PSAT/NMSQT

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PSAT/NMSQT ConnectionsUsing PSAT/NMSQT Reports
to Improve Learning
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Mission-Driven

• The College Board's mission is to connect
• students to college success and opportunity.
• We are a not-for-profit membership organization
• committed to excellence and equity in education.

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Todays Agenda

• Testing Accommodations Reminder
• PSAT/NMSQT Overview
• Student Data on CD
• AP Potential
• Summary of Answers and Skills (SOAS)
• Lunch
• Instructional Strategies to Improve Skills

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PSAT/NMSQTOverview
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What is the PSAT/NMSQT?

• It is a comprehensive academic reasoning test,
  which focuses on skills that all students need to
  succeed in high school and college.
• These reasoning skills focus on the three main
  academic areas, but their attainment affects all
  areas of learning, as they are transferable
  process skills that are needed to manage and
  apply knowledge, regardless of content
  orientation.
• These skills are relevant to all students, and
  are needed by all students, thus the strong focus
  on inclusion when testing with the PSAT/NMSQT.

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PSAT/NMSQTAt a Glance

• School-based assessment
• Five sections
• 2 Critical Reading
• 2 Mathematics
• 1 Writing Skills
• Critical Reading, Mathematics and Writing Skills
  scores, on a 20 to 80 scale.

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PSAT/NMSQT Content andQuestion Types
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PSAT/NMSQT Benefits to Schools and Districts

• Performance comparison on state and national
  scale
• Question-by-question analysis
• Early wake-up call
• 3.44 million students (2007)
• 53.5 of test takers are pre-juniors (2007)
• Connect assessment to learning/instruction and
  state

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PSAT/NMSQTCritical Reading

• Questions focus on
• Students ability to read critically
• Students ability to think logically
• Students ability to analyze
• Students ability to evaluate

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PSAT/NMSQTCritical Reading

• 2 question types in each section
• sentence completion
• passage-based reading
• 21 Critical Reading skills identified

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PSAT/NMSQTCritical Reading

• A sample of the 21 skills assessed in this
  section
• CR1 Understanding main ideas in a reading
  passage
• CR3 Comparing and contrasting ideas presented in
  two passages
• CR7 Determining an authors purpose or
  perspective
• CR12 Understanding how negative words, suffixes
  and prefixes affect sentences
• CR17 Understanding sentences that deal with
  abstract ideas

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PSAT/NMSQTSentence Completion

• Because female telegraph operators in the late
  1800s were paid well for their technical skills,
  they enjoyed relative _____ independence.
• (A) bureaucratic (B) financial (C) numerical
• (D) political (E) legal

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PSAT/NMSQTSentence Completion

• Because female telegraph operators in the late
  1800s were paid well for their technical skills,
  they enjoyed relative _____ independence.
• (A) bureaucratic (B) financial (C) numerical
• (D) political (E) legal

Difficulty Level 2 (E) Skill(s) CR17, CR21
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PSAT/NMSQTSample Critical Reading Skills

• CR17 Understanding sentences that deal with
  abstract ideas
• How to improve Broaden your reading to include
  newspaper editorials, political essays, and
  philosophical writings.
• CR21 Understanding sentences that deal with
  scientific ideas
• How to improve Read magazine articles about
  scientific subjects to improve your comfort level
  in this area.

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PSAT/NMSQTPassage-based Reading

• Passage 1
• I have little patience with shopping and little
  comprehension of those who enjoy doing it. For
  me, shopping is an exercise in pragmatism I
  venture into stores only when I have a particular
  need, whether it be for milk or batteries, a new
  sweatshirt or a new vacuum cleaner. I carefully
  research any potential large purchases in order
  to minimize the time I must actually spend in the
  store. I know what I like, and I see no reason to
  waste either my time or that of a hapless
  salesclerk by trying to pretend otherwise. Life
  is too short to take risks when I know exactly
  what I want already.
• Passage 2
• If you love to shop, you spend time considering
  whether a lampor a stuffed boa constrictorwill
  complete the clutter in your living room. Or you
  try on a garment. "For size," says the
  salesclerk. But you know that's a fiction. What
  you're really trying on is an identity. Shopping
  invites us to engage in the play that can lead to
  self-discovery. "Have I become the sort of person
  who wears a hat?" you ponder, standing before a
  mirror, experimenting with ways to reframe your
  face. The decisions we make as shoppers aren't
  always good ones. Still, few people would give up
  the possibility of discovering that they are more
  interesting than they suspect.

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PSAT/NMSQTPassage-based Reading

• How do the two authors primarily differ in their
  attitudes toward
• time spent shopping?
• (A) The author of Passage 1 views it as a
  necessary evil, while the author of Passage 2
  sees it as a costly proposition.
• (B) The author of Passage 1 views it as a major
  imposition, while the author of Passage 2 sees
  it as a potentially enriching experience.
• (C) The author of Passage 1 views it as a
  difficult task to schedule, while the author of
  Passage 2 sees it as part of a daily routine.
• (D) The author of Passage 1 views it as a guilty
  pleasure, while the author of Passage 2 sees it
  as an exciting aspect of contemporary life.
• (E) The author of Passage 1 views it as a social
  activity, while the author of Passage 2 sees it
  as a solitary endeavor.

