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For more infomation >> LIVE | Blackshot FPS | I had to kill myself for this video ( ͡° ͜ʖ ͡°) | - Duration: 39:37. 
This training video accompanies the Grades 3-8 M-STEP Target Analysis report
available through MI School Data for users with secure login.
The Michigan Student Test of Educational Progress, or M-STEP is Michigan's summative assessment
given each spring to students in Grades 3-8 and 11.
It measures student mastery of Michigan Academic Standards in English language arts, mathematics, science, and social studies.
The Target Analysis report is available within the Grades 3-8 Performance Level report
and is only available for secure users. If you would like secure login access to MI School Data
please contact your local MI School Data ISD Technical contact.
The Target Analysis report provides information around relative strength and weakness for each assessment target in ELA and mathematics.
The relative strength and weakness is reported on student performance for the target as relative to the test as a whole.
The data contained in the report are for school and district use only and should not be disseminated to the public.
In order to access the target analysis for your school or district you will need to first access the Grades 3-8 Performance Level report.
Once you have generated the report for your location, click on the Target Analysis toggle at the top of the chart.
For this report the first column contains information on each claim for ELA or mathematics,
depending on which subject was selected in the report settings.
For ELA the claims report are: reading, writing, listening, and research/inquiry.
For math the claims reported are: concepts and procedures, problem solving/modeling and data analysis,
and communicating and reasoning.
The second column contains the target number associated with each claim.
The third column gives the description of the target.
The fourth column contains the Performance Indicator received by the entity for each target.
The following indicators of claim performance are used:
Adequate Progress, Attention May be Indicated, and Most At Risk of Falling Behind.
It is important to remember that this indicator is for performance relative to the test as a whole.
A student may receive adequate progress but still need support on a target.
It is just that, overall, this target appeared to be a stronger area for the student relative to other areas.
Like other reports, this report can be downloaded as a PDF and CSV file.
The PDF and CSV downloadable files are at the top of the chart.
Click on the Download/Print icon and select to download the PDF or CSV file.
In addition to the PDF and CSV downloads you can also download the statewide and school wide data for the report.
To learn more about the Target Analysis report use the About This Report found at the top of the report.
The About This Report features information about what the report and data mean, why the data matters,
and additional information about the functionality of the report.
The Target Analysis report is not a proficiency report. It compares an aggregate student group's performance on each target
to their performance on the test as a whole.
The Target Analysis report does not indicate proficiency. To find aggregate proficiency information,
please see the M-STEP Overall Proficiency Level report.
The information contained in this report should always be used in combination with other benchmark and locally determined data
when determining what students know and are able to do in relation to the standards being assessed.
Keep in mind that statewide summative assessments happen too far after teaching and learning has taken place to provide detailed
information for teachers to make quick instructional adjustments.
However, this data can be used to provide districts and schools with a valid and reliable comparison of student performance across
a grade level and content area's standards within or across districts.
The data can also be used as part of a verification process in the district to evaluate grade or program performance.
For example, if a district has been performing well on their benchmark assessment but are not performing well on the
summative assessment this may be an indication of misalignment of the benchmark assessment to the summative assessment
and therefore content standards.
To help understand assessment claims and targets, MDE has produced ELA and mathematics crosswalks for each grade.
Educators can use the crosswalks to see the alignment between claims, targets, and content standards.
It is important to note that schools should use local assessment data in coordination with the M-STEP data to build a better understanding
of the student's mastery of the content within the claim.
This use of local data will assist teachers and school staff with gaining a deeper understanding of what the student knows
and is able to do in relation to Michigan's Academic Standards.
As educators begin to analyze this data, they should consult with their colleagues and administrators to identify other local district
data sources to utilize in conjunction with the M-STEP performance data.
For more information on assessment literacy and good data use, please visit:
the Michigan Department of Education's District Assessment Inventory,
the Michigan Assessment Learning Network,
or the Michigan Assessment Consortium.
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