Likert Scale Rating Scale for Math Graph Assessment Strategy

For each criterion, rate the math graph assessment on a scale from 1 to 5, where:1 - Strongly
Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree

Name:
Section/Grade:

Criteria Rating Scale Score

Purpose and The graph effectively conveys the purpose or

Theme theme of the data being presented.

The title and labeling are clear and

informative.

There is a clear connection between the graph

and the mathematical concept being explored.

Data The data is presented in a clear and organized

Presentation manner.

The axes are labeled and scaled

appropriately.

The data points are accurately plotted and

labeled.

Graph Type The appropriate graph type is used to

represent the data.

The graph type is consistent with the data

being presented.

The graph type is easy to understand and

interpret.

Accuracy and The data points are accurately plotted and

Precision labeled.

The axes are labeled and scaled

appropriately.

The graph is free from errors or

inconsistencies.
Clarity and The graph is easy to read and interpret.
Readability

Lines, symbols, and colors are used

effectively to differentiate between data
points.

The graph is visually appealing and well-

designed.

Interpretation The graph effectively conveys the main

and Analysis message or findings of the data.

The results of the analysis are clearly

explained and supported by the graph.

There is a clear connection between the graph

and the mathematical concept being explored.

Overall The graph meets the required length and

Presentation formatting guidelines.

The graph is visually appealing with proper

spacing, font size, and margins.

The graph demonstrates a thorough

understanding of mathematical concepts.

Total score
Rubric criteria for math graph
Name:
Section/Grade:

Criteria Inadequate Developing Proficient Accomplished Exemplary

Purpose and Does not Partially Conveys Clearly Compellingly

Theme convey conveys purpose or conveys conveys
purpose or purpose or theme purpose and purpose and
theme theme effectively theme theme
effectively

Data Data Somewhat Clear and Well-organized Highly

Presentation presented clear and organized and visually organized
unclearly and organized presentation clear with
disorganized exceptional
clarity

Graph Type Inappropriate Somewhat Appropriate Suitable graph Optimal graph

graph type appropriate graph type type selection type
used graph type used enhancing
used data
representation

Accuracy Data points Some Data Precise plotting Accurate

and Precision inaccurately inaccuracies accurately with high plotting with
plotted and in plotting plotted and accuracy meticulous
labeled and labeling labeled precision

Clarity and Graph Some Easy to read Clear Visually

Readability difficult to elements and interpretation engaging,
read and challenging interpret with good easy to
interpret to interpret readability interpret,
appealing

Interpretation Main Some clarity Main Insightful Profound

and Analysis message or in message or analysis analysis
findings not conveying findings supporting enhancing
effectively main effectively clear understanding
conveyed message or conveyed communication
findings

Overall Does not Partially Meets all Exceeds Exceptional

Presentation meet meets formatting formatting presentation
formatting formatting guidelines guidelines exceeding
guidelines guidelines expectations
What is test item analysis?
Item analysis is the act of analyzing responses to individual test questions, or items, to make
sure that their difficulty level is appropriate. This means that the items discriminate well
between students of different performance levels. Item analysis also involves looking deeper
into other metrics of the test items, as I’ll explain below.

Item analysis is crucial to upholding both the fairness and effectiveness of tests. And while
it’s often something teachers do unconsciously, formalizing the process and laying out the
method to it provides a way to uphold academic integrity and improve assessments.

Why do we need item analysis?

Item analysis helps teachers examine assessments and figure out if they’re a good measure
for testing their students. For example, if a test is too difficult or too easy for a group of
students, then administering the assessment is a waste of time and doesn’t aid us in the
measurement of student learning.

The frequent use of item analysis also allows teachers to measure assessments and figure out
where any learning gaps may be present. Teachers can then provide the right instruction and
support to target and bridge those gaps, as I mentioned earlier.

The 4 components of item analysis

The four components of test item analysis are item difficulty, item discrimination, item
distractors, and response frequency. Let’s look at each of these factors and how they help
teachers to further understand test quality.

#1: Item difficulty

The first thing we can look at in terms of item analysis is item difficulty. Item difficulty is a
percentage of students scoring correctly on any one test item. As a rule of thumb, we’re
looking for at least 20% of students to score correctly. If we have fewer than 20% of students
scoring correctly on the item, it is likely too difficult
.
At the same time, if we have more than 80% of students scoring correctly on the item, that
item might be too easy. However, in some situations this might be okay.

For example, on a mastery test, we can expect a lot of items to be easy because a majority of
students will have mastered the material. This is opposed to a pretest, where we can expect
most of the items to be difficult, because the students have not yet been taught the material.

If there’s a test item that no students answer correctly, the reliability factor decreases sharply.
(In other words, we learn that the item is far too difficult for them, but we do not gain any
insight into what the students do know.) In contrast, when students give the right answers, it
helps teachers track how knowledgeable the students are in any given subject.

#2: Item discrimination

The second component we can examine is item discrimination. In other words, how well does
the item discriminate between students who performed higher and lower on a particular test?
Here, we look at how well the students scored on the assessment as a whole and how well the
students scored on any given item. Are the students who performed higher on the assessment
generally answering the item correctly? Are students who performed lower on the assessment
generally answering the item incorrectly?
With item discrimination, you’re comparing the number of correct answers to the total test
score numbers. Discrimination examines one question at a time and compares high-scoring
students’ answers to those of low-scoring students to see which group answered which items
correctly.

The overall point of item discrimination is to confirm that individual exam questions
differentiate between the students who understand the material and those who don’t.

#3: Item distractors

Within item analysis, we usually use item distractors for assessments with multiple-choice
questions. We need to understand if the answer choices appropriately “distract” students
taking the test from the correct answer.

For example, suppose there is a multiple-choice question with four possible answers—but
two of the answers are clearly incorrect and are easy for students to eliminate from
consideration. So, instead of having a 25% chance of getting the answer right by guessing,
students now have a 50/50 chance, given that only two of the four answer choices are
plausible.

Bad item distractors are those that are obviously not correct, so they are far less effective for
assessing student knowledge than if they were more cleverly disguised.

Effective item distractors force students to focus on critical thinking to help them answer the
question. For this reason, effective distractors will usually attract more students with a lower
overall score than those who score higher on the test.

#4: Response frequency

Once we look at item difficulty, item discrimination, and item distractors and have cleared
potential flags, it’s important for us to look at the final component: response frequency.

For items such as multiple choice, multiple select, or those that have Part A and Part B, it’s
crucial to examine which responses students are choosing. If they’re not choosing the correct
answer, what are some of the options they’re selecting and why?
Let’s say the correct answer to a particular item is option C, but most of the students are
choosing a distractor, option B. We need to look at this specific distractor and try to figure
out the common misconception. In other words, why are students choosing that particular
response? What makes this response appear to be correct?