Three times yearly, the Kansas Assessment Program (KAP) makes available to schools a predictive interim assessment, designed to predict student performance on the spring summative assessments.
These interim tests cover subject matter included on KAP English language arts and math summative assessments and are designed to align with commonly followed curricula in the grades and subjects they test. Interim assessments provide teachers, students, and parents with a snapshot of student performance up to that point in the school year.
Interim tests are elective and are not graded; students are not penalized if they do not participate. The predictive interim assessments are produced by KAP and should not be confused with interim mini-tests, which are assembled by teachers for short, on-demand assessment.
Understanding the Predictive Interim Score Report
Score reports are available to teachers and administrators through Educator Portal, the online portal for KAP assessment administration. These individuals are then responsible for distributing reports to students. Districts may distribute reports in different ways, for example, through the mail or at parent–teacher conferences. Contact your student’s school for information on how to get your student’s score report.
Interpreting Your Student’s Report
Interim score reports show the likely range of scores a student could receive on the KAP summative test. The target performance level for all students on the summative assessments is Level 3, which is the benchmark for college and career readiness. Information on scale scores and performance levels is available on the summative score reports page.
Student Report Walkthrough
The front of your student’s report presents a projected summative score range based on your student's performance on the predictive interim assessment(s) he or she participated in.
1The line graph shows the range of possible scores on the end-of-year (summative) test and where the student’s projected score is likely to be. The segments of the horizontal line, shown in different colors, represent four performance levels on the summative test. The numbers at the top show the boundary scores for the performance levels. The regions differ in size because the score ranges for performance levels are not equal. The black bar represents the likely range of scores the student could receive on the KAP summative test based on the student’s performance from the predictive interim test. Based on a student’s score on the predictive interim assessment, there is 95% confidence that the student’s summative assessment score will be within this predicted range.
The predictive interim assessment can be given three times a year. A student may not have scores from all three test administrations. A student must answer all the questions on the test to have a projected score range.
“Test not completed” is displayed if the student does not answer all questions on the test. “Student was not tested” is displayed if the student was not tested in an earlier window.
The projected score range can be one piece of evidence used in evaluating whether a student or group of students is set to meet performance expectations. A student’s entire body of work (e.g., in-class work, assignments, classroom assessments, district assessments, predictive interim assessments) should be used to evaluate a student’s mastery level.
2This list describes the skills that a student who scores at a Level 3 on the Kansas summative test typically displays. Scoring at a Level 3 on the summative test indicates that a student is academically well prepared and on track to be ready for further education or entry into the workforce after high school.
3This page shows the student’s performance on each question that appeared on the most recent interim test administration. The table provides three pieces of information.
The Question Description column provides some information about the knowledge or skill assessed by each item, or question, on the test.
The Credit Earned column provides a symbol indicating whether the student received full, partial, or no credit for the question or that the question was not answered.
The PCT column provides the number of students out of 100 who earned full credit on this question during the 2016–2017 school year; this number is based only on students who took a mini-test that year. A higher number in this column indicates an easier question (more students answered it correctly); a lower number indicates a more difficult question (fewer students answered it correctly). This value can be used to help interpret and evaluate a student’s performance. For example, if a student answered the item incorrectly, but overall it was expected to be an easier question, the student may need additional support or instruction to master that skill.
A student’s mastery of knowledge or of a skill must not be evaluated by performance on a single test question alone on the predictive interim assessment. Mastery of knowledge or of a skill should be evaluated based on all of the available evidence, including performance on classroom assessments, assignments, and classroom observations.
Because some test questions on the predictive interim assessment evaluate the same or similar skills, identifying patterns of performance on these items provides additional insight to a student’s level of mastery. Evaluating the performance of a group of students (e.g., classroom, grade level) on a test question may provide evidence of the effectiveness of instruction of specific knowledge or of a particular skill. A teacher, a group of teachers, or an instructional leader might use this information to prioritize the knowledge or skills on which students should receive additional instruction.
4For further information about the content standards, assessment program, and tests, please visit the listed websites.