Analyzing Results
Innovative Assessment
Embedded Files
Using Results for Future Instruction
Reports should be used to determine patterns in student performance to inform instruction. Guidance documents have been created to assist educators in determining how to use the report results.
Scores from the end-of-unit score reports should not be converted to grades. These reports are meant to be used in conjunction with ELA Guidebooks instructional supports and classroom activities.
The Guidance for Score Reports (Grade 5) and the Score Report Reflections Guide (Grades 6-8) give educators suggestions on how to use the reports toward planning for future instruction. Both documents include student writing samples.
Educators should consider upcoming units so that they can provide proper instructional supports for future units.
The Grades 5-8 IAP Assessment Guide provides details about the assessment structure as well as sample items.
For Teachers: Understanding Results
For Teachers: Understanding Results
Understanding Classroom Score Report and Score Report Reflection Guide (23-24)
Understanding Classroom Score Report and Score Report Reflection Guide (23-24)
Understanding the Score Reports (12.23)
Understanding the Score Reports (12.23)
Mini Session - Classroom Report Session for Teachers - Slides.pdfClassroom Score Report and
Report Reflections Guide
Session 5 - Slides.pdfUnderstanding the Score Reports
Session 6 - Slides.pdfUsing the Score Report Reflection Guide
iap-grades-6-8-score-report-reflections-guide.pdfReport Reflection Guide
Score Report Mockup - Classroom.pdfSample Class Report
Score Report Mockup - Student.pdfSample Student Report
Parents: Understanding Score Reports
Parents: Understanding Score Reports
Mini Session - Student Report For Parents - Slides.pdfScore Report Mockup - Student.pdfGuide to 23-24 Reports
Guide to 23-24 Reports
IAP Guidebooks Window 2 Report Instructions Slides Final- March 2024.pdfReports Window 1 23-24.pdfScore Reports Guidance.pdfIncludes IAP rubrics and some sample student work (starts on page 11), as well as suggestions for how to support students moving forward. We recommend that teachers focus on the basics, some of which are outlined under the general instructional supports (see page 7). The ones listed below may be especially helpful:
Focus on getting control of ideas and examples: practice marking prompts or identifying tasks and coming up with a thesis/focus.
Practice revising thesis/claims for clarity and precision.
Given pieces of evidence, have students select the best pieces to use to support a given thesis/claim.
Given a thesis statement, have students complete a single paragraph outline.
Provide students with supports and opportunities to practice finding appropriate quotations when providing direct evidence from the text in their writing throughout the unit.
Have students highlight in-class essay responses with different colors for (1) claim/thesis (2) supporting evidence.
Interpretive Guide for the ELA Guidebooks Innovative Assessment.pdfELA Innovative Assessment Program Report Access Information–Window 1.pdf
IAP Writing Guidance.pdfIAP Writing Guidance presentation: a presentation from last year’s Teacher Leader Summit, which includes observations from our scoring director for each of the writing prompt score points, as well as a few examples of 1s and 0s. We hope you will find the list of the different kinds of zeroes we have seen in the past useful. We recommend that teachers think about which descriptors best capture their students based on their class work.
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