This article explains how the new reporting suite (2023) can be used to look at student growth and progress between assessments.
Tracking student progress over time is a powerful capability of the Forefront reporting suite. This can particularly useful when looking at data from a pre-test and a post-test, growth between repeated administrations of the same assessment, or when looking at data on interim tests given throughout the year.
This article will share examples of questions that can be used to reflect on student growth, a report type to view that data, and tips for setting up the reports.
What students made growth between assessments? Who still needs more support?
Report Type: Sankey Chart
Entities (Data Types to Select): 2 Assessments
Tip: Remember that report types can be switched by clicking “Report Type” in the upper-right.
Tip: Click numbers on the table below the report to see student names.
This report show student performance on one data point compared to another. (Note that you can click and drag entities into the order you want.)
When looking at two assessments in the sankey chart, it can be helpful to note:
- Which students made growth — started at a lower proficiency and flowed up into a higher proficiency? How can their progress be replicated?
- Which students didn’t make growth — stayed at the same proficiency between assessments? What might have been barriers to their growth?
- Did any students lose ground on proficiency — have a higher proficiency on the first assessment and a lower proficiency on the second? Why might this have happened? Did the rigor of the assessment change? (Tip: Click the assessment name at the bottom of the report to see the questions on the assessment.)
What skills did students make growth on? Which skills still need more work?
Report Type: Question Analysis
Entities (Data Types to Select): 2 Assessments (ideally, with similar, “matched” questions)
This report shows question-by-question breakdown of proficiency on questions. If your assessments are a good “match” — the questions are identical or very similar, you may be able to visual the performance side by side. (Shown above)
When looking at two assessments in the question analysis, it can be helpful to note:
- Which questions did students make big gains on proficiency?
- Which questions indicate students need more support with the skill?
- Which students need more support on the skills assessed on certain questions? (Remember to click the table below the report to see student names.)
Report Type: Standards Analysis
Entities (Data Types to Select): 2 Assessments (questions can be less matched)
This report shows standards assessed on both assessments. It can be a more helpful report if the assessment you’re comparing do not have an “apples-to-apples” question comparison.
Tip: Use the toggles on the right to focus on standards that appear on both assessments. The checkbox above the toggles enables or disables standards all at once.
When looking at two assessments in the standard analysis, it can be helpful to note:
- Which standards did students make big gains on proficiency?
- Which standards indicate students need more support with the skill?
- Which students need more support on certain standards? (Remember to click the table below the report to see student names.)
When will skills from this unit/these assessments be assessed again?
Report Type: Standards Growth
Entities (Data Types to Select): 1 Standard
This report shows, for a standard, the opportunities for assessment and student proficiency on the questions on that assessment that assess the standard. (Tip: Click the number below the stacked bar to see the questions on the assessment tied to the standard.)
Tip: Click “Add or Configure” to add entities (data that you’re looking). Use the toggles to select which entity is visualized.
When looking at the standards growth report, it can be helpful to consider:
- What is the proficiency trend over time on the standard?
- When is the next assessment opportunity? How frequent are opportunities — are more informal assessments needed in the meantime?
- How does the rigor of the questions assessing the standard change? (Click the number below the bar to see the questions.)