (Map of the'northeastern region of the United States- -
big manufacturing areas marked) In which part of this
region do you find the least amount of manufacturing?
a. easternb. southernc. westernd. northern
Results
The average level of items correct for comprehension (draw ceinclu-..
".-kions) of graphic data for each Educational Development District is
provided in Table 44.
01
p.
i'CA_135
J
110
119
$
120
TABLE 44
cAVERAGE PERCENTAGE OF CORRECT AbSWERS BY EDUCATIONAL
,...DEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS'
COMPREHENSION (DRAW CONCLUSIONS) OF GRAPHIC. DATA
L. Comprehensive Tests of Bast Skills, .Form Q, Level 2 -
,Study Skills/Graphic Materials Subtest,, Items 125,,36 37,40, 41, 43, 47.
EducationalDevelopmentDistrict ,
Number ofpupils
Average percentage Ofcorrect dniswers
alt,
1 ,\ 274 4E*2 .315 '51*3 136 434 415. 51*5 270 50*6 257 ./0
50*.7, 464 52*8 966 56*9 217 51*
10 95 53* e1 106 4412 475 4413' ° 498 ,4214 234 4715 ,332 4716 163 30
..
°I;.7Kentucki 5,235
sZ2004 Statewide
so
*Criterion average-of 48 percent attained,
Conclusion
The assessment results presented in Table 44 indicate that the
I
expe4ted criterion of 48 percent correct an4ers'was attained in nine
of the sixteen Educational Developmept Districts.' The average percentage
of correct answers by Educational Tevelopment District for the related
items4anged from 30 percent to4.56 percent,
' Item analysis data for'performpnce objective #1,1.1.0.3 are provided
in Appendix F.
'
e
121.
Performance Objective 1.1.10.4
During the spriltg semester of the fourth grade, Kentucky pupils.will demonstrate the ability to analyze graphic data and determineextended meaning by attaining an average level of correct answersequal to or exceeding the criterion (44 percent) as measured bythe related items of the Study Skills/Graphic Materials Subtestof the Comprehensive Tests of Basic Skills, Form Q, Level 2.
Sample Assessment Item for Analysis Of Graphic Data to Determine ExtendedMeaning .
Test.ltuation: Pupils were given graphic materials to look at and use.They were asked to choose the correct answer to qnts-tions in which the extending of the meanings infr,the
#Materials was necessary.'
Item: (Map of a small island in.tile Pacific) Which of thefollowing best describes this island/-
a. mostly covered by palm treesb. mostly covered with valleysc. mostly covered by mountainsd. covered by equal areas of valleys and mountains
Results
The average level of items correct for analysis of graphic data to
determine extended meaning for each Educational Development District is
provided in Table 45.
122
TABLE 45 .
AVERAGE PERCENTAGE OF CORRECT ANSWERS BY EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE PUPILS' ANALYSIS OF
GRAPHIGADATAAND DET4RMINATION OF EXTENDED MEANING
(Comprehensive Tests of Basic Skills, Form Q, Level 2Study Skirls/Graphic Materials Subtest, Items #24, 39, 42, 44, 45
EducationalDevelopient.
DisrictNubber of
pupilsAverage percentage of
correct answers
1 274.43
2 315 45*
3 136 36
4. 415 42
5 270 44*-... 257 45*
7 464 42
8 966 47*9 217 42
10 95 42
11 106 34
12 475 38
13 498 37
14 234 45
15 332 43
16 163, 22.
Kentucky-- 5,235 40
Statewide
*Criterion average of 44 percent attained
Conclusion
The assessment results presented. in Table 45 indicate that the
expected criterion of 44 percent correct answers was attained in six
t.
of the sixteen Educational Development Districts. The average percentage
of correct answers by Educational Development District for the related
items ranged from 22 percent to 47 percent.
Item analysis data foi performance objective #1.1.10.4 are provided
in Appendix F.
1.38'e.3 a
1
. 123
'Goal 1.7: Each citizen of the Commonwealth should be assured anopportunity to develop a positive attitude toward the acquisitionof knowledge -'both formal and informal.
The second general education goal assessed involved measurement of
affective behavior concerning attitudes toward (1) school, (2) reading
and'(3) arithrtic. It was determined' that affective behavior assessment
results compiled from the Kentucky StUdent Attitude Inventory would,be
reported in relation to the percentage of, fourth grade pupils who responddd
positively to individual attitudinal questions. A'criterion of 50 percent
or greater positive pupil response on individual attitudinal questlions
was established as the level of desired performance. The Kentucky Student
Attitude Inventory is provided in Appendix D. The results for Goal 1.7
are presented below.
ti
Attitude toward School,
Performance Objective 1.7.14 tNDaring the spring semester of the fourth grade, Kentucky pupilswill respond positively toward school by, demonstrating a direcr,tional response equal to or exceeding the criterion (50 percent)-on-the related individual items of the Kentucky Student AttitudeInventory.
Attitude toward School Questions
The following questions were asked of fourth grade pupils to
assess the pupils' attitude toward school. The directional response
which was considered positive is in parentheses following each,
question.
Question 41 Do you think that school is unfair to students? (no)Question #2 Is time spent in school important? (yes)Question #3' Are you proud of your school? (yea)Question #4 Do you understand the reasons for having school
rules? (yes)
139 n
124
Question 0 Do you dislike coming to-school? (no)
Question #6 Will your school work help you to do well? (yes)
Question #7 Do you really like what you are taught in school? (yes)
The percentage of 'fourth grade pupils responding positively to
each of the attitude toward "school" questions in each Educational
Development District and Statewide is presentedln Taple 46:
140
-
TABLE 46
41.
PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TO
THE INDIVIDUAL QUESTIONS RELATED TO ATTITUDEgiTOWARD SCHOOLBY EDUCATIONAL DEVELOPMENT DISTRICT
Kentucky Student Attitude Inventory, Attitude toward School Questions
EducationalDevelopment Number of Percentage of positive responses by question
District pupils 1 2- 3 .4 5 6 7.
I 141 76* 89*, 79* 77* 52* 96* 70*
2 / . 482. 78* 90* 83* B6* 67* 95* 75*
3 178 82* 92* 89* 85* 69* 97* 76*
4 558 82* 92* 88* 85* 69* 97* 79*
5 342 72* 90* 86* 85* 68* 96* 75*
6 * 357 75* 88* 87* 83* 60* 96* 8*
7 413 77* 88* 86* 82* 63* 96* 96*
8 882 82* 92* 88* 88* .66* 97* 71*
9 269 82* 89*' 91*. 87* 69* 97* 82*
10J
90 78* 87* 88*. 79*. 63*. 96* 83*
11 246 70* 87* 84* 82* 64*. 96* 79*
12 374 76* 89* 85* 85* 69* 96* 72*
13 566 77* '89* 87* 86* 69* 97* 81*
14 33/ 79* 90* 89* 85* 65* 97* 80*
15 446 72* 82* 78* 77* 62* 61* '52*
16 80 94*. 98* 95* 94* 76* 99* 89*
Kentucky-- 5,806 7$* 89* 86* 85* 66* 96* 75*
Statewide
4 *Criterion percentage of 50 percent attained
Conclusion
Results related to attitudes toward school presented in Table 46
indicate that 50 percent or more of'the fourth grade pupils gave the
desired directional response to questions.41though #7 for all Educa-
tional Development Districtd. No learner needs,were_indicated
126
Attitude toward Reading
Performance Objective 1.7.2
During the spring semester of the fourth grade, Kentucky pupils
will respond positively toward reading by demonstrating a direc-
tional response equal to of exceeding the criterion (50 percent)
on the related individual items of the Kentucky Student Attitude
Inventory.
Attitude toward Reading Questions4
The following questions were asked of fourth grade pupils to
assess the pupils' attitude toward reading. The directional response
which was considered positive is in parentheses following each question.
.Questiolir#1 Do you think that you are a bad reader? (no)
Question #2 Do you like to read before you go to bed? (yes)
.Question #3 Is reading your favorite subject in school? (yes)
Question #4 Do you like to read aloud at school? (yes).
Question #5 Do You think there are other things 'that axe i re
fun than reading? (no)
Question #6 Do ybu think that reading is important? (y
Question #7 When you have some free time, do you like t( read
a book? (yes)
The percentage of fourth grade pupils responding positively to
each of the attitude toward "reading" questions in each Educational
Development District and Statewide is presented in'Table 47.
Th
TABLE 474
PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS REBATED-TO ATTITUDE'TWARD READING
BY EDUCATIONALDEVELOPMENTrDISTRICI
Kentucky_Student,Attitudftventory, Attitude toward Reading Questions
Educatiehal_Development Number of Percentage of positive responses by question
'District pupils 1 2 3 4 5 6 7
1 141 68* 51* 27 54* 5 94* 59*
2 482 A5* 60* 33 59* 4 11 94* 67*
3 178 70* 58* 33 59* 18 94* 67*
4 558 74* 62* 34 54* 13 93* 65*
5. 342 69* 61* 30 62* 11 93* 63*.
6 357 64* 58 *. 28 57* 10 93* 52*
7 413 73* 60* 29 55* 10 '93* 58*
8 882 73* 59* 25 53* 9 95*. 59*
9 269 69* 70* 30 57* 12 95* 70*
10 90 74* 56* 36 68* 17 92* 66*
11 246 68* 57* 26 55* 11 94* 60*
12 374 71* 60* 42 67* 16 94* , 71*
13 566 71* 65* 39 63* 14 94* 67*
14 337 68* 64* 39 59* 8 93* 71*
15 446 73* 72* 26 57* 11 91* 56*
16 80 81* 65* 38 61* 16 98* 80*
Kentucky-- 5,806 71* 61* 31 57* 11 94* 63*
Statewide
*Criterian.percentage of 50 percent attained,
Conclus on
.Results related to attitudes toward reading presented in Table 47
Indicate that 50 percent or more of the fourth grade pupils gave the
desired directionalresponse to questions #1, 2,;4, 6, and 7 for all
Educational Development Districts. However, a learner need was indicated
in all Educational Development Districts for questions #3 and 5 due to less
than 50 percent of the pupils giving the desired directional response.
. e
128
Attitude toward AxiOmetic
Performance Objective 1:7.3
During the spring semester of the fourth grade, Kentuckypupilswill respond positively toward arithmetic by demonstrating adirectional response equal to or exceeding-the criterion (50percent) on the related individual items of the Kentucky Student
Attitude Inventory.
'Attitude toward Arithmetic Questions
The following questions were aSked of fourth grade pupils to
assess the pupils' attitude toward arithmetic. The directional response
which was considered positive is in parentheses following each question.
Question #1 Is math boring to you? (n0 .
Question #2 Is math your favorite subject? yes)
Question #3- Do you like to work all kinds of math problems? (yes)
Question #4 Do you like to explain math problems? (yes) .
Question #5 Do you think math is important? (yes)
Qilestion i6 Would you like to spend more time'in math? (yes) .
Question #7 Do you think there are other things that are more fun
than math?* (no).
The percentage of fourth grade pupils responding positively to
each of the attitude toward "arithmetic" questions in each Educational
Development District and Statewide is presented in Table 48.
0
TABLE 48.
PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS. RELATED TO ATTITUDE TOWARD.ARITHMETIC BY EDUCATIONAL DEVELOPMENT DISTRICT
Kentucky,Student Attitude Inventory, Attitude toward Arithmetic Questions
EducationalDevelopmentDistrict
Number ofpupi is
Percentage of positive responses by question1 2. 3 4. 5 6 7
-
1 141 67* 46 51* 39 95* 46 192 482 69* 47 46 53* 94* 45 223 178 69* 47 46 53* 94* 45 224 558 69* 48 53* 47 95* 48 205 342 66* 39 47 42 92* 43 ,0' 14
6 357 ' 651g 48 50* 42 93* 39 177 413 64* 50* 50* 46 95* '48 168 882 69* 46 48 40 95* 43 169 269 74* 55* 59* 50* 95* 50* 2810 90 70* 39 56* -54* 94* 42 1911 246 73* 50* 57* 51* 94* 56* 2412 374 62* 41 55* 45 91* 49 2013 566 62* 49 53* 52* 93* 51* 2214 337 63* . 39 50* 43 94* 40 1515 446 61* 4- 48 49 44 90* 44 1916 80 80* 56* 79* 49 99* 59* 20...
Kentucky-- 5,806 66* 47 52* -45 94* 46 19Statewide
*Criterion'percentage of 50 percent attained4
Conclusion
Results related to attitudes toward arithmetic pretented in Table 48
indicate that 50 percent or more of the fourth grade pupils gave the desired
directional response to questions #1 and #5 for all Educational Development
Districts. However, a learner need was indicated in some Educational Develop-
ment Districts for questions #2,'3, 4, 6, and.7 due to less than 50 percent
of the pupils giving the desired directional response.
130
GOAL III: ,HUMAN -RELATIONSHIPS
*Goal 3.2: Each citizen of the Commonwealth should have an under-standing of the worth'and dignity of other people.
The goal assessed in Human Relationship Area involved measurement of
affective behavior concerning attitudes toward peers. It was delermined.,
that affective behavior assessment results compiled from the Kentucky
Student Attitude Inventory would be reported in relation to the perCentage
of fourth grade pupils who responded positively to individual, attitudinal
questions. A criterion of 50 percent or greater positive pupil response
on individual attitudinal questions was established as the level of desired
performance. The Kentucky Student Attitude Inventory is proirided in
Appendix D. The results for Goal 3.2 are presented below.
Performance Objective 3.2.1 ,
During the spring semestervf the fourth grade, Kentucky pupilswill respond positively toward peers by demonstrating a direc-tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.
Attitude toward Peers Questions
The following questions were asked.of fourth grade pupils to
assess the pupils' attitude toward "peers." The direCtio 1 response
which was considered positive is in parentheses following each question.
Question #1 See friends at school is fun? (yes)Question #2 Do students in my school make other stude is feel
unwanted? (no)Question #3 Do other boys and girls play fair at school? (yes)Question #4 Do you want to get the same grades as you friends?
(Yes) AQuestion #5 Do you like to play by yourself at school (no)
446
131
1
-Question #6 Do you like most of y
1ur classmates? (yes)
Question #7 Do your friends thi that getting good grades' isimportant? (yes)
The percentage of fourth -grade pupils responding positively to
eacfi of the attitude toward "peers" questions in each Educational
Development District and Statewide is presented in Table 49.
4
:4447
132
af
TABLE 49
'
PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELY TOTHE INDIVIDUAL QUESTIONS RELATED TO ATTITUDE TOWARD PRS
BY EDUCATIONAL DEVELOPMENT DISTRICT
Kentucky Student Attitude Inventory, Attitude toward Peers Questions
EducationalDevelopment
District
Number ofpupils
Percentage of positive responses by question1 2 3 4 5 6 . 7
1 141 94* 44 46 34 93* 86* 89*2 482 96* 49 42 . 23 94* 93* 90*3 178 , 93* 50* 47 27 96* 92* 89*4 558 94* 49 50* 31 93* 93* 90*5 342 96* 43 54* 33 95* 94* 88*6 357 96* 48 42 32 94* 94* 87*7 413 96* 48 42 32 94* 94* 87*8 e 882 94* 53* 51* 27 , 95* 90* 88*
.9 269 95* 44 54* 32 89* 93*.
89*10 90 , 97* 48 59* 27 94* 96* 91*11
...246 96* 46 '50* 32 92* 88*- 89*
12 374 95* 40 29 37 94* 93* 92*13 566 s'90* 58* 48 32 88* 92* 84*14'14 337 93* 51* 42 . 26 89* 96* 86*15 446 97* 60* 48 28 94* 96* 91*16 80 90* 52* 54* 23 90* 90* 81*
Kentucky -- 5,806 94* 50* 48 29 92* 93* 88*Statewide
*Criterion percentage of 50 perZtfit attained
Conclusion
Results related to attitudes- toward beers presented in Table 49
indicate that 50 percent or more of tde fourth grade pupils gave the
desired directional response to questions #1, 5, 6, and 7 for all Educa-
tional Development Districts. However, a learner need was indicated in
some Educational Development Dist is for questions #2, 3, and 4 due ?o
less than 50 percent of the pupil iving the desired directional response.
1484)14
133.
'1
GOAL AREA VT: PHYSICAL AND MENTAL WELL BEING
7Goal 6.3: Each citizen of the Commonweald should have a positiveand realistic acceptance of self.*a
The goal assessed in Physical and Mental Well,Being Area involved .
measurement of affebtive behavior concerning attitudes toward self. It
was determined that affective behavior assessment results compiled from
the Kentucky Student Attitude Inventory would be reported in relation to
the percentage of fourth grade pupils who responded positively to individualA
attitudinal questions. A Criterion of 50 percent or greater positive pupil
response on individual attitudinal questions was stablished as thtlevel
of desired performance. The Kentucky Student Attitude Inventory is
provided in Appen D. The results for Goal 6.3 are presented below.
Performance Oblective 6.3.1
During the spring semester of the fourth grade,, Kentucky pupilsrespond positively toward self by demonstrating-a direc-
tional response equal to or exceeding the criterion (50 percent)on the related individual items of the Kentucky Student AttitudeInventory.
Attitude toward Self Questions
The following questions were asked of fourth grade pupils to
assess the pupils' attitude toward "Self." The directional response
which was considered positive is in parentheses following each question.
Question #1 Is it easy for /2u 4 to make friende (yes)Question 42 Do you worry about giving the wrong answer in class? (no)Question #3 Do /g2 get alongwell with others? (yes)Question #4 Do you usually feel unhappy? (no) '
Question #5 Can Lou do things as well as other children? (yes)Question #6 Do you worry about getting good grades?-- (no)Question #7 Do you feel that you do a good job of studying? (yes)
;q11.149
I
134ti
. ,
The percentage of fourth grade pupils responding pbsitively to,eaCh-
of the attitude toward "self" questions,in each Educational bevelopMent_-
t .
District and Statewide is presented in Table 50..
TABLE 50 .
PERCENTAGE OF FOURTH GRADE PUPILS RESPONDING POSITIVELYTO THE INDIVIDUAr QUESTIONS RELATED TO ATTITUDE TOWARD SELF
EDUCATIONAL DEVELOPMENT, DISTRICT '
KentUcky S udent titude Inventoty, Attitude toward Self Questions
Educational4DevelopmentDistrict
45'
6
.4 ° 7
8-
10
11
12
1-- 13
15
16
Kentucky-- -
Statewide
Number ofpupils
Percentage of positive responses by question1 2 3 4 5 6 7
141 83* 22 74* 72* 52*, 16 54*482 80* 28 80* ,.69* 47 15 69*178 85* 20 76* 66* 47 12' 61*558 80* 26 79* 68* 49 23 ' 61*.342,0357V4,
77*
77*
21
2579*
, 84*66*61,-4
4642 ,
18
26.
69*64*
el
413 80* 26 86* 69*. 51* 21 72*882 80* . 24 . 0* 77* 554, 23 -%68*269 83* ,29 '88* 71* .55* 20 78*90 77* 12 * 66* 46 18 64*
37481*79*
21
32
71*82*
59*62*
40,
4g,
11
2061*68*
566 78* , .20, 71* 54* 42 21 , 59*337 82* 28 84* , 66* 39 18 69*446' 71* 32 79* 74* 46 19 64*80 86*' 26 94* ,81* 58* 24 N'43*
5,806 79* 25 ' 81*- 68* 47 20 66*.
*Criteriofi percenicieNcf 50 petcent attained
Conclusion
Resqits related to attitudes toward"srett,,presened in Table 50
.
indicate that 50 perce or MOr f th fourth grade pupils gwe the
desired directional tesponse questions 1, 3, 4, and 7 for all Educa-
tional Deve nt Districts: However, a leardicdneed was indicated in
sope-.Educational Deveament Districts for questions #2, 5, and 6 due to
less than 5'6percent of theNpupils giving the desired directional response.
14
LIST OF REFERENCES
Bloom, Benjamin S., et al. Taxonomy of Educational Objectives, HandbookI: Cognitive Domain. New York: David McKay Company, Inc., 1956.
224 of Education in Kentucky.' Frankfort, Kentucky:. State Departmentof Education, 1973'. 4,--
Kiathwohl, David R., et al. Taxonomy of Educational Objectives, HandbookII: Affective Domain. New York: David McKay Company, Inc., 195b.
A
,
137
O
151.
A-
Y 4
.
'
a
APPENDIX A,
GOALS OP EDUCATION IN KENTUCKY
139
152
GOALS OF EDUCATION IN KENTUCKY,
GOAL AREA T:, GENERAL EDUCATION
1.1 Skill in written and oral communication, reading, computation,and mathematical concepts
1.2 Understand the language common to the various learningdisciplines
-=1.3 Knowledge of logical approaches for problem solving
1.4 Application of acquired skills to real -life situations
1.5 Knowledge in ihe'various learning disciplines (e.g. science,social science, foreigsklanguage, etc..) .
1.6 Understand the resources available and the methods of collectinginformation
S
1.7 Positive attitude toward the acquisition of knowledge - bothformal and informal
4
GOAL AREA II: ECONOMIC UNDERSTANDING
2.1 Consumer knowledge
2.2 Information on tax structures and obligations
2.3 An understanding of money management
4
2.4 A knowledge of the American economic system in relation tointernational economics
2.5 Demonstrate economic independence
GOAL AREA III: HUMAN RELATIONSHIPS
3.1 Knowledge,of one's,self in relation to capabilities andinterests
3%2 Understanding. the worth and dignity of other people
3.3 Ability to work with and relate to other individuals andgroups
3.4' Appreciation of our culture and those attributes which haveenabled man to survive and accomplish ,
L41
153
"c
r.
142
GOAL AREA IV: CITIZENSHIP
,4.1 Understanding the necessity for structured social and politicalorganization
4.2 Understanding the necessity for ethical values in determiningright from gong
4.3 Knowledge of the interdependence of the individual's rightsand responsibilities in a democracy
.4.4 Awareness of one's relationship to his physical environmentand the wise use of resources
.*
. 4.5 Understanding the effects oftecynologv and of popdlation growthon the environment
4.6 Attitude of cooperation for the betterment of one's communityand society
4.7 Understanding the relationship of historical occurrences topresent'and future planning
4.8 Knowledge of international relationships
4.9 Awareness of the importance of involvement in community affairs
GOAL : CREATIVE, CONSTRUCTIVE AND. CRITICAL THINKING
5.1 Ability to examine constructively and creatively
5.2 DevelOpment of individual. creative talents
5.3 Respect for creative contributions of others
5.4 Application of the logical processes <e.g. research, analysis,evaluationr etc.)
5.5 Critical awareness of the less obVious qualities or conditionswhich contribute to total understanding'
GOAL AREA VI: PHYSICAL AND MENTAL WELL BEING
6.1 Develop physical fitness through appropriate activities
6.2 Understanding of the body processes and fuhctions
6.3 A positive and realistic acceptance of self
6.4 Development of skills for and appreciation of leisure timeactivities
6.5 Undekstanding and value for good nutritional habits
(1G. '11.54
143
GOAL AREA VII: OCCUPATIONAL COMPETENCE
7.1 Understanding the contributions of occupations to swiety
7.2 Understanding of the variety of career opportunities
.7.3 Acquisition of occupational skills (entry and maintenance skills)
7.4 Ability to cope with _changing occupational requirements anddemands
GOAL AREA VIII: CULTURAL APPRECIATION
8.1 Acquisition of knowledge of art, musical, literary and dramaforms
8.2 Understanding of and value for the historical and culturalheritage
8.3 Development of aesthetic values
8.4 Expression of cultural-values
..
