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 Questar performance analysis reveals a 'ceiling effect' in a gifted program. This means:
Answer: Students scored so high that the test cannot distinguish differences in achievement
A ceiling effect occurs when an assessment lacks items difficult enough to differentiate among high-performing students, compressing scores at the top.
Which type of error occurs when a Questar assessment consistently scores students higher than their true ability level?
Answer: Systematic bias
Systematic bias is a consistent, directional error that skews all scores in the same direction, unlike random errors that cancel out.
A Questar scale score of 650 for a 4th grader falls in the 'Approaching Proficiency' band. To reach 'Proficient,' the student would need to:
Answer: Score at or above the proficiency cut score in a future administration
Proficiency is achieved by reaching or exceeding the established cut score on a valid administration of the assessment.
Which scenario BEST illustrates the correct use of Questar performance data for instructional planning?
Answer: Identifying skill gaps to design small-group interventions
Using granular skill-gap data to form targeted small groups is the most direct and effective instructional use of performance analysis.
An analysis of Questar writing scores shows that students score lower on 'Organization' than on 'Ideas and Content.' The targeted instructional response is to:
Answer: Teach explicit text structure and paragraph organization strategies
Direct instruction in organizational strategies such as outlines, transitions, and paragraph structure addresses the identified skill deficit.
In a Questar performance report, a confidence interval around a score means:
Answer: There is a range within which the student's true score likely falls
Confidence intervals acknowledge measurement error and express the range of scores that likely contains the student's true level of achievement.
A district notices that one school's Questar proficiency rates are high but its student growth percentiles are low. This pattern suggests:
Answer: High-achieving students are not making adequate growth
High proficiency with low growth indicates that while many students meet the bar, they are not progressing at expected rates relative to academic peers.