Individual ReportProgressive Achievement Test of Reading Vocabulary: Test 3

AARON ( NZCER School , Class 2 )

Test Score Scale Score Error Stanine Reference Year

21 47.2 (patv) 3.6 (patv) 5 6

V

-5

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85

90

95

100

Scale score(patv)

40

39

38

37

36

35

34

33

3231302928272625242322212019181716151413121110987

6

5

4

3

2

1

0

Testscore

1-superb

2-smooth

3-ease4-watchful5-emerged

6-authority

7-Fortune

8-severe

9-donate

10-outrageous11-nutrition12-obvious13-theme

14-dismantled

15-conclusive

16-Debris

17-directly

18-elected19-crucial20-convinced21-jagged

22-hovered

23-tranquil

24-frankly

25-tense

26-consider27-nevertheless28-design29-merged

30-compact

31-analyse

32-source

33-revealed

34-noticed35-fierce

36-tolerate37-miraculous

38-deceived

39-evade

40-genuine

1

2

3

4

5

6

7

8

9

5

10

20

30

40

50

60

70

80

90

95

Year 5

1

2

3

4

5

6

7

8

9

5

10

20

30

40

50

60

70

80

90

95

Year 6

1

2

3

4

5

6

7

8

9

5

10

20

30

40

50

60

70

80

90

95

Year 7

Term 1 2007

The red line shows the student’s overall level ofachievement. Typically a student is more likely to answer

correctly the questions below the line and less likely toanswer correctly the questions above the line.

The question number inthe test. Bolded questionsindicate the correct answerwas given.

PAT-Marking Bro3 10/24/07 4:57 PM Page 5

NZCER

Related questions125

28.

What is the length of the stamp?

(A) 4 millimetres (mm)(B) 5 millimetres (mm)(C) 4 centimetres (cm)(D) 5 centimetres (cm)(E) none of these

1

Individual Test Item ReportThe new report:

Allows teachers to see the actual question asked

Lists which students chose each option

Highlights when a student’s response was unexpected

Explains possible misconceptions related to particulardistractors

Provides a direct link to other questions in the test that areassessing similar mathematical ideas

Provides a direct link to related assessment tasks from theAssessment Resource Banks.

4

3

2

1

6

5

Possible misconceptions

A Confuses the unit of measurementB Miscounts the units and confuses the unit of measurementD Miscounts the units

4Distractor Misconception

Other resourcesFor similar assessment resources from the Assessment Resource Banks, click on the link or use the keywords, length.

6

Previous 23 24 25 26 27 28 29 30 31 32 33 Next

Individual Test Item ReportProgressive Achievement Test of MathematicsTest 1 – Question 28 (Geometry/Measurement)

A (13%) B (4.3%) C (47.8%) D (17.4%) E (13%) Omitted (4.3%)Hannah FarlapShah AbhishekKole Tein

Lana Gunter Michael HerschDeborah DinEric ParkMatthew RyleKyle MasonAli DruryAmy ChoYune Sang YoungTyler SimmondsJessie AmbagsReuben Stine

Jess PascoeMadi BhardwajCharlotte WatersRazan Ostel

Yentl FrenchJohn CarrcunJen Cortes

Anna Brown

3 students 1 students 11 students 4 student 3 students 1 students

KeyGiven the student's overall result this student:

is likely to understand the concept assessed in this questionwas not expected to correctly answer this questionwas not expected to incorrectly answer this question

indicates distractor was chosen by 20% or more of the national reference group

2

3 A B C D E Omit

Individual Test Item informationNZCER College Year 4 Class Room 1(Reference Group Used: Year 4, Number of students: 23)

cm 1 2 3 4 5

NEW ZEALAND

50c

PAT-Marking Bro 11/10/07 12:41 PM Page 6

NZCER

Year 8 PAT:Mathematics

National ReferenceGroup Year 8

NZCER School

Scal

e Sc

ore

(pat

m)

100

8060

40

Number ofStudents

Standard DeviationScale Score (patm)

Median(patm)

Lower Quartile(patm)

Upper Quartile(patm)

Lowest Score(patm)

Highest Score(patm)

43 58.5 (54.9) 7.8 (11.3) 58.5 (54.9) 54.1 (47.1) 64.2 (60.7) 45.8 72.6 5.6 (5.0)

