Performance Analysis Flashcards
7 cards from real Questar Test practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Performance Analysis flashcards as text
A performance analysis shows that 80% of students in a class answered a particular item correctly. This item's difficulty index (p-value) is:
Answer: 0.80
The item difficulty p-value equals the proportion of students who answered correctly, so 80% = 0.80.
On a Questar growth model, a student's SGP (Student Growth Percentile) of 70 means the student grew more than:
Answer: 70% of academically similar peers
SGPs compare a student's growth to that of academic peers—students with similar prior achievement—not to all students.
Which action would MOST directly improve the instructional validity of a Questar performance analysis?
Answer: Mapping assessment items to specific learning standards
Mapping items to standards ensures that performance data can be translated into targeted instructional decisions aligned to curriculum goals.
In a strand-level Questar report, a student shows 90% mastery in 'Number Sense' but only 40% in 'Algebraic Reasoning.' The teacher should prioritize:
Answer: Targeted intervention in Algebraic Reasoning
The large gap in Algebraic Reasoning indicates an unmet learning need that requires targeted intervention to achieve balanced proficiency.
A Questar assessment measures what it was designed to measure. This quality is known as:
Answer: Validity
Validity is the degree to which an assessment actually measures the construct or skills it is intended to assess.
When reviewing Questar data, a principal sees that subgroup gaps have narrowed over three years. This trend is best described as evidence of:
Answer: Improved equity in student outcomes
Narrowing subgroup gaps over multiple years is a key indicator that equity-focused instructional strategies are producing results.
An analyst finds that high-achieving students selected the wrong answer for an item at a higher rate than low-achieving students. This is an example of:
Answer: Negative item discrimination
Negative discrimination occurs when higher-performing students answer an item incorrectly more often than lower-performing students, suggesting a flawed item.