Student Performance Data Diagnostic Student Performance Data Diagnostic 1Document Uploads2Assessment Quality3Test Administration4Quality of Learning5Equity of Learning Upload Documents*Upload the Student Performance Data Document and the Data Disaggregation Worksheets here. Drop files here or Select files Max. file size: 10 MB, Max. files: 5. Assessment Quality*Review all options and select the one that best describes your school. The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, “must accomplish,” instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity. The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the majority of those curricular aims regarded as high-priority instructional targets. The documentation provided in support of this alignment is relatively persuasive. Most of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements. The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to some of those curricular aims regarded as high-priority instructional targets. The documentation provided in support of this alignment is less than persuasive. Some of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements. The array of assessment devices used by the institution to determine students' performances is not aligned and thus valid inferences are unlikely to be reached regarding students' status with respect to those curricular aims regarded as high-priority instructional targets. No documentation in support of alignment has been provided or, if provided, it is not persuasive. Few of the assessments used are accompanied by evidence demonstrating that they satisfy technical requirements. Test Administration*Review all options and select the one that best describes your institution. All the assessments used by the institution to determine students' performances, whether externally acquired or internally developed, have been administered with complete fidelity to the administrative procedures appropriate for each assessment. In every instance, the students to whom these assessments were administered are accurately representative of the students served by the institution. Appropriate accommodations have been provided for all assessments so that valid inferences can be made about all students' status with respect to all of the institution's targeted curricular outcomes. Most of the assessments used by the institution to determine students' performances have been administered with reasonable fidelity to the administrative procedures appropriate for each assessment. In most instances, the students to whom these assessments were administered are essentially representative of the students served by the institution. Appropriate accommodations have been provided for most assessments so that valid inferences can be made about most students' status with respect to most of the institution's targeted curricular outcomes. Some of the assessments used by the institution to determine students' performances have been administered with modest fidelity to the administrative procedures appropriate for each assessment. In some instances, the students to whom these assessments were administered are fairly representative of the students served by the institution. Appropriate accommodations have been provided for some assessments so that valid inferences can be made about some students' status with respect to some of the institution's targeted curricular outcomes. Few, if any, assessments used by the institution to determine students' performances have been administered with fidelity to the administrative procedures appropriate for each assessment. The students to whom these assessments were administered are not representative of the students served by the institution. Appropriate accommodations were not provided for assessments so that valid inferences cannot be made about students' status with respect to any of the institution's targeted curricular outcomes. Quality of Learning*Review all options and select the one that best describes your institution. Evidence of student learning promoted by the institution is well analyzed and clearly presented. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is substantially greater than what would otherwise be expected. Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected. Evidence of student learning promoted by the institution is indifferently analyzed and presented with little clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is below what would otherwise be expected. Evidence of student learning promoted by the institution is poorly analyzed and is presented unclearly. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is substantially below what would otherwise be expected. Equity of Learning*Review all options and select the one that best describes your institution. Evidence of student learning indicates no significant achievement gaps among subpopulations of students, or the achievement gaps have substantially declined. Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps have noticeably declined. Evidence of student learning indicates achievement gaps exist among subpopulations of students, and these achievement gaps demonstrate a modest decline. Evidence of student learning indicates achievement gaps exist among subpopulations of students, and that minimal or no change has occurred in these achievement gaps. Which area(s) are above the expected levels of performance?*Describe the area(s) that show a positive trend in performance.*Which area(s) indicate the overall highest performance?*Which subgroup(s) show a trend toward increasing performance?*Between which subgroups is the achievement gap closing?*Which of the above reported findings are consistent with findings from other data sources?* Which area(s) are below the expected levels of performance?*Describe the area(s) that show a negative trend in performance.*Which area(s) indicate the overall lowest performance?*Which subgroup(s) show a trend toward decreasing performance?*Between which subgroups is the achievement gap becoming greater?*Which of the above reported findings are consistent with findings from other data sources?*