551.
S
APPENDIX B
HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES
HIERARCHY OF GOALS AND PERFORMANCE OBJECTIVES
GRADE 4'
Kentucky Educational Assessment Program (1974)
GOAL AREA I: GENERAL EDUCATION
Goal 1.1: Each citizen of'the Comiloonwealth should be assured anopportunity to realize his full potential in written .and oral cominuni-,cation, reading, computation, and mathematical conc'epts.
Related Performance ObjectivesCoTV
1.1.1 Daing the epring semester of the fourth grade, Kentucky pupilswill demonstrate knowledge of vocabulary by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7)as measured by the Reading Vocabulary Subtest of the ComprehensiveTests of BEIsic Skills, Form Q, Level 2.
th
1.1.1.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of the meaning of wordsin context by attaining an average level of correct answersequal to or exceeding the criterion. (57 percent) as measuredby the related items of the Reading Vocabulary Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.
1.1.2 During the. spring semester of the fourth grade, Kentucky pupilswill demonstrate reading comprehension Py attaining an averagegrade equivalent score equal to or exceeding the. criterion (4.7)'as measured by the Reading Comprehension Subtest of the ComprehensiveTests of Basic Skills, Form Q, Level 2.
1.1.2.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of directly stated details
(literal meaning) by attaining an average level of correctanswers equal to or exceeding the criterion (52 percent)as measured by the related items of the Reading ComprehensionSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.
1.1.2.2 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of words and phrases(simple rewording) by attaining an average level of correctanswers equal to or exceeding the criterion (64 percent) asmeasured-by ehe related items of the ReAding ComprehensionSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.
1
147
457
ti
148
1.1.2.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension (paraphrasing) ofthe meaning of ideas by attaining an average-level ofcorrect andwerstequalto or exceeding the criterion(65 percent) as easured by the related items of theReading Comprehension Subtest of the Comprehensive Tests,of Basic Skilli, Form Q, Level 2.
1.1.2.4 During the spring, semester of the fourth grade, Kentuckypupils will demonstrate comprehension of main ideas byattaining an average level of correct answers equalto,_or exceeding the criterion (56 percent) as measuredthe related items of the Reading Comprehension Subtestof the Comprehensive Tests of Basic Skills, Form Q,Level 2.
1.1.2.5 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of relationships byattaining an average level of correct answers equal to orexceeding the criterion (46 percent) as measured by therelated items of the Reading Comprehension Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.
1.1.2.6 During the spring semester of the fourth grade, Kentuckypupils wIla demonstrate comprehension (draw conclusions)of given facts- and statements by attaining an average levelof correct answers equal to or exceeding the criterion ,(46percent) as measured by the related items of the ReadingComprehension Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
1.1.2.7 During the spring semester of the fourth grade, Kentuckypupils, will deMonstrate comprehension (inference) of con-
; textual clues by attaining an average ley 1 of correctanswers equal to or exceeding the criteri n (60 percent)
-as measured by the related items of the R ading Comprehen-sion Subtest of the Comprehensive Tests o Basic Skills,Form Q, Level 2.,
1.1.2.8 During the spring semester of the fourth grade, Kentuckypupils will demonstrate analysisof indefinite or incompletestatements (extended meaning) by attaining an average, evelof correct answers equalto or exceeding the criterion (63percent) as measured"by the related items of the ReadingComprehension Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
1.1.3 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate knowledge Of spelling by attaining an average grade eqdiva-
' lent scord equal to or exceeding the criterion (4.7) as measured bythe Language/Spelling Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
1:1.3.1 During the spring semester oi the fourth gracle,Kentuckypupils will demonstrate knowledge of correctly and incor-rectly spelled words by attaining an. average of correctanswers equal to or exceeding the criterion (58 percent) asPleasured by the related items of the Language/Spelling Sub-test of the Comprehensive Tests ofiBasic Skills, Xorm Q,Level 2. z
1.1.4 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate application of the mechanics of language by attaining anaverage grade equivalent score equal to or exceeding the criterion(4.7) as measured by the Language Mechanics Subtest of the Comprehen-sive Tests. of Basic Skills, Form Q, Level 2.
1.1.4.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate application of punctuatiodbkillsby attaining an average level of correct answers equal toor exceeding the criterion (63 percent) as measured by therelated items of the Language Mechanics Subtest of theComprehensive Tests of Basic Skills, Form Q, Level 2.
1.1.4.2 During the spring semester of the fourth grade, Kentucky.pupils will demonstrate application of capitalization skillsby attaining an average level of correct answers equal to orexceedihg the criterion (40 percent) as measured by the relateditems of the'Language Mechanics Sibtest of the ComprehensiveTests of Basic Skills, Form Q, Level 2.
/1.1.5 During the spring semester of the fourth grade, Kentucky pupils will
demonstrate application of language expression by attaining an averagegrade equivalent score equal to or exceeding the criterion (4.7) asmeasured by the Language Expression Subtest of the ComeiehensiveTests of Basic Skills, Form Q, Level 2.
t4,
1.1.5.1 During the spring semester of the foufith grade, Kentuckypupils will demonstrate applicatidn o correct. grammaticalusage by attaining an'average level correct answersequal to or exceeding the criterion (61 percent) asmeasured by the related itett of the Language ExpressionSubtest of the Comprehensive Tests f Basic Skills, Form Q,Level 2. .
1.1.5.2 During the spring semester of the 4)urth grade, Kentuckypupils will demonstrate comprehension of clarity and/oreconomy of expression by attaining an average level ofcorrect answers equal to or exceeding the criterion (35percent) ads measured by the related items of the LanguageExpression Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
. 1.1.5.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of the author'simplication (word choice) by attaining an average levelof correct answers eqiial to or.exceeding the criterion
150
(55 percent) as measured by the related i ems of theLanguage Expression Subtest of the ComOre ensive Testsof Basic Skills, Form Q, Level 2.
1.1.6 During the spring semester of the fourth gride, Re tucky pupils wiltdemonstrate application of arithmetic computation attaining anaverage grade_equivalent score equal to or exceedi the criterion'(4.7) as measured by the Arithmetic Computation Sub est of theComprehensive Tests, of Basic Skills, Form Q, Level
1.1.6.1 During the spring semester of the fourthpupils will demonstrate application of addattaining an average level pf,correct answexceeding the criterion (64 percent) as merelated items of the Arithmetic ComputatioComprehensive Tests of Basic Skills, Form
1.1.6.2 During the spring semester of the fourth grpupils will demonstrate application of subtby attaining an average level of correct anor exceeding the criterion (62 percent)asrelated items of the Arithmetic ComputatioComprehensive Tests of Basic Skills, Form
1.1.6.3 During the spring semester of the fourth grpupils will demonstrate application of moultby attaining an average level of correct anor exceeding the criterion (54 percent) as mArithmetic Computation Subtest of the CoMpreof Basic Skills, Form Q, Level 2.
ade, Kentuckytion skills byrs equal to orsured by theSubtest of the
, Level 2.
de, Kentuckyaction skillswers equal toasured by theSubtest of the
, Level 2.
de, Kentuckyplication skillsers equal toasured by theensive Tests
1.1.6.4 During the spring semester of the fourth grade Kentucky
pupils will demonstrate application of divisio, skills byattaining an average level of correct answers e ual to orexceeding the criterion (53 percent) as measure' by therelated items of the Arithmetic Computation Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, i.evel 2.
1.1.7 During the spring semester of the fourth grade, Kentucky pu ils willdemonstrate comprehension of arithmetic concepts by attains g anaverage grade equivalent score equal to or exceeding the cri erion(4.7) as measured by the Arithmetid Concept's Subtest of the mpre-
. hensive Tests of Basic Skills, Form Q, Level 2.
.1.1.7.1 During the spring semester of the fourth grade, Kentu kypupils will demonstrate knowledge of arithmetic conceptsby attaining an average level of correct answers equal toor exceeding the criterion (53 percent) as measured by therelated items of the Arithmetic Concepts Subtest of the Com-prehensive Tests of Basic Skillt,-Form Q, Level 2,
1.1.7.2 During the spring semester of,the fourth grade, Kentucky\pupils will demonstrate comprehension of arithmetic con-cepts (converting form) by attaining an average level of
t.:3; /60
t
151
correct answers equal to or exceeding the criterion (57
percent) as measured by the related items of the Arithmetic
Concepts Subtest of the Comprehensive Tests of Basic Skills,
Form Q, Level 2.
1.1.7.3 During the spring semester of the fourth grade, Kentucky
pupils will demonstrate comprehension of equations by
attaining an average level of correct answers equal to
or exceeding the criterion (66 percent) as measured by
the related items of the Arithmetic Concepts Subtest of
the Comprehensive Tests of Basic Skills.; Form Q, Level 2.
1.1.7.4 During,the sp ng semester of the fourth grade, Kentucky
pupils will d strate comprehension of comparative rela-
tionships by attaining an average level of correct answersequal.,to or exceeding the criterion (56 percent) asmeasured by the related items of the Arithmetic Concepts
Subtest of the Comprehensive Tests of Basic Skills, Form Q,
Level 2.
1.1.7.5 During the spring semester of the fourth grade, Kentucky
pupils will demonstrate comprehension of relationships
(ratio, time, part-whole, sequence, geometric) by attain-ing an average level of correct answers equal to or exceeding
the criterion (54 percent) as measured by the related items
of the Arithmetic Concepts Subtest of the Comprehensive
Tests of Basic Skills, Form Q, Level 2.
During the spring semester of the fourth grade, Kentucky
pupils will demonstrate analysis of the .components of
arithmetic problems (organization) by attaining anaverage level of correct answers equal to or exceeding
the criterion (44 percent) as measured by the related
items of the Arithmetic Concepts Subtest of the Compre-
hensive Tests of Basid Skills, Form Q, Level 2.
1.1.8 During the spring semester of the fourth grade, Kentucky pupils will
demonstrate application of skills in solving arithmetic word problems
by attaining an average grade equivalent score equal to or exceeding
the criterion (4.7) as measured by the Arithmetic Application Subtest
of the Comprehensive Tests of Basic Skills, Form Q, Level 2.
1.1.8.1 During the spring semester of the fourth grade, Kentucky
pupils will demonstrate comprehension of problem-solving
(selecting methods) by attaining an average level of :
correct answers equal to orexceeding the criterion (41
percent) as measured by the related items of the Arithmetic
Application Subtest of the Comprehensive Tests of Basic
Skills, Form Q, Level 2.
1.1.8.2 During the spring semester of the fourth grade, Kentucky
pupils will demonstrate comprehension of problem-solving
(correct solution) by attaining an average level of
152
correct answers equal to or exceeding the criterion (62percent) as measured by the related items of the ArithmeticApplication Subtest of the Comprehensive Tests of BasicSkills, Form Q, Level 2.
1.1.8.3 During the spring semester of the fourth grade, Kentuckypupils will demonstrate analysis of the components ofarithmetic word problems (organization) by attaining anaverage level of correct answers equal to or exceedingthe criterion (42 percent). as measured by the relateditems of the Arithmetic Application Subtest of the Compre-hensive Tests of Basic Skills, Form Q, Level 2.
