One-to-one correspondence between ITBS national quartiles and ISAT performance categories breaks down at the first and fourth quartiles¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2006: tool and model accuracy changes quickly

Subclaims¶

q2 i? Although low ITBS scorers mostly land in Warning or Below Standards and high scorers in Meets or Exceeds, many first-quartile ITBS scorers fall in Below Standards and many fourth-quartile scorers in Meets rather than Exceeds. → Easton 2003

Evidence¶

Easton 2003¶

Easton, J. Q., Correa, M., Luppescu, S., Park, H.-S., Ponisciak, S., Rosenkranz, T., & Sporte, S. (2003). How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 2002. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications/briefs/onlineresources.html

q2 · i? · associational · r2

Analysis of 2002 ISAT performance categories by ITBS national quartile (Figure 5) for grades three, five, and eight in reading and mathematics. The article states "Many first quartile scorers are in the Below Standards rather than Warning category," attributing this to the standards-setting process placing Warning very low and Exceeds very high.

"Many first quartile scorers are in the Below Standards rather than Warning category; more fourth quartile ITBS scorers are in the Meets Standards category rather than Exceeds Standards."

Discussion¶

Related Claims¶

• ISAT cut scores differ by grade and subject, with eighth-grade mathematics requiring a high score and eighth-grade reading a relatively low one to meet standards — related
• ITBS mathematics is heavily weighted toward computation while ISAT contains up to three times as many items on algebra, geometry, measurement, and probability and statistics — related
• ITBS and ISAT scores are highly correlated among CPS students in reading (r = 0.83 to 0.85) and mathematics (r = 0.86 to 0.87) — related
• Percent meeting standards is an imprecise metric whose cut-score concentration produced the Era 2 misconception that Chicago taught basic skills better than high-level skills — related
• Assessments not designed for MLLs fail to differentiate ELA skills for students with very low ACCESS scores but align strongly at moderate-to-high ACCESS scores — related