A graphic that shows a clear picture of target mastery is typically a chart or graph that

visually represents the performance of students on specific learning targets or

objectives. Here are some common types of charts that can be used for this purpose:
Bar chart: A bar chart can display the percentage or number of students who have
achieved mastery on each learning target. Each bar represents a different target, and the
height of the bar corresponds to the percentage or number of students who have
demonstrated proficiency on that particular target.
Line graph: A line graph can be used to track the progress of students' mastery over
time. The x-axis represents the different assessment points (e.g., pre-test, mid-term,
post-test), and the y-axis represents the percentage of students who have mastered
each target. Lines are plotted for each learning target, showing how student mastery
changes over time.
Radar chart: A radar chart, also known as a spider chart, can be used to show the level of
mastery across multiple learning targets for an individual student or a group of students.
Each learning target is represented by a point on the chart, and the distance from the
center of the chart to each point indicates the level of mastery for that target.
Bubble chart: A bubble chart can be used to compare the level of mastery for different
learning targets. Each learning target is represented by a bubble on the chart, and the
size of the bubble corresponds to the percentage or number of students who have
achieved mastery on that target.
The key to creating a clear and informative graphic for target mastery is to ensure that
the data is well-organized, the chart type is appropriate for the information being
conveyed, and the visual elements are easy to interpret. Providing labels, titles, and clear
legends helps viewers understand the information presented in the graphic. Additionally,
it's essential to use consistent scales and color schemes to facilitate comparisons and
analysis.
A good analysis of results involves a thorough examination and interpretation of data to
derive meaningful insights and draw relevant conclusions. Here's a description of what a
good analysis of results looks like:
Clear research questions or objectives: The analysis should start with clear research
questions or objectives that guide the investigation. These questions should be focused,
specific, and aligned with the purpose of the study or assessment.
Data preparation and cleaning: Before conducting the analysis, data preparation and
cleaning are crucial steps. This involves organizing the data, checking for errors or
inconsistencies, handling missing values, and ensuring data quality.
Appropriate statistical techniques: Depending on the nature of the data and research
questions, a good analysis employs appropriate statistical techniques. This may include
descriptive statistics, inferential statistics, correlation analysis, regression analysis, or
other advanced methods.
Visual representations: A good analysis often includes visual representations such as
charts, graphs, or plots to illustrate patterns, trends, and relationships in the data.
Visualizations enhance the understanding of the data and make it easier to communicate
findings.
Interpretation of findings: The analysis should not only present the data but also
interpret the results. It involves explaining the implications of the findings and their
relevance to the research questions or objectives. Interpretations should be based on
evidence and supported by the data.
Comparison and context: A robust analysis often involves comparing results across
different groups, time periods, or conditions to provide a broader context. This helps
identify variations, trends, or significant differences.
Limitations and implications: A good analysis acknowledges its limitations and potential
sources of bias. It also discusses the implications of the findings for theory, practice, or
future research. Addressing limitations and discussing implications enhances the
credibility of the analysis.
In test creation, Part Three is typically the section that assesses higher-order thinking
skills, problem-solving abilities, and application of knowledge. It goes beyond simple
recall of facts and requires students to demonstrate a deeper understanding of the
subject matter. Here's a description of what a good Part Three of a test looks like:
1. Rigorous and Challenging Questions: Part Three should include questions that
challenge students to think critically, analyze information, make connections,
and apply their knowledge to real-world scenarios. These questions should go
beyond basic recall and require students to demonstrate higher-level cognitive
skills.
2. Diverse Question Formats: A good Part Three includes a variety of question
formats, such as open-ended questions, essay prompts, case studies,
scenarios, or problem-solving tasks. This allows students to demonstrate their
understanding in different ways and caters to diverse learning styles.
3. Alignment with Learning Targets: The questions in Part Three should align
closely with the learning targets and objectives of the instructional unit. Each
question should assess specific knowledge or skills that were taught and
practiced during the course.
4. Real-World Relevance: Where applicable, Part Three questions should be
framed in real-world contexts or scenarios, making the assessment more
engaging and relevant to students' lives. This helps students see the practical
application of their learning.
 5. Clear and Concise Instructions: Instructions for Part Three should be clear and
concise, guiding students on how to approach each question effectively. Avoid
ambiguous language or complex wording that could confuse students.
6. Rubrics or Scoring Guides: For open-ended or essay questions, provide rubrics
or scoring guides to communicate the criteria for evaluation. This ensures
consistency and fairness in grading and helps students understand what is
expected of them.
7. Time Allocation: Consider the time required to complete Part Three and
ensure that the overall test allows sufficient time for students to carefully
respond to the higher-order thinking questions.
8. Balanced Difficulty: Part Three questions should be challenging but fair,
striking a balance that allows students to demonstrate their knowledge and
skills without being overly discouraging.
References:
Chappis, J., & Stiggins, R. (2020). Defining the intended learning (3rd ed.). Pearson.