Imagine Language & Literacy Scaled Scores are used to provide an accurate measure of growth over time based on student performance on the Imagine Language & Literacy curriculum. Administrators and Teachers can view Scaled Scores for any student assigned to them. Scaled Scores begin to populate as students complete activities contributing to Scaled Scores. Before viewing Scaled Score Reports you should understand how to interpret Scaled Score Reports, the activities that are used to calculate Scaled Scores, understand Scaled Score target ranges, and how to interpret Scaled Score changes.
To view Scaled Score Reports
- Log in to Imagine Language & Literacy.
- Click the Growth widget.
- Choose Scaled Score from the tabs at the top of the report.
- Imagine Language & Literacy uses Scaled Scores to monitor student performance as they grow from demonstrating easier foundational skills to completing harder, more complex tasks. Click Year To Date to filter Scaled Score Report by date. You can filter the report by Year to date, this week, last week, 4 weeks, 8 weeks or a custom date range. If you choose Custom, specify the Start date and End date.
Note
Early in the year, students may not have a Scale Score due to the student's placement in the curriculum and what activities they are working on. Scaled scores begin to populate as students complete activities contributing to Scaled Scores.
Interpreting Scaled Scores
Scaled scores take into account the raw score, number of correct answers achieved by students on Placement Tests, Predictive Checkpoints, and other activities, as well as the difficulty of the questions that students received on each test. Scaled Scores increase not only as a student answers more questions correctly, but also as the test content becomes more difficult. You can use Scaled Scores to monitor student performance as they grow from demonstrating easier foundational skills to completing harder, more complex tasks.
Activities used to calculate a Scaled score
Specific activities make up the Scaled Score. Activities that contribute to the Scaled Score are those that:
- Conduct assessment (not introduction or practice)
- Address critical skills that students need to master as their literacy and language skills grow
- Demonstrate good measurement characteristics when evaluated
These specific activities contribute to a student's Scaled Score:
|
Literacy |
Oral Vocabulary |
|---|---|
|
Understand What I Read |
Recognize Everyday Words |
|
Context Clues |
|
|
Recognize Letters |
|
|
Cloze Sentences |
|
|
Placement Test |
|
|
Predictive Checkpoints |
Interpreting Scaled score changes
The grade-level target ranges demonstrate the increase in performance Imagine Learning would like on-grade-level students to achieve over a school year. Individual students' rates of growth will be different even if they receive the same classroom instruction and additional support.
| Scaled Score Change | Description |
|---|---|
| Increasing Scaled score
|
Students whose Scaled Scores are increasing may be demonstrating better performance over time because they are earning higher scores, or because they have advanced into a more challenging curriculum. |
| No Growth
|
Scaled Score growth of zero percent means, that a student is learning at approximately the same rate as other students have historically. |
| Declining Scaled score
|
A declining Scaled Score means that a student's on-task performance has plateaued or is decreasing. This can also occur when a student advances to more challenging assessment tasks. |
| No Scaled score
|
No Scaled Score means that a student has not completed any activities that contribute to their scaled score. |
Understanding Target Ranges
Imagine Language & Literacy curriculum is designed to meet state core requirements for literacy and language instruction. To create target ranges for scaled scores, the activities which meet these requirements for each grade were identified. Target ranges for grades correspond to expected performance when a student completes identified activities at a minimally satisfactory performance level of eighty percent or higher. Target ranges are based on proficient scores (85% or greater) for activities that are designed specifically for students in that grade level. Target range sizes differ from grade level to grade level because students learn many basic skills in early grades and then refine their reading ability, but learn fewer new skills in subsequent grade levels. The target ranges reflect the rapid growth that should occur in early elementary grades.