Student Score Reports
When states administer assessments, they want to provide insightful information about students’ performance to families.In our experience, most of the individual student reports (ISRs) accompanying high stakes assessments are dense and difficult to understand. They are often full of jargon and data without context – leaving the reader completely lost.
At Tembo, we take a different approach. Building on extensive research into parents’ use and understanding of student-level reports, we are producing student score reports that are straightforward, visual, and clear.
How can Tembo help?
Over the past three years, Tembo worked with DC’s Office of the State Superintendent of Education to produce 80,000 student score reports that are designed to be clear, informative, and individualized. Drawing from research with parents, we designed reports that prioritize: (1) relatable, understandable information how well the student is performing, (2) context about the student’s performance over time and relative to peers, and (3) personalized recommendations supporting student progress.
In order to create consistency, the report layout is the same across traditional and alternate assessments, and across math, science, and english language arts reports. The first page of the report explains the assessment, describes how the reader can use the report, and display the student’s performance in clear language. The second page includes granular detail about performance and helpful ways to compare results.
How have assessment providers responded?
PARCC, Inc. revised its student score reports based on our DC reports.
How have families responded?
Washington DC’s students received some of the most unique score reports in the country. In particular, the reports were able to provide important context for a student’s score: how well did I do compared to myself last year, and compared to students in my school, my local education agency, and DC as as whole?
In 2015, the reports also provided a comparison between the old test (DC CAS) and the first-year next generation assessments. It is difficult to clearly explain changes in a student’s score between years, and this can be worrisome for families, so it was a priority for our reports. We are unaware of any other student score reports in the country that were able to do this in an assessment transition year.
Most importantly, the reports have received a positive response from families for their accessible, friendly design. As a testament to the clarity of the score reports, DC families were not alarmed when they received reports that described what their students know, and how they performed, on an assessment that is very different from the previous assessment used by the state.
See some recent work:
Sample PARCC ELA report (2016) >
Sample PARCC math report (2016) >
Sample DC Science report (2016) >
Sample MSAA ELA report (2016) >
Sample MSAA math report (2016) >
Sample DC Science Alternate report (2016) >
Research & good practice
Learn about our ‘best practice’ NGA sample score reports >