1.1.9 During the spring semester of the fourth grade, Kentucky pupils willdemonstrate knowledge of reference material techniques by attainingan average grade equivalent score equal to or exceeding the criterion(4.7) as measured by the Study Skills/Reference Materials Subtest ofthe Comprehensive Tests of Basic Skills, Form Q, Level 2.
1.1.9.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of parts of books byattaining an average level of correct answers equal to
kk
or exceeding the criterion (48 percent) as measured bythe relateditems of the Study Skills/Reference Materials ISubtest of the Comprehensive Tests of Basic Skills, FormLevel 2.
1.1.9.2 During ale spring semester of the fourth grade, Kentuckypupils will demonstrate knowledge of dictionary use byattaining an average level of correct answers equal toor exdeeding the criterion (47 percent) as dbasured bythe related items of the Study Skills/Reference MaterialsSubtest of the Comprehensive Tests of Basic Skills, Form Q,Level 2.
1.1.9.3 During the spring semester of the fourth grade, Kentucky' pupils will demonstrate knowledge of library use by attaining
an average level of correct answers equal to or exceedingthe criterion (48 percent) as measured by therelated.itemsof the Study Skills/Reference Materials Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.
1.1.10 During tie spring semester of the fourth grade, Kentucky pupils will
i
demons rate comprehension of graphic materials by attaining an aver-age gr de equivalent score equal to or exceeding the criterion (4.7)as mea ured by the Study Skills/Graphic Materials Subtest of theCoMprehensive Tests of Basic Skills, Form Q, Level 2.
i
.1.1.10.1 During the spring semester of the fourth grade, Kentuckypupils will demonstrate comprehension of symbols, legends,.and data presented in graphic or,tabular form byattainingan average level of correct answers equal to or exceedingthe criterion (56 percent) as measured by the related itemsof the Study Skills/Graphic Materials Subtest of the Com-prehensive Tests of Basic Skills, Form Q, Level 2.
.4.
w 162
1.1.10.2 During the spring semester of the fourth grade, Kentuckypupils will demonstate comprehension of relationships ,
presented in graphical form by attaining an average levelof correct answers equal to ox. exceeding the criterion(53 percent) as measured by the related items of theStudy Skills/Graphic Materials Subtext of the ComprehensiveTests of Basic Skills, Form Q, Level -2.
'foal 1.7: Each citizen of the Coimonwealth should be Assured an opportunityto develop a positive attitude toward the acquisition of knowledge,- both ,
ormal and informal. *
Related Performance Objectives,
1.7.1 During the spring semester of the foutth grade, Kentucky pupils willrespond positively toward school by demonstrating a directionalresponse equal to or exceeding the criterion (50 percent) on therelated. individual items of the Kentucky Student Attitude Inventory.
1.7. During the spring semester of the, fourth grade, Kentucky pupils' willrespond positively toward reading by demonstrating a direCtionalresponse equal to or exceeding the criterion (50 percent) on therelated individual items of the Kentucky Student Attitude Inv to
ring the spring semester of the fourth grade, Kentucky pupila;willespond positively toward arithmetic by demonstrating a directionalsponse equal to or exceeding the criterion (50 percent) on the
related individual items of the Kentucky Student Attitude Inventory.
1.7.3
GOAL AREA III: HUMAN RELATIONSHIPS
'Goal 3.2: each citizen of the Commonwealth should have an understandingof the wort and dignity of other people.
Related Performance Objective
3.2.1 Darin the spring* semester of the fourth grade, Kentucky pupils willrespo d positively toward peers by demonstrating a directional responseequal o or exceeding the criterion (50 percent) on the related individ-.ual items of the Kentucky Student Attitude Inventory.
GOAL VI: PHYSICAL AND MENTAL WELL BEING
Goal 6.3:' Ea cit zen of the Commonwealth should have a positive andrealistic acc tance of self.
Related Performance Objective
6.3.1 During the spring semester of the fourth grade, Kentucky pupils willrespond positively toward self by demonstrating a directional responseequal to or exceeding the criterion (50 percent) on the related indiiid-ual items of the Kentucky Student Attitude Inventoty.
/-
ti
4.
".1
r
°-
APPENDIX C
SAMPLING PROCEDURES AND SAMPLE SIZE BY PARTICIPATINGSCHOOL DISTRICT, EDUCATIONAL DEVELOPMENT DISTRICT,
AND STATEWIDE. .
4
155
164
4
I
It`
0
ft
, n
SAMPLING PROCEDURES
The steps outlined `below were implemented to select the sample of
fourth grade pupils by Educational Development District and Statewide.. ,
Sample School District Selection
_
In 1974 each school 0..strict in the state was asked to` participate
in the program. 106 districts chose to participate.
Sample Pupil Selection
In order that the re ltant data be a valid indicator at the district
level, a representative sample within each district was selected in the
following manner:
A random numbers generator was used td select pupils by computersfor inclusion in thsassessment sample. When data were not avail-able from some of the school districts, the following procedureswere followed to randomly select the requireornumber of pupils ofagiven grade in the school district sample.
Every fifth pupil was selected, beginning withthe row ofpupils to the extreme left of the teacher as she faced her-pupi s, selecting the first pupil, continuing down each raw.until e required number. had been selected.
The number of up 1 participants selected for fourth grade by school
district, Educational Development District, and Statewide are presented in
Table 51.
157
165
4
158 r
TABLE 51
FOURTH GRADE:SAMPLE SIZE BY PARTICIPATING SCHOOL DISTRICTAND EDUCATIONAL DEVELOPMENT DISTRICT,
Educational Development Number of pupils-District Participating School District in the sample
1' Calloway CountyCarlisle County
J(
Fulton ;ndependent.Marshall CountyMayfield IndependentMcCracken CountyMurray,Independent
'TotalEducational Devel-opment District #1
2
Total--Educational Devel-opment District #2
3
. 46%7052
85
376921
389 .
Caldwell County 42
Central City Independent 31
Crittenden County. 32
Dawson Springs Independent 30Greenville Independent 38
. Hopkins County 101
Muhlenberg County 80Todd County 41
395
Hancock County 301Henderson Independent 39
Providence Independent 30Webster County 37
Total--Educational Devel- 136
opment District #3
. 4_ Allen County 41Barren County 60Bowling Green Independent 73
Caverna Independent 29
Edmonson County 34Hart County 52
Logan County 60Monroe County 46
Simpson County 55Warren County 85
Total-- Educational Devel-Devel- 535
opment District #4
.
-159
TABLE 51 (Continued)
FOURTH GRADE SAMPLE SIZE BY PARTICIPATING SCHOOL DISTRICT', AND EDUCATIONAL.DEVELOPMENT DISTRICT
Educational DevelopmentDistrict Participating School District
Number of pupiliin the sample
5 Bardstown Independent , 30Breckinridge County 51Grayson County 70Marion County 71Nelson Coupty 59West Point Independent 23
-TotalEducational Devel- 340opment Districti#5
6 Bullitt CountyEminence Independent 30Henry County 31Oldham County 56,Shelby County 49Spencer County 30
TotalEducational Devel=. 324
opment District #6
7 Bellevue Independent 29Boone County .46Campbell County 62Covington Independent 103,Erlanger Independent 50Ft. Thomas Independent 38Gallatin County 30Grant County 34Newport Independent , 31Pendleton County 40
Total--Educational Devel- 514opment District #7
8 _Jefferson County 966
Total -- Educational Devel- 966opment District #8
9 Bracken County 30Fleming County 44Mason County 30Maysville Independent .17Montgomery County 49
-160
TABLE 51 (Continued)
FOURTH GRADE SAMPLE SIZE BY'PARTICITATING SCHOOL DISTRICT .
AND EDUCATIONAL DEVEZOPMENT DISTRICT
Educational Development Number of pupilsin the sampleDistrict Participating School District
9 (continued) Mt. Sterling Independent 30Robertson County . 33Rowan County,. 45
Total--Educational Devel- 278opment District #9
10 Ashland Independint 24Boyd County 7LFairview Independent 30
Total--Educational Devel- . 125opment District #10
11 Paintiville Independent 79-
TotalEducational Devel-opment District #11
Pike County -
Pikeville Independent19027.
7
296
12 Breathitt County 63Hazard Independent 29
Jackson Independent. 31Jenkins Independent 30Knott County 76
`Zee County 30Leslie County 63Letcher"County 72
Owsley County 30Perky County" 81
Total--Educational Devel-opment District #12
13 Barbourville Independent
505
33*
Bell County 82
Clay County 80Corbin Independent 30Harlan County 107Harlan Independent 30Knox County 96
eits
TABLE 51 (Continued)
FOURTH GRADE SAMPLE SIZE BY PARTICIPATING SCHOOL.DDSTRICTs ..e"
. .
'161
AND EIXJCATIO PMENT DISTRICT
E uchtional Development-District Participating Sch-ool Distric't.
Number of pupilsin the sample
13 (continued) Lynch' IndependentMiddlesboro IndependentWilliamsburg Independent
205030
Total -- Educational Devel-
opment District #13
14 Adair Codnty
558
50Casey County . 53Cumber/and County 30Green County . 36
Monticello Independent- 30
Science Hill Independent 22,
Taylor County 45Wayne County 48
,Total--Educational Devel-opment District #14
15 Bourbon,Couity. .44
Boyle County 40Danville Independent 42Frankfort Independent 30
Franklin County "87Harrodsburg Independent. 30
Jessamine County 74
Nicholas County . 29
Scott County 57Woodford Codnty 57
Total--Educational.Devel-opment District #15
16 Clark County *
490.
100
Estill County . 63
TotalEducational Devel-opment District #16
TOTAL--Statewidef
163
6;328
P9
t
4
APPENDIX D
KENTUCKY STUDENT ATTITUDE INVENTORY
. ,
163
170
KENTUCKY EDUCATIONAL NEEDS ASSESSMENT
Student Attitude 'Inventory, Grade 4
O
Directions to-be Read by the Test AdMinistrator
My name is
I
. I'm going to be asking you some
questions, which are different from the usual school,
these are about how you feel and so have no right or
First, 1111 hand out the answer sheets and then I'll
questions, for
wrong, answers:
tell you more
about the questions.
Do not put your names--I repeat, do not put your names--on the
answer sheet. Color the circle "Male" if you're a boy, or "Female"
if you're a girl. Print the number of our district in the spaces
under the words "identification number ". (Note to test adminis-
trator: print the district number on the chalkboaid for the students
to copy.) Now color the number in the column of Circles under each
box that is the same as the number in the box at the top of each
column. Under this section is a'box marked giade. Color e circle
with a "4" in it.
As I said before, I am gang to ask you some questions. No
one will see your answers but me--not your teacher, nor your principal,___
nor your parents. These 4uestions are different because there are no
right or wrong answers. u are to listen to each question and then
answer "Yes" or "No ". If your answer is "Yes", color the circle ullt
If your answer'is "No", color the-circle "F". For example, if I
asked this question: "Do you like to play ball?', some of you would
color the circle with a "T" for "Yes" awl some of you would color the
circle with an."F" fox' "No".
165 171
166
Your answer depends on how you think and feel about things.
Remember, listen carefully to e ch question,and color the circle
"T" for "Yes" or the circle F for "No";:after deciding how you
think and feel. If you don't understand a question, ask about it.
Be sure to color one circle "T" or "F".for every question.
Do.nof color any of .the plain white circles on this test. Be
sure the number on yodr answer sheet is the same as the number of
the question *you are answering.
There are 35 questions-to be answered on this test. Start, with
number 1 on the separate answer sheet and mark until you read the
number 35 in the middle of the fourth column.
(NOTE TO TEST-ADMINISTRATORS: Read each question twice to the,students and be sure the students use a soft lead pencil, No. Ior No. 2, to mark the answer sheet.)
Please illustrate on the chalkboard how students should respondas follows:
If answer is Yes
0If answer is No
Because the answer sheets will be machj.ne scored,Tlease checkeach sheet, after collecting, to ensure that the circles filledin by the student are sufficiently dark and that other stray marksare eliminated from the paper.
"PP
17?
1. Is it easy. for 1221 to make friends?'
2. Do xaworry,0out giving the wrong answer in class?
3. Do Loll get along well with others?
4. Do you usually fee] unhappy ?,,
5. Can you do things, as well as other children?
6. Do you Worry about getting gbod grades?r
7. Do you feel that you do a good job of studying?\,
8. Seeing friends at schoc4 is fun? N
167
9. Do students in my school make other students. fee], unwanted?
10. Do other boys and girls play fair at school?
11. Do you want to get the same grades as your, friends?
12. Do you like to play by yourself at school?
13. Do yoU like most of your classMates?,
14. Do your friends think that getting good grades is important?
15. Do you think that you are a bad reader?
16. Do you like to read before you go to bed?
17. Is reading your favorite subject in school?
18. Do you like to read aloud at school?
19. Do you think there are other things that are more fun thanreading?
20. Dd you think that reading is important?
21. Do, you think that school is unfair to students?
22. When you have some free time, do you like to read a book?
23. Is time spent in school important?
24. Are you proud of your school?
25. Do ybu understand the reasons for having school rules?
26. Do you dislike coming to school?
4
No
168
27,J Will yout school work help you to do well?
28. Do you really like what you are taught in school?
29. Is math boring to you?.
30. Is math your favorite subject?4
31. Do you like to work all kinds of math problems?
32. Do you like to explain math problems?
33. Do you think math is important?
34. Would you like to spend more time in math?
15. Do you think there are other things that are more funthan math?
174t'"j:
. ,
,t
APPENDIX E e
Oft
RESULTS OF ANALYSIS OF DATA FOR BOYS AND FOR GIRLS
1.461.
17$
TABLE 52
AVERAGE GRADE EQUIVALENCY SCORES IN READING FOR FOURTH GRADE PUPILS
BY SEX AND EDUCATIONAL DEVELOPMENT DISTRICT
Comprehensive'Tests of Basic Skills, Form Q, Level 2
J
Educational
Development
District
I
Numberpf pupils
Average grade equivalency
Reading Vocabulary
Average grade equivalency
Reading Comprehension
Boys
Girls
Boys
Girls
Boys
Girls
01
204
175
4.7
4.9
4.9
5.2
2203
192
4.3
4.5
4.5
4.9
368
68
3.8
4.3
3.8
4.5
4%
.286
249
4.7
4.8
4.7
5.2
5175
165
4.5
4.6
4.4
4.7
6'
164
160.
4.3
4.6
4.3
4.8
7247
267
4.7
4.8
4.7
4.9
8463
503
5.4
5.4
5,6
5.7
9143
135
4.4
4.6
4.5
4.9
/1"1
1
10 11
61
156
64
140
4.4
4.4
5.0
4.3
4.3
4.3
5.2
4.4
(7)
12
13
249
264
256
294
4.0
4.1
4.3
4.3
4.1
4.0
4.5
4.4
14
147
167
4.4
4.5
4.6
4.7
15
210
280
4.5
4.8
4.5
5.1
16
72
91
5.0
5.1
5.5
5.6
Kentucky- -
Statewide
3,119
3,209
4.6
4.7
4.6
5.0
TABLE 53
AVERAGE GRADE EQUIVALENCY SCORES IN LANGUAGE FOR FOURTGRADE PUPILS
BY SEX AND EDUCATIONAL DEVELOPMENT DISTRICT
Comprehensive Tests of Basic Skills, Form Q, Level 2
Educational
Average grade equivalency
Average grade equivalency
Development
Number of pupils
Language Mechanics
'Language Expressionc
District
Boys
Girls
Boys
Girls
Boys
'
Girls.
1.
2
44
4 5 6 r,
7
.8
_.9
10
' 11
12
13 14
15
16
Kentucky--
Statewide
Average grade equivalency
Spelling
Boys
206
176
4.9
5.6
4.7
5.2
4.3
5.7
203 =',
192
4.6
5.6
4.3
5.0
4.1
4.9
68
68
3.9
4.5
3.4
,,
4.3
3.7
4.5
286
249
4.8
5.6
4.6
5.3
4.5
5.1
175
165,
4.7
5.3
4.6
5.0
4.4
164
160
4.3
4.9.
4.2
4.7
4.1
4.7
247
267
4.8
5.7
4.7
5.3
4.6
5.2'
"t 463
503
5:4
6.1
5.5
5.9
5.1
5.6
143
135,
4:7
5.7
4.2
4.8
4.3
4 r9
61
64
4.8
5.4
j4.6
5.2
4.2
5.1t
t
156
140
t5 a
5.2
i45
4.5
4.1
249
256
4.2
'5.1
4.1
4.6
3.9
4.7
264
294
\4.1
4.7
3.8
4.3
3.8
4.4
147
167
5.2
5.8
4.4
4.7
4.3
4.8
210'
280
4.6
5e4
5.2
5.0
4.5
4.8
72
91
5.9
6:6
6.1
6.2
5.4
6.0
3,119
3,209
4.7
5.0
4.5
4-
5.1
4.4
5.0.
TABLE 54
AVERAGE GRADE EQUIVALENCY SCORES
IN ARITHMETIC FOR FOURTH GRADE
PUPILS
BY SEX AND EDUCATIONAL DEVELOPMENT
DISTRICT.
Comprehensive Tests of Basic Skills,
Form Q, Level 2
,Educational
Development
District
NUmber of pupils
Average grade equivalency Average gradeequivalency
Arithmetic Computation
Arithmetic Concepts
Average grade equivalency
Arithmetic
Applications
Boys
Girls
'
Boys
Girls
Boys
Girls
Boys
Girls
1203
176
4.7
4.8
4.6
4.6
4.5
4.4
2203
192
4.5
4.9
4.4
4.7
4.3
4.6
30
68
68
4.2
4.4
3.7
4.0
3.7
3.9
4286
249
4.7
4.9
4.6
4.8
4.7
.4.5
.1
5175
165
4.7
4.7
4.6-
4.7
4.5'
4.5
46
164
160
4.5
4.6
4.4
4.4
4.6
4.1
i0V
.7
247
267
4.8
5.0
5.1
5.1
5.0
5.0
8463
503
5.0
5.2
5.5
5.3
5.4
5.0
9134
135
4.5
4.8
4.5
4.7
4.6
4.3
.3
10
61
.64
4.5
4.8
4.5
4.8
4.3
4.6
11
156
140
4.5
4.6
4.6
4.5
4.6
4.4
NI
12
Gn
249
250
4.0
4.7
4.3
4.4
4.6
,.
4.3
13
264
29
4.2
4.5
4.1
4:2
J4.3
4.2
14
147
11
4.7,
5.0
4.7
4.8
4.6
4.6
15(
210-
28
4.5
4.a
4.5____
4.7._
4.5
4.5
--5:17
5.2
r- ..,.....
16
72
91
4.8
5.1
''A5.1
5.0
Kentucky--
1'.Statewide
3,119
3,209
4.6
4.8
4.7
4.7
4,5
4.6
P.4
(.0
E V
,;
..<
TABLE 55
AVERAGE GRADE EQUIVALENCY SCORES IN STUDY.SKILLS FOR FOURTH GRADE PUPILS
BY SEX AND EDUCATIONAL DEVELOPMENT DISTRIVItt
Con/fkrehen s ive Tests of Basic Skills, Form Q,- Level 2
,EducationAl
-Development
Distrtct
Average grade eqUivaletcy
Average grade:equivalency
-.-
Number of pupils
Reference Materials
Graphic Materials
Boys
Girls
Boys
,.
fBoys
.Girls
*Girls
4.8
4.9
4.3
5.0
4.7
4,7
'5.0
5.4
4.9
4.9
4,2
4.3
4.1
14.7
5.0
5.4
1 2 3 4 5 6r
7 8 9
10_
11
"
12
13
14,
15
16
Kentuck
Stat-
de
204
20368
-286
175
164
247
,463
14361
156
249
264
147,
sk 210
72
3,119
, so.
.
176
192
68
249
165
160
267
503
.135
. 64
140
256 '
294
.167,
280 91
3,209
0
,
4.7
4.4
3.9
4.7
4.5
4.3
4.9.
5.4
.4.5
4.7
4...5-
4.0
3.9
,4.7
-
4.5
.5.0
5.0
-,
'
'
'
,-
4.9
5.1
4.8
5.2
4.9
4.9
5.1
5.7
5.2
5.0
4.7
4.6
4.4
5.1
5.0
5.7
1
.4.7
4.6
go
'. 4.7
; 4.7
4,6
5.1
5.5
4.8
4.7
4.5
4.2
4.0
4.5
4.7
5.5
4..8
.1
ti
.t
--
41.
i*
%c?
4.8
a
r
'TABLE 56
STATEWIDE PERCENTAGES OF POSITIVE RESPONSE -FOR FOURTH GRADEPUPILS BY SEX FOR ATTITUDINAL QUESTIONS
175
44 Kentucky 4udent Attitude Inventory
Attitudinal area numberand description
Questionnumber
Percentage of positive response
All pupils Boys Girls
6.3.1,Atitude toward Self . 1
2
79
25
79
28
79
23
3 81 80 81
4 68 68. 68
, 5' 47 51. 44
6 20 21 19
1K 7 66 65 65
3:2.1 Attitude toward Peers 1 94 93 96
2 50 ..52 4852. 55 50
.' 4 29 33 27
5 92 . 91 92
6 ,, 93 91 94
7 88 . 87 89
- .
.
1.8.1 Attitude toward Sc1P4101 l 71 71 71
2 61 51 70
h3
4
69
-7
72
5365.
.615
.".6.N
89
94
. 9092
87
967 78 73 83
1.8.2 Attitude toward Reading 1 63 57 69
2 89 ' 96 92
3 :14 18 '10
4 85 81 87 --
5 34 40 29
6- 96 95 . 98
7 ,75,-
44 -71 79
4
1.8.3 Attitude toward Arithmetic 1 : .66 64 69
2 47 48 45
3 . 48 51 46
4 45',
'46
5 94 92 95. 6
A45 45 47
7
r19 ,19' 19 '
P
APPENNIX F
ITEM AIIALYSIS RESULTS BY SKILL/CONCEPT
-0
177
7
181
t-4
0
4RI4DINC VOCABULARY
TABLE 57
ITEM ANALYSIS INFORMATIONPrACENTAa CORRECT BY
EDUCATIONAL DEVELOPMENT DISTRICT FOR'FOURTH CRAM
Comprehensive Tests of Basic Skills, loin Q, Level 2
Reading Vocabulary Subtost
Skill/concept number and descr4ption
Item
Criterion
Kentubky
Percentage correct by Educational Development Distritt
number
percentage correct
percentage correct
12
34
56
78
910
11
12
13
14
15
16
1.1,1.1
Knowledge of the meaning of words in
1context
69
68
- 89
89
79
91
86
85
90
94
88
94
95
61
60
91
85
94
290
88
3IL
88
88
85
90
89
81
90
94
88
86
83, 83
80
90
86
94
80
76
078
73
65
78
78
73
77, 86
72
78
65
71
63
73
81
83
N,
471
67
67
63
53
68
67
67
67
81
66
54
58
58
53
68
71
75
575
71
-41
72
66
60
73
73
67
75' 85
67
77
71
59
58
68
72
80
668
71
71
70
58
74
71
65
76
82
68
61
64
65
57 71
68
82
780
77
74
73
67
80,
75'
73
80
89
80
78
64
66
63
79
83
81
873
.70
72
70
55
74
66
65
74
82
70
74
59
62
56
68 31
73
975
69
62
71
62
67
66
66
77
86
64
72
68
59
56
65
73
55
10
72
67
70
63
55
71
70
65
66
73
62
68
53' 64
60
68
69
82
11
75
76
76
73, 65
82
77
69
80
88
70
82
73
68
61
76
79
86
12
61
64
62
63
54
66
63
62
63
72
61
67
68
61
55
65
67
69
0-..
13
67
65
63
66
46
66
63
61
69
84
55
66
53
55
51
52
63
72
..4
-14
63
59
61
53
45
63
59
57
65
69
53
53
51
52
48
48
62
70
V) 1
15
69
. 67
"67
66 '63
69
62
60
67
76
61
65
62
61
57
66
67
77
111011
.16
61
55
17
69
57
50
43
54
52
58
59
70
41
55
50
44
45
45
57
60.
C),
..66
70
66
49
67
61' .65
70
81
63
65
58
53
52
62
70
76
18
72
66
68, 61
57
65
64
62
68
75
67
67
64
56
57
62
70
75
IND
19
44'
74
50
69
76
68
76
77
69
73, 82
73
77
66
70
64
74
79
83
20
54
49
42
36
53
48
45
48
63
47
60
47
41
40
47
55
56
21
55
50
54
51
41
50 53
44
55
58' 45
53
42
46
38
48
53
49
22
45
43
'46'
41
34
47
46
37
44
53
44
41
38
36
34
35
42
45
23
46
32
24
32
27
28
36
33
24 30 39
24
28
3;
31
30
29. 35
44
34
30
36
34
26
38
33
33
32
41
31
34
36
27
32
34
33
40
,25
*43
45
51
42
31 144
40
44
45
60
44
49
55
36 32
39
44
48
26
50
49
.49
54 45
52
47
43
46
58
53, 59
42
38
42
50
45
49
27
51
52
28
51
53
37, 52
44
52
55
64
47
47
51
44 44 45
50
56,
67
63
65
58
51
66
63
61
66
74
62
74' 60 54 -51
53
62
72
29
43
41
42
36
35
40
38
38
42
55
39
47
3)4'33
31
37
39
47
30
37
36
- 36
39
30 43
33
36
32 AO 35
38 .32 .27
36
34
35
34
31
35
11,1
..%
32
54
- 6,4
.39
30
31
39
30
30
28
36
34
33
25
32-
33
35
27
26.
46
42
41
33
50
42
38
42
62
40
46
42
40
36
43
47
48
33
33
31
34
59
57
$1
30
23
32 34
24
28
36
32
31
29
23
28
30
34
36
57
54
40
58
60
51
54
70
53
59 55
45
46,
54
62
69
JO
35
29
33
43.36 '32
34
32
29
32
34
35
23
42
29
29
32
33
39
$
us
TABLE 57 (Continued)
imh
C*3
READING VOCABULARY ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECTBY EDUCATIONAL DEVELOPMENT DISTRICT roil FOURTH GRADE,
Comprehensive Tests of Basis...Skills, Form Q, bevel 2
Reading Vocabulary Subtest
SkiWiconcept number and description
Item
number
Criterion
percentage correct
Kentucky
percentage correct
Percentage correct by Educational Development District
12
34
56
78
910
11
12
13
14
15
16
1.1.1.1
Knowledge of the meaning of words in
context (continued)
36
3738
3940
55
21
22
3740
4920
23
34
40
55 15
73
35
45
47
172236
38
40 22
2631
33
53
1822
4144
47
2;2133
33
41252431
31
50
21
213338 .
59
1930
32
51
45
24 17
29
34
48
21 17
3743
.
44 17
2528
51
40 18
19 33
36
44
21 2236
32
47
182636
41
54232035
36
'53
23
2537
50
a
co11s 0
4.
It
N.
a
'0
t
TABLE 58
READING CONPIEBINSION ITEM ANALYSIS INFO
ON--PERCENTACE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICTFOR FOURTH CRAM
41maprehensiv
Tests of Basic Skill*, Form Q. Level 2
ding Comprehension Subtest
Skill/concept number and description
Its
Cri erion
KentUcky
Parcentaae correct by Educational Development
District
number. percent
a correct
_perceutaae correct
12
34
56
78
910
11
12
13
14
15
16
1.1.2t1
Knowledge of directly stated details
'
-....-44iteral meaning)
12
17
54
53
54
51
5756
5847
47
57
53
56
4943
52
46
5348
,
60
57
52 54
47 49'
44
46
51
44
49
.44
5354
4954
6559
33
77
76
77
76
71
77
78
73
73
86
76
69
60
65
68
79
79
86
40
46
43
43
41
34
47
44
41
40
49
48
44*
30
39
37
46
46
50
44
24
26
32
24
17
30
24
23
26
33
24
24
18
24
21
26
27
29
'1.1.2.2
Comprehension of words and phrases
771
69
70
73
57
72
66
67
66
78
69
75
64
63
56
76
70
73
(simple rewording)
964
60
61
64
49
65
59
56
59
75
54
63
5$
51
43
60
56
68
15
72
.70'
'
72
73
59
69
66
65
70
82
66
75
66
63
S8
67
70
82
19
51
47
49
45
29
48
46
43
47,
57
43
46
42
43
36
49
52
.61
27
64
61
62
69
54
60
57
57
57
71
61
66
50
51
50
58
63
74
29'
61
60
66
57
54
61
54
54
59
73
57
59
42
53
50
58
61
73
1.1.2.3
Comprehension (paraphrasing) of the
881
80
78
83
73
82
81
81
79
88
78
84
75
72
72.
80
84
88
meaning of ideas
'
10
58
57
55
62
50
60
54
51
55
66
54 61
54
51
50
62
55
68.
,t,
16
58
54
53
56
49
57
50
53
55
67
50 46
55
41
42
56
S6
65
26
65
s62
67
63
58
64
54
55
60
74
63
67
42
55
52
65
64
30
63
53
53
52
49
56
50
49
52
64
51
66
42
44'
47
47
55.,75 63
1.1.2.4
Comprehension of main ideas
567
62
64
66
57
62
59
57
63
73
59
62
62
53
52
55
64
69
_11
66
66
68
67
55
72
63
65
66
70
63
72
58
64
58
69
67
77
13
73
'68
69
66
56
68
72
65
68
79
65
73
59
61
59
65
72
79
22
54
62
61
64
56
62
66
65
60
67
58
62
52
55
59
62
62
67
t31
52
45
42
42
42
47
44
42
41
54
41
46
39
40
41
43
43
52
.34
50
49
51
51
41
50
50
44
45
58
50 42
42
45
40
49
49
53
37
,-
43
40
42
39
43
42
40
35
36
48
44
38
26
36
32'38
42
47
45
35
38
39
34
37
40
40
36
36
41
36
36
23
35
35
32
43
46
1.1.2.5
Comprehensionsof relationships
282
76
78
83
65
80
72
73
77
82
73
78
72
72
66
81
75
85
466
66
64
66
65
67
70
64
68
70
55
12
55
62
55
63
73
70
32
33
32
28
30
21
A3
31
27
31
41
27 AI
27
28
29
29
32
39
36
27
26
31
29
15
18
23
23
25
32
22
27
22
24
23
24
24
29
41
36
30
31
28
25
33
27
25
31
30
30
31
37
27
33
24
31
38
42
32
39
31
30
25
36
32
24
29
33
31
26
31
28
29
27
28
27
r.
'
"NW
*TABLE 59
LANGUAGE/SPELLING ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECT BY'EDUCATIONALDEVELOPMENT DISTRICT FOR FOURTH GRADE
Comprehensive Tests of Basic Skills; Form Q, Level 2
Language/Spelling Subtest
Item
Criterion
Kentucky
Percentage correct by Educational Development District
Skill/concept number and description
number
percentage correct
percentage correct
12
34
56
78
910
11
12
13
14
15
16
1.1.3.1
Knowledge of correctly and incorrectly
172
72
75
71
60
76
80
65
72
74
73
82
93
69
64
83
75
34
spelled words
285
8584
89
79
85
90
87
88
90
85
82
85.
82
78
93
85
37
388
87
89
90
85
90
93
87
92
92
89
91
da83
77
91'88
38
461
62
68
65
57
65
65
59
64
75
58
62
62
56
46
63
60
25
5 6)
68
68
68
65
6967
72
71
52
55
71
66
7369
61
65
41
67
78
77
65 66
71
61
5266
67
58
61
52
71
64
7368
34
31
781
77
82
77
65
82
82
74%79
87
76
85
66
72
67
78
80
36
875
75
77
77
63
81
77
Z2: 78
87
75
83
66'
67
66
76
79'24
,9
66
62
61
58
49
63
63
64
63
74
60
62
49
59
54
62
64
310
72
70
74
65
57
73
71
66
75
83
72
72
61
60
64
66
74
34
T1
59
54
59
59
48
53
56
46
52
62
54
61
43
50
48
65
55
21
'12
55
49
54
52
47
54
52
46
52
57
51
46
46
47
37
51
45
21
13
61
52
57
49
43
56
54
49
53
64
55
415
42
46
44
53
52
29
«14
72
71
72
74
60
74
73
68
74
82
75
72
70
62
60
70
73
36
... .
.15
62
64
69
66,
49
65
68
60
64
77
63
64
59
60
57
67
64
31
16
59
55
51
51
42
59
60
53
63
66
53
62
50
49
44
50
60
28
17
54
53
54
56
52
54
55
45
55
62
54
54
47
45
45
51
57
27
la44
44
48
45/29
50
44
41
50
48
43
47
32
44
36
43
49
28
19
36
41
38
43
29
45
41
35 41
48
42
48
25
37
36
45
45
21
20
73
74/
74
78
66
76
79
72 -77
84
72
72
65
68
66
76
77
36
21
55
54k.
59
58
42
59
59
51 56
61
49
l9
53
50
47
47
55
27
22
47
44
45
43
37
48
51
,43
46
52
41
44
33
40
36
43
46
19
23
45
43
48
46
37
47
41
43
49
52
42
40
37
37
34
41
44
22
24
56
58
58
62
480
61
46 63
65
63
54
549
50
57
64
28
25
31
23
23
25
25
24
24
18
29
30
23
21
18
19
18
20
25
14
26
40
36
41
35
22
43
36
29.42
43
33
35
42
36
31
30
34
17
27
37
38
38
34
29
42
41
36
36
50
31
36
26
33
34
42
35
20
28
31
36
37
30
21
40
33
30
36
42
33
39
28
31
25
34
38
17
29
38
35
44
35
50
34
36
36
42
35
38
33
39
33'32
35
34
12
30
40
29
28
27
32
34
34
27
28
33
30
25
41
27
27
21
11
.4s
TABLE 60
LANGUAGE MECHAN5CS ITEM ANkLYSIS INFORMATION -- PERCENTAGE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICTFOR FOURTH GRADE
, .
''
P4` ' PA
W)
\1
Comprehensive Tests of Basid Skills, Form Q, Leval 2
Unease Mechanics Sub%est
Skill/concept number and description
Item
number
Criterion
percentage correct
Kentucky
percentage correct
Percentage correct by Educational Development District
12
34
56
78
910
11
12
13
14
15
16
1!?.4.1,
Application of'punctuiqion skills 6
1.1.4.2
Application of capitalization skills
tlr
..
f 2 3 4 5 6 7 8 9 10
11
12
13
141516
1716
1920
21
'22
23
'
24
25
.
a
84
70
70
52
70
7468'
68
44
53
5551
59
57
48,
4946
49 '
21
.24
48
3440
38
28
-a
083
71
73
65
65
57
62
64
60
75
83
65
62
7368
33
26
52
55
48
52
52
61
55
58
63
L 65
48
54
57 60
49
51
56
64
'24
30
28
36
53
61
42
48
45
54
45
51
38
43
87
76
65 58
70
7968
63
37
5746
53
63
70.
45
5253
61
2730
5740
44
43,
37
71
60
5448
55
52
54
49
33
38
35
3940
50
35414040
1920
3735
3840
26
86 75
68
60
67
78
6763
31
54
545454
68.
53
56
5262
24
2858
47
4750
46
89
7263
66
61 79
686830
555160
63
5955
'52 48
58
26
2753
374544
37
79
65
555463 71
6360
3246
4750
54
534143444618
2342
32
3643
26
84
7267
58
6580
6966
39
56
52
51 54
59
51,
53"
4955
262854
4243
41
39
8880
77
63
7583
75 yo
,35
59 51.
5560 74
60
6558
672634644653
5145
84
88
71
77
'66
75
59
52
63
71
79
83
66
61
59
67
35
45
48
57
49
56
50 51
56-16
63
64
52
53'
59
59
51
51
56
56
19
17'
24
26
58
52
47
43
51
36
54
42
40
31
936854
56.
5969705340
59435544
8742555460
263158
42 44
4935
796357
49596960
553446474553
55'
41 4440
47
2124
4141
373933
7467
56
50
56
645150
2642414448
553$40
.42
45
18214440
393934
94
8777
74.
74
84 7670
3754
5160
59
7544
6560
64
34
256653
585148
82
71
6954
67
7967
67 39
58-
54.
.54
55
459
46 51
4955
272652424545
33
36
292525
3/
3733
29
15
2923
28
23
S32428 26
30
061
10
292925
2621
I4
ea
4
e4
.
TABLE 61
LANGUAGE EX
N:ITEM ANALYSIS. INFORMATIONPERCENTAGE CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH
GRADE
Skill/concept number and description
1.1,5:1
Application of correct grammatical
usage
1.1.5.2
Comprehension of clarity and/or
economy of expression
'
1.1.5.3
Comprehension of the author's
implication (word choice)
Comprehensive Tests of Basic *kills, Form Q, Level 2
LanguageExpression Subtest
Item
Criterion
Kentucky
Percentage correct by Educational Development District
number
percentage correct
percentage correct
12
34
56
76
910
11
12
13
14
15
16
26
80
71
CS
77
71
63
73
71
71
75
75
76
61
92
67
64
73
69
26
27
76
66
69
69
62
72
74
69
74
84
60
77
58
55
56
61
70
31
28
45
44
50
47
40
46
49
39
45
49
42
43
34
47
38
50
39
20
29
70
63
70
65
60
65
65
64
66
70
61
64
63
59
57
63
66
26
30
71
62
68
64
63
60
63
58
.67
66
66
55
52
65
58
70
60
28
31
51
47
51
46
37
52
53
43
46
55
50
46
48
44
37
44
51
2S
32
69
60
62
64
50
62
67
56
67
71
56
63
50
48
49
59
64
29
33
56
55
54
59
50
53
58
53
56
66
50
60
53
52
47
56
57
25
34
34
26
26
25
21
'32
26
28
26
32
17
24
34
23
21
29
24
10
35
59
56
64
63
49
63
64
54
59
67
56
61
47
52
51
14
61
26
ve
-51
47
54
60
57
40
60
62
45
53
61
47
61
81
51
44
49
54
26
52
23
21'
19
21
13
24
21
21
18
24
21
21
22
20
17
19
23
11
53
27
26
31
27
26
26
26
29
29
28
25
31
26
30
23
29
34
12
54
31
30
28
27
25
34
36
25
30
33
32
36
32
26
30
35
32
15
55
45
42
46
46
33
46
39
39
48
49
38
37
42
43
86
41
40
1Z
36
63
60
62
65
47
62
61
53
55
72
57
57
87
56
45
62
57
33
37
78
73
76
74
61
76
76
70
76
84
73
79
65
71
63
74
77
39
36
84
83
84
88
76
87
89
81
85
93
67
65
73
80
74
64
67
39
.39
63
55
56
58
47
60
5Q' 56
53
61
55
63
55
53
49
54
59
26
40
48
51
53
54
33
50
53
49
55
64
47
46
43
39
40
55
49
25
41
59
59
62
61
46
61
60
55
64
76
55
59
64
49
45
53
60
32
42-
34
27
27
30
24
34
25
27
25
31
.25
28
26
26
24
24
24
21
43
40
36
35
29
27
33
35
33
36
53
36
41'
32
30
30
31
36
20
44
43
37
42
30
29
46
29
35
"33
60
24
22
33
32
23
27
41
20
45
39
36
41
34
25
46
44
40
37
47
31
40
34
35
32
33
39
20
46
69
68
74
77
51
72
63
58
72
76
65
73
60
64
56
72
67
33
47
53
50
57
54
46
34
55
50
53
51
49
51
46
47
51
50
47
21
48
54
50
53
49
32
58
53
45
53
59
40
56
42
46
39
51
55
29
49
250
'55
57
36
54
50
51
52
62
50
56
53
40
39
49
45
26
50
46
46
50
50
35
48
41
44
47
57
43
47
39
45
36
50
45
23
...
N.
I
TABLE 62
ARITHMETIC COMMUTATION-ITEM ANALYSIS INFORMATIONPERCENTAGE
CORRECT BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE
Skill/concept number and description
1.1.6.1
Application
f addition skills
I (,
1
--,
i1.1.6.2
Application`of subtraction skills
,
,,'
INA
Comprehensive Tests of Basic Skills, Form Q, Level 2
Arithmetic Computation Subtest
Item
number
Criterion
percentage correct
Kentucky
perientaeet correct
Percentage correct by Educational Development District
12
34
56
78
910
11
12
13
14
15
16
1 2 3'
4 1718
19
20
33
At 36 5 6 7 8
2122'
23
24
3738
3940 9
11
12 25'
27
28
41
42
N.%
95
'
_9L 93
82
72
77
64
60 35
2153
31 91
90
75 71
65
53
78
52
3851
35
45 87
77
84
7664
55
53
38,
31
23
9390
90
80
72
77
64
62
34
113
57
....\
;5
89 88
67
69
66 50
78
48
'
3857
4553 86
7982
786354
57
49
3630
92
94
89
91
93
87
89
90
85
81
85
75
75
77 63
81 J8
65
66
68
59
69
64
51
28
33
34
16
18
18
61
53
45
34
35'229
90
90
87
88
92
85
70
68
56
70
70
57
73
68
59
55
54
38
78
83
68
55
54
35
41
43
29
61
60 39
41
36
30
56'50 43
85
88
82
81
80
73
84
85
77
79
80 68
66
64
44
63
54
41
62
54
42
58 50 38
42
37
27
35
31
26
94 90
90 79
7182
6264
42
21
60
39
88
87
63
68 64
51.
77'
494160
48
55
85
7983
75
6756
59
5240 29
95
919181
68 74
70
63
3222
6137
86
8765
6767
46 82
47
3960
4557
90
79837564484940
2729
95
91
91
81
72
76
6355
3620
51-'
29
8984
6266
66
4680
46
3852
3951
83737969584950
40
3728
9593
91
83
7480
65
6638 17
5935
9290
69
716853
80
4941 60
4656 88
79
8585
655760 54
3834
94
93
9382
7782
69
6440 17
6634
9193
7975
72'
56 83
49426658
65
90
878888 73
62
6760
36
32
96
9291
7967
75
'65
63
32 14
5537
91926165
6548
78
47 47
52
4447 8780
81
78
6554
5945
3630
93
9388
78
73
'80
65
'65
29 09.
5231
95936665
7158
00
63
39
55
4358 878387
78 74
60
6338.
32
31
96
87
92
7760
72
64
49 3924
"50 33
84
85
73
725449
6646
3956
3850
71
7275
6957
55515547 19
929088
7867
7360
5830 16
48
31 8584
62655946
6941
32'
49
3942
83
75
7572
5249
4943
3228
89
'82
84
7064
675554
23
194631
84
81
5461
5539
6739
354834
42
77
68736650
43
48
39 3227
93 91
94 85
77 79
6868
35
1562
40 91917474
71 56
82
55355953
58
9080
83
7968
6162
56
42 39
94 909T
82
738060
64
31
19
5940
89926868
70
50 84
48
3457
4552
87 78
83776654
58
48 30
27
93
89
9276
68 75
6455
29276544
90
84
71
71
71
58 82
52 35
62
5655
8680
79816450
54
40 4231
.4.
I.%
1,1.6.3 Application ,of multigication skills
4'
10
..'
.6
,%
-
4it
.1g.
r4%1
26
6:....
,,,,A,
..,,'
<
:".."
...
6
N.
0
r
.TABLE 62(COntitieteri7
Cb
ARITHMETIC COMPUTATION ITEM ANALYSIS'INPMATION--PERCENTAGECORM= BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE
Camprebengive Tests of basic Skills; FormQ, Leve1,2
Arithmetic Computation Subtest
Item.
Criterion
:Kentupky
Percentage correct by Educational Development District
Skill/concept number and description
numbet
percentage correct
.percentage correct
1'2
34
56
7\ 8
910" 11
12
13
14
15
16.-
-- '
...
1.1.6.3
Application of multiplication skills Q 43
'''
19
*16
14
15
15'
19
17
12.
17
19
15-
124.21
14
13
15
14
20
(continued)
.'44
38
'48
46
40
35
51
54
41
50
59
52
42
37
..,
41
36
.54
42
47
1.1.6.4
Application of division skills
13
8p
82 '
83
84
66
83'
86
75
82
90
79
93
75
76
72
82
82
85
14
84
81
82
85
65
83
84
79
87
87
78
89
75
77
71
$3
75
85
15
41 83.
79
82
81
64
83
83
73
77
85
80
85
71
77
69
79
75
82
16
-58
61
71
66
42
64
60
50,
62
69
56
65" 56
52
51
71
61
64
2q
54
57
,64'58
48
'63
51
48
60 63
S9
54 60
52
45
64
55
60
30
50
,'55
61
59
45,
57
52
47
59
58
56
57 46
49
50
61
58
54
31
54
57
60
62
39
63
53
51
61
62 v55
59,.57
50 45
74
56
63
32
52'
59
65
62
42
63
60
49
60
66
56
59
61
55
48
67
60
59
45
31
36
-
30
'37
24
40
39
31
40
39
35
38 _25
33
31
44
36,36
46
28
31
36
31
26
32
33
31
32
32
30
-27
37
31
29
26
30
32
47
36
37
36
36
26
39
40
31
39
42
35
34
34
32,30
45
02
45
48
22
24
23
25
29
26
25
21
22
23
26
16
32
24 M24
24
22
23
I
.4
tCP
A
TABLE 63
ARITHMETIC CONCEPTS ITEM ANALYSIS INFORMATIONPERCENTAGE CORRECT BY EDUCATIONAL TemormENT DISTRICT FOR FOURTH
GRAIM
.Comprehensive Tests of Basic Skills, Form Q, Level 2
Arithmetic Concepts Subtost
fki, ,oncept numbeand description
Item
Criterion
Kentucky
Percentage correct by Educational Development District
number
percentage correct
percentage correct
12
34
56
78
910
11
J2
11
14
15
16
Knowledge of arithmetic conepts
2'
01
',
41
38
43
37
42
41
40
46
48
38
43
43
35
3238
42
44
987
68
72
/0
51
63
69
67
75
766
62
68
59
59
73
70
73
ti
11
14
84 84
62
56
64
57
5960
46 34
6356
6054
59
52
68
65
70,
61
68
54
72
56
6349
59
46
51 57
43
54
6557
6260
20
60
25
24'
27
19
26
23
22
28
29
23
17
32
23
23
24
20
29
27
54
42
42
40
27
43
42
32
48
51
38
46
49
36
33
43
42
42
1.1 7.2
Comprehension of arithmetic
195
42
73
70
54
69,
71
.66
73
79
71
$0
92
62'
62
74
67
74
concepts (converting form)
678
79
74
81-66
78
76
76
84
87
75
78
78
72
69
82
80
87
a29
42
42
40
45
32
45
46
37
39.
47
42
43
43
40
38 45
43
45
30'
37
34
36
34
29
38
33
32
31
35
38
37
40,
33
32
34
36
34
1 1.7.3
Comprehension of equations
582
82
84
83
71
83
85
76
85
92 El
89
70
73
67
83
81
88
10
74
---',-.,V
66
76
65
71
76'
71
81
76
74
79
69
72
67
77
69
77
*13
53
5 3
48
52
40
58
50
49
58
63
53
56
50
45
42
57
45
53
,...
15
55
54
55
50
46.
54
56
53
60
62
47
65
47
49
47
52
50
63
1.1.7.4
Comprehension of comparative
438
32
35
30
28
37
23
33
30
30
31
49
36:
31
33
34
34
42
relationships
.7
87
84
85
88
78
83
85
$1
87
89
81,
91
76
'78
76i 84
87
82
-
es
17
71
31
70
32
69
32
6628
55
24
71
31
7037
64
35
75
38
80
69
33
29
78
22
72
31
60 32
571 67
22
41
72
33
77
28
23
55
' -57
55
60
38
57
58
47
65
67
56
53
53
49
45
62
53
58
11
7.5
Comprehension of relationships
..
358
58
59
57
47
58
58
50
65
72
62
50
53
45 54
56
64
(ratio, time, part-whole, sequence;
12
69
73
71
74
64
72
71
73
78
83
66
64
67
63
78
70'
70
geometric)
18
59
57
56
54
46
57
59
50
65
68
47
68
54
49
44
62
53
59
19
41
.49
52
48
38
48
47
42
53
57
47
48
58
47
39
50
42
59
25
50
.58
44
51
41
60
66
49
65
73,58
48
52
49
49
68
53
68
26
50
63
54
58
50
64
71
54
71
76
67
54
60
54
50
70
61'
71
1.1.7.6
Analysis of the components of
16
61
'63
62
64
42
65
64
60
67
73
60
71
51
56
54
60
62
77
arithmetic word problems
21
64
65
66
68
59
61
67-
61
68
75
67
67
58
58
62
64
69
(organization)
22
38
39
39
36
21
45
37
32
47
49
37
43
37
29
zlit
36
42
41
24
36
33 ,
27
32
22
31
32
30
34
37
37
31
42
28
S2
37
36
39
28
23
21
18
17
10
23
21
17
23
26
22
07
24
21
19
23
23
20
ft
TABLE 64
ARITHMETIC APPLICATIONS ITEM ANALYSIS INFORMATION -- PERCENTAGE
CORRECT By ECOCATIONAL DEVELOPMENT DISTRICTFOR FOURTH GRADE
Comprehensive Tests of Basic Stills, Form Q, Level 2
Arithmetic Applications Subtest
Skill/concept number and description
Item
number
Criterion
percentage correct
Kentucky
percentage correct
Pri5p3tag: correct bv7Ednottstir100711073,entopillril;
116
- -
1.19.8.1
Comprehension of problem-solving
37
46 '
44
43
44
37
43
42
39
48
54
41
35
44
39
40
50
39
45
(selecting methods)
40
44
41
41
42
29
40
40
41
42
47
37
49
42
40
35
47
39
45
42
59
55
53
56
38
56
51
47
63
68
52
55
49
46
46
59
50
63
43
54
50
49
48
38
53
45
43
52
60
46
56
40
44
48
51
45
59
47
30
28
27
27
24
26
33
29
31
30
28
lf
34
27
26
26
28
34
4.41
149 50
28
37
24 35
19
33
2334
23
32
2238
20
36
2629
22
34
2635
2533
22
37
33
40
2635
24
33
2438
20
36
2142
t.. 1.4
t
''''' CO
1.1.8.2
Comprehension of problem-solving
31
68
66
59
66
48
62
63
59
68
76
62
65
80
62
59
74
64'75
IN;
(correct solution) -
-",,
32
34
77
70
78
66
75
63
75
71
65
49
79
66
76
61
74
57
80
69
86
75
7766
79
68
72
62
7760
6958
79
68
7766
85
73
.35
59
58
53
61
42
57
54
58
67
65
54
57
58
51
50
65
58
70
--
36
60
59
59
59
40
64
60
52
65
68
54
59
55
54
48
62
55
65
(1
39
54
53
53
53
30
57
52
49
61
57"53
54
44
48
47
55
54
62
46
43
49
45
47
36
47
52
46
52
59
44
42
40
48
40
49
47
56,
,Analysis of the components of
56
54
46
54
39
53
53
49
58
64
57
61
54
45
48
53
55
62
arithmetic tJord problems
38
39
45
46
38
35
48
44
40
45
51
41
36
48
38
40
44
49
52
(organization)
41
50
44
40
42
43
44
46
42
50
46
46
49
41
45
38
43
44
48
44
43
42
40
40
37
42
46
47
46
45
44
47
44
37
37
41
42
51
45,
33
35
34
33
23
36
38
36
35
40
37
36
37
32
27
44
30
37.-
48
29'
Y28
25
26
23,29
26
25
30
31
28
20
35
27
23
22
30
36
*6
s's
TABLE 65
STUDY SKILLS /REFERENCE MATERIALS ITEM ANALYSIS INFORMATIONPERCENTAGECORRECT
BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE
J
I.
Compreh;Nive Tests of Basic.Skills. Form Q. Level 2.
Study Skills/Reference Materials Subtest
Skill/concept number and description
Item
number
Criterion
percentage correct
Kentucky
percentage correct
Percentage correct by Educational Development District
12,
34
56
78
910
11
12
13
14
15-16
-
1.1.9.1
Knowledge of parts of bogs
12
47
40
45
48
35
41
42
41
36
48
38
36
35
37
33
'35
40
18
13
56
54
58
57
46
57
61
53
61
62
53
59
53
51
44
51
49
21
14
14
41
45
41
33
42
47
42
41
45
47
36
42
39
35
40
44
19
15
57
51
50
55
53
54
53
47
54
61
47
53
44
45
41
54
51
23
16
38
38
42
39
39
36
36
38
39
45
34
36
41
33
33
37
45
18
ig)
1.1.9.2
Knowledge of dictionary use
7 85548
47
47
47
49
48
41
43
42
47
53
4954
4344
4747
56
51
4947
51
45
4244
40
44
4143
4844
48 55
2323
17
52
51
46
54
41
St,
45
48
54
64
51-
63
41
40
42
51
51
24
18
48
51
55
55
39
55-
50
47
54
61
56
61
43
43
42
52
48
21
19
47
51
53
52
43
53
53
45
52
63
52
45
50
49
45
49
49
17
20
31
36
29
36
30
42
33
34
41
41
39
32
28
36
36
42
35
16
1.1.9.3
Knowledge of 1Veiary use
143
46
49
44
43
5Q
44
47
50
51
46
47
87
43
38
49
41
20
241
46
45
45
49
53
46
44
48
53
46
46
53
Al
41
43
41
18
357
52
53
60
54
52
53'
51
52
57
53
64
45
47
48
46
56
23
463
68
71
70
54
71
.67
69.
76
71
84
57
61
62
66
71
31
541
38
38
45
29
42
41
35
40)
42
33
43
38
30
30
41
39
20
637
38
37
38
40,40
36
37
19-
45
43
52,
32
31
34
42
38
20
S9
51
48
49
48
48
53
47
50
48
58
50'
38
55
38
41
52
48
21
10
39
32
36
35
21
34
30
33
36
38
33
351,
22
27
29
32
33
16
11
38
11
33
36
37
31
39
34
32
33
43
38
45
38
23
X17
35
32
13
r.
r
cd:
(TABLE 66
STUDY SKILLS/GRAPHIC MATERIALS ITEM ANALYSISINFORMATIONPERCENTAGE CORRECT
BY EDUCATIONAL DEVELOPMENT DISTRICT FOR FOURTH GRADE
Comprehensive Tests of Basic Skills, Form Q, Level 2
Study Skills/Graphic Materials Subtest
Skill/concept number.and description
Item
number
Criterion
percentage correct
Kentucky
percentage correct
Percentage correct by Educational Development District
12
45
67
89
10
11
12
13
14
15
16
1.1.10.1
Comprehension of symbols, legends,
22
44
38
41
'41.
40
42
35
43
38
39
44
28
36
34
30
43
23
and data presented in
graphic or
26
70
66
76
70
60
68
70
64
70
76
70
77
55
53
52
64
69
30
tabular form
27
51
40
41
42
36
40
32
38
52
44
47
37
31
31
36
'44
25
28
65
58
59
61
46
62
58
64
71
58
6E
46
50
49
50
62
26
29
23
20
21
22
22
25
14
25
18
23
18
22
22
22
18
18
21
07
31
69
67
68
72
57
68
70
65
68
80
66
66
89
57
52
64
69
29
32
68
62
66
69
51
62
64
60
66
74
68
67
48
52
49
62
65
31
33
58
63
67
67
51
63
65
59
'66
78
64
66
52
55
51
68
65
26
1.1.10'.2
Comprehension of relationships
21
71
66
69
70
55
73
69
66
67
74
64
67
B7
61
56
64
67
28
presented in graphical form
23
59
52
54
52,41
54
54
49
52
62
53
61
44
44
43
52
55
26
30
40
36
38
36
37..41
36
36
38
38
38
26
31
33 -36
37
19
34
50
46
46
46
37"50
43
40
52
58
42
543
,33
'38
35
49
44
20
335
38
46
'47
68
64
46
6663
4666
63
46' 35
71
54
63
57
50
6668
50
7075
435962
48
6967
57
78
72
47 71
69
4 75
67
42
58
'48
40
35
43
60
56
64
55%
51
60
45
79 6.
18
31
29
48
52
52
53
55
52
55
56
53
57
65
54
47
41
42
41
46
52
23
49
40
43
44
46
38
447
43
46
54
42
40
41
36
30
44
43
20
50
44
45
42
43
41
52
48
43
43
57
47
32
41
39
32
41
48
25
1.1,10.3
Comprehension (draw conclusions)
25
48
40
.44
36
40
41
41
38
47
44
40
44
41
33
39
35
ta
18
of graph c data
36
55
56
54
61
45
64
54
49'
60
64
62
64
54
52
50
58
54
25
37 ,
56
56
55
62
51
56
58
56
59
69
55
65
48
47
45
.55
55
26
40
55
55
50
60 49
57
59
52
61
60
57
61
49
52. 484 56
51
29
41
43
47
48
48
40
51
447'
50
48
157
50
47
42
36
37
43
48
25
41
35
40
40
40
36
45
43
43
46
45
42
47
41
33
33
33
44
18
47
45
45
44
46
40
45
51
47
46
56
46
42
41
41
38
39
45
19
,........
.1.1.10.4
Analysis of graphic data and
24
47
40
44
46
37
45
39
44
43'
44
46
42
36
35
30
47
43
17
determination of extended meaning
39
53
59
460
45
53
56
50
57
59
52
58
42
47.45
54
55
23
42
34
32
57
36
21
33
31
32
31
40
36
36
19
30
27
32
32
11
.44
45
'
3745
40
42
3838
37
39
42
41
41
41
47
45
4544
3643
4348
3544
4340
35,
32
41
40
41
38
36
41
4248
1520
44'
0 144
ti