Progressive Achievement Test of MathematicsNZCER School Year 8 (Reference Group Used: Year 8)

Year Group Report

Mean ScaleScore (patm)

Numbers in brackets provide national reference group statistics

Mean Stanine

Progressive Achievement Test of Mathematics: Test 5NZCER School Year 8 (Number of students: 43, Reference Group Used: Year 8)

Item Report

Questionnumber

Content Category Description of item Percentage correct (%)National

percentage (%)

List Report

NZCER School Year 8 Class Room 7 (Reference Group Used: Year 8)

Progressive Achievement Test of Mathematics: Test 5

Numbers in brackets provide national reference group statistics

Summary of resultsNumber of Students Mean Scale Score

(patm)Standard DeviationScale Score (patm)

Mean Stanine

5.4 (5.0)7.8 (11.3)57.4 (54.9)11

Student Name Test Score PAT :MathematicsScale Score (patm) Number of Omits Year 8 Stanine

Alex Choy

Alan Cowling

Bruce Brock

Diana Bowsher

Henry Hughes

Jerry Bull

Luke Brown

55.2 ± 3.3 0

0

0

0

0

0

1

19

19

17

17

11

22

19

5

5

5

5

3

5

5

55.2 ± 3.3

53.0 ± 3.3

53.0 ± 3.3

45.8 ± 3.7

58.5 ± 3.3

55.2 ± 3.3

Mattai Tapp 024 660.7 ± 3.3

Item ReportProgressive Achievement Test of Reading Comprehension: Test 6

ABC College Year 9 Class 9OC (Reference Group Used: Year 9, Number of Students: 8)

TextTitle

QuestionNumber

QuestionType Question Percentage Correct (%)

NationalPercentage

(%)

C

Term 1 2007

Wha

t's th

ePr

oble

m?

Kno

w Y

our

B

rain

Stor

m a

t Sea

Uni

form

Salt

The

Tara

wer

aEr

uptio

nA

n A

ftern

oon'

sW

ork

Yout

h Pa

rliam

ent

Spee

ch F

acto

ryFa

rmin

g

Which tone is the storyteller using when she calls detention a 50.0 (58)“delightful prospect”?Why does the storyteller think a bracelet is preferable to a 87.5 (71)piercing?Why is the word “Look” used at the beginning of paragraph two? 62.5 (58)Which tone is the storyteller using when she says, “Fine, sure, 50.0 (53)whatever”?What is the “hypocrisy” the storyteller can’t stand? 50.0 (46)Which language technique does the storyteller often use to help her 75.0 (56)make a point?Where is the cerebrum found? 87.5 (72)If you were learning a new language, which part of your brain would 87.5 (60)you be using most?According to this text, what has not yet been discovered? 62.5 (71)What impression of the brain does this text create? 87.5 (49)Why were half the lifeboats “useless”? 37.5 (48)What position is the Wahine in? 25.0 (36)Which line from the text suggests the people were powerless? 87.5 (62)How was the storyteller most likely feeling when his “breath caught”? 87.5 (68)What was the “sinking white shape” in the last paragraph? 100.0 (74)From whose point of view is this poem written? 75.0 (68)In verse one, what does the storyteller dislike most about the new 87.5 (76)uniform?In verse two, what is the main thing the storyteller dislikes about 37.5 (37)the school uniform?In verse three, the phrase \she feasts on pins\" suggests that the 87.5 (75)mother..."What does the storyteller feel most unhappy about overall? 100.0 (51)Solar salt gets its name because its grains are... 37.5 (54)Where does most of he table salt we use come from? 87.5 (50)According to this text, why is salt iodized? 62.5 (56)Why is calcium phosphate added to table salt? 75.0 (65)What is the main purpose of this text? 100.0 (60)What was Sophia Hinerangi doing when she saw the phantom canoe? 75.0 (57)What did Tühoto Ariki think caused the water levels in Lake 37.5 (46)Rotomahana to rise and fall?Why did most of the people of Te Wairoa survive? 87.5 (64)Why didn’t the Tühourangi people return to their homeland when it had 87.5 (63)recovered from the eruption?What is the main purpose of the last paragraph? 50.0 (55)Why did Hamish ask Tama to help him chop wood? 12.5 (30)What did Hamish think of Tama’s tattoos? 62.5 (56)Which line, as used in the text, suggests that Tama might be capable 87.5 (62)of violence?How did Tama feel when Hamish said it was time to stop chopping? 75.0 (69)Why did Tama laugh after the two boys looked sideways at each other? 87.5 (60)What did Tama most likely think about Hamish at the end? 87.5 (65)According to the author, which of these has been proven? 50.0 (44)What is the main reason why sow pigs in factory farms will never turn 62.5 (55)around?According to the author, what do hen cages and pig crates have in 75.0 (66)common?According to the author, why are our factory farms particularly 37.5 (35)embarrassing?What is the main argument the author makes? 50.0 (35)Which statement makes the strongest attempt to appeal to the reader’s 25.0 (28)emotions?