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Difficulty Level 3 (E) Skill(s) CR3, CR7, CR9
PSAT/NMSQTPassage-based Reading

• How do the two authors primarily differ in their
  attitudes toward
• time spent shopping?
• (A) The author of Passage 1 views it as a
  necessary evil, while the author of Passage 2
  sees it as a costly proposition.
• (B) The author of Passage 1 views it as a major
  imposition, while the author of Passage 2 sees
  it as a potentially enriching experience.
• (C) The author of Passage 1 views it as a
  difficult task to schedule, while the author of
  Passage 2 sees it as part of a daily routine.
• (D) The author of Passage 1 views it as a guilty
  pleasure, while the author of Passage 2 sees it
  as an exciting aspect of contemporary life.
• (E) The author of Passage 1 views it as a social
  activity, while the author of Passage 2 sees it
  as a solitary endeavor.

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PSAT/NMSQTSample Critical Reading Skill

• CR3 Comparing and contrasting ideas presented in
  two passages
• How to improve Read editorials that take
  opposing views on an issue. Look for differences
  and similarities in tone, point of view, and main
  idea.
• CR7 Determining an authors purpose or
  perspective
• How to improve Authors write for a variety of
  purposes, such as to inform, to explain, or to
  convince. When you read, try to determine why the
  author wrote what he or she wrote.
• CR9 Distinguishing conflicting viewpoints
• How to improve When reading, practice
  summarizing main ideas and noting sentences that
  mark transition points. Learn to understand
  methods of persuasion and argumentation. Expand
  your reading to include argumentative writing,
  such as political commentary, philosophy, and
  criticism.

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PSAT/NMSQTMathematics

• 2 question types in each section
• Standard multiple choice
• Student-produced response
• 11 Math skills identified

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PSAT/NMSQTMathematics

• The primary aim of the math section is to
  assess how well students understand and reason
  within a math framework
• Can they apply what they already know to new
  situations, i.e. transfer their learning and
  knowledge?
• Can they reason and problem-solve within a high
  school math context?

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PSAT/NMSQTMathematics

• A sample of the 11 skills assessed in this
  section
• M1 Using basic concepts and operations in
  arithmetic problem
  solving
• M2 Understanding geometry and coordinate
  geometry
• M4 Creating either figures or algebraic
  equations, inequalities, or expressions to help
  solve problems
• M6 Making connections among mathematical topics
• M8 Using logical reasoning

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PSAT/NMSQTMathematics

• Student-produced Response
• Each time Shannon pushes the button on a machine,
  a bell rings 7 times. Each time she turns the
  switch on the machine, the bell rings 3 times.
  During one hour, Shannon caused the bell on the
  machine to ring 23 times. How many times did she
  push the button?

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PSAT/NMSQTStudent-Produced Response
Level of Difficulty 4 (M) Skill(s) M1, M4,
M5, M6
The correct answer is 2

• If x stands for the number of times during the
  hour that Shannon pushed the button and y stands
  for the number of times she turned the switch,
  you know that 7x 3y 23. The values of x and y
  must be positive integers, so to find the values
  of x and y, you need to find a positive multiple
  of 3 and a positive multiple of 7 that add up to
  23.
• If x 1, then 3y 23 - 7 16. Since 16 is not
  a multiple of 3, this is not a solution. If x
  2, then 3y 23 - 14 9. Since 9 is a multiple
  of 3, this solution works. If x 3, then 3y 23
  - 21 2. Since 2 is not a multiple of 3, this is
  not a solution. For larger values of x, the value
  of y would have to be negative, and that is
  inconsistent with the situation described in the
  question. The only possible value of x for this
  situation is 2. The equation would be 7(2) 3(3)
  23.

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PSAT/NMSQTStudent-Produced Response

• M1 Using basic concepts and operations in
  arithmetic problem solving
• How to improve Practice solving problems
  involving positive and negative integers,
  fractions, decimals, ratio, percent, exponents,
  square roots, place value, and digits. Also
  practice solving problems involving odd and even
  integers, prime numbers, multiples, divisibility,
  and remainders.
• M4 Creating either figures or algebraic
  equations, inequalities, or expressions to help
  solve problems
• How to improve Practice solving problems by
  drawing or visualizing figures to help you
  understand the problem. Practice developing
  equations, inequalities, or expressions from
  verbal descriptions, figures, or numerical data.
• M5 Using basic algebraic concepts and operations
  to solve problems
• How to improve Review algebraic concepts and
  rules, such as those involving substitution,
  exponents, solving equations and inequalities,
  and combining algebraic expressions.
• M6 Making connections among mathematical topics
• How to improve Practice problems that require
  combining skills acquired in different math
  courses, such as problems that use combinations
  of arithmetic, algebra, and geometry.

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PSAT/NMSQTWriting Skills

• Writing section questions test students
  ability to edit written work and find the most
  effective means to communicate a thought.

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PSAT/NMSQT Writing Skills

• 3 question types
• identifying sentence errors
• improving sentences
• improving paragraphs
• 11 Writing skills identified

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PSAT/NMSQTWriting Skills

• A sample of the 11 skