                               Short Report Template
(Click Short Report Assist to print these two pages and all of the tables except
  AT-RISK STUDENT PERFORMANCE TRACKING, page 12.  It must be edited by hand.)

                               Test 206, Number 1
                                   Teacher(s)


                                     Index


Short Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   1


                                 Standard Tables


STUDENT SCORE WORKSHEET [TS TABLE 1.2] . . . . . . . . . . . . . . . . .   2

STUDENT SCORE GRAPH [TS TABLE 1.3] . . . . . . . . . . . . . . . . . . .   3

STUDENT GRADES [TS Table 1.3a] . . . . . . . . . . . . . . . . . . . . .   3

Three Different Uses of the Same Statistics:

  QUESTION QUALITY AND REPAIR INDICATORS [TS TABLE 1.4a] . . . . . . . .   4

  DIFFICULTY AND DISCRIMINATION WORKSHEET [TS TABLE 4.1a]  . . . . . . .   5

  TEST TOPIC QUALITY PROFILE [TS TABLE 4.1c] . . . . . . . . . . . . . .   6

Analysis Key Summary [TS TABLE 2.1]  . . . . . . . . . . . . . . . . . .   7

Analysis Key Comment [TS TABLE 2.2]  . . . . . . . . . . . . . . . . . .   8 


                                 Table Excerpts


TEST TOPICS PERFORMANCE [TS TABLE 3.4] . . . . . . . . . . . . . . . . .   9

STUDENT PERFORMANCE BY TEST TOPICS [TABLE 3.5](XX low scoring students)    9

LEVEL OF THINKING (LOT) PERFORMANCE [TS TABLE 4.4] . . . . . . . . . . .  10

STUDENT PERFORMANCE BY LOT [TABLE 4.5](XX low scoring students). . . . .  10

QUESTION QUALITY AND REPAIR INDICATORS [1.4a](X difficult questions) . .  11

AT-RISK STUDENT PERFORMANCE TRACKING [TABLE 12]  . . . . . . . . . . . .  12


                                     Date
                              Short Report Author
                                                                          Page 1
                             Short Report Template
(This template contains the six general topics.  [Specific comments are added 
manually.]  Teacher time budget to use the report:  Student Scores, 5 
minutes; Student Advisement, 10-30 minutes; and Test and Course Improvement, 
10-30 minutes.  The Short Report is limited to one page.  The course title 
and topics are fictitious, the scores and comments are real.)

                              Test 206, Number 1
                                  Teacher(s)

OVERALL: The Kuder-Richardson 20 (KR20) estimate of reliability of 0.74 (page 
4c) is good for a classroom test.  Some 31 questions indicate mastery at the 
90% level (30 Mastery/Easy + 1 Discriminating).  Of the 61 questions, 17 were 
Unfinished (page 5).  However, 14 questions were Discriminating.  The ratio
31:17:14 is characteristic of a mastery test with enough discriminating items
to produce a good grade scale (www.nine-patch.com/discuss.htm#develop).  The 
TEST TOPIC QUALITY PROFILE, designed by Cheryl Kieffer, page 6, shows the 
same data as in page 5, but in test question sequence.  The contribution each
topic, or section of the test, made is evident.

GRADES: The raw scores (page 2) can be used for grades as there are no "bad" 
questions (difficulty below 37.5%).  

CLASS DISCUSSION AND ADVISEMENT: The 8 difficult questions (page 11) need to 
be discussed with the class.  The 14 discriminating questions need to be 
reviewed with the class to determine how students arrived at their answers 
(pages 4a-c), by rote memory, reasoning, or elimination of wrong answers.

INDIVIDUAL STUDENT ADVISEMENT: Of the 21 students, 12 earned a D score and/or 
answered correctly 60% or less of a Topic, Mastery, Unfinished, or 
Discriminating set of questions on this test (pages 9 and 10).  These 
students are at risk of failing the course for lack of knowledge or for 
studying by rote memory rather than making sense of the subject (questioning,
relating, and other higher levels of thinking methods). 

INSTRUCTIONAL ADVISEMENT: The 8 difficult questions need to be examined first on 
page 11.  Then the discriminating questions on pages 5 and 6.  Why is there a
group that knows and one that does not?  Secondly, examine the Unfinished 
questions.  Is there a problem with instruction, learning or both? 

QUESTION REVIEW: Each question lives in an instructional system of teacher, 
instruction, student, learning, and testing.  It is impossible for someone 
outside of the class to determine the reason a question was included in the test 
or its validity.  This applies most directly to questions grouped under 
Mastery/Easy.  Review the 17 Unfinished questions (pages 5 and 6).  If 
instruction or learning are not the problem, is it the construction of the 
question itself?  Edit to make the question more discriminating or less 
ambiguous using the mark distribution, in the QUESTION QUALITY AND REPAIR 
INDICATORS [TS TABLE 1.4a], page 4, as a guide.

QUALITY CONTROL:  Please record your questions and comments and send to . . .
                                
                                     Date
                              Short Report Author