L

L

L L

L L

R L

L G L L L L L G L

L

L

G L L L L G L L

R L

L L L L

L L L R L

L

L

G L

1

2

34

56

78

91011121314151617

18

19

2021222324252627

2829

30313233

3435363738

39

40

4142

Attention: The Principal/ Assessment Co-ordinator

NZCER Marking Reporting, Analysis and Online Testing

Features include: a range of reports analysing achievement at individual, •class, school, and question level

links to the Assessment Resource Banks (ARBs) for related •material to use as next steps for learning

interesting, easy-to-grasp graphs, tables and reports•

the option of students sitting PAT: Mathematics and •PAT: Reading Vocabulary online

SMS integration: import SMS data to set up students & •assessments and export results back to your SMS

ability to create, save and print class or individual reports •as PDF documents

reports over time (looking at two time points)•

option to gather and analyse aggregated data for clusters.•

“This is a brilliant marking tool, very worthwhile

as it gives you so much information and takes a

lot less time.” – Primary school

x

NZCER Marking is an online service that enables schools to produce detailed analysis of

student achievement in PAT: Mathematics, PAT: Reading (Comprehension and Vocabulary),

PAT: Listening , PAT: Punctuation and Grammar, Science: Thinking with Evidence, and

STAR. The options of a scanning service, manual data entry and online testing for students

make it a powerful and efficient application for schools.

How does it work?Schools can choose whether to enter their test data themselves, pay NZCER to scan the answer sheets or use a combination. Either way, you get access to the range of analysis reports online and can view and print the reports you want. The online reporting allows teachers to easily navigate between report types and investigate patterns and trends across a class or classes, or for different questions. All of the reports link in together so you can drill down to the assessment information you require as well as next steps for learning using the ARBs. We can also provide colour printouts of test results and analysis.

We have a great team who are able to provide a range of ongoing assessment support and advice.

For queries directly related to the marking service (subscriptions, setup, technical, data and reports) contact assessmentservices@nzcer.org.nz

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PROFESSIONAL SERVICES

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about the most useful and user-friendly

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The NZCER Marking Service offers:

PAT: Mathematics•PAT: Reading Comprehension•PAT: Reading Vocabulary•PAT: Listening Comprehension•STAR•PAT: Punctuation and Grammar•Science: Thinking with Evidence•

– use for a whole year (Jan – Dec)

$225 for a subscription and one subject area of your choice

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We offer optional access to the scanning service; providing seamless integration from pen and paper to online data and reporting.

$2 per answer sheet for the scanning service

Please note: scanning is not available for STAR and PAT: Listening tests 1 and 2 due to their booklet format.

Schools also have the option of students sitting PAT: Mathematics or PAT: Vocabulary online to get instant results.

$2 per student for online testing

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How to Subscribe to www.nzcermarking.org.nzSchools can subscribe online to the service anytime at www.nzcermarking.org.nz/subscribe

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How to enter your assessment dataThere are three different options for entering your assessment data into the NZCER Marking site: manual entry completed at your school, using our scanning service, or completing the test online (not available for all subjects).

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Using the reportsThe NZCER Marking site provides a variety of reports for use by teachers, principals and senior management. They can also be used to report to the Board of Trustees. The online reports are linked together so teachers can drill down from a class level to an individual level. They also provide next steps for learning when looking at the question level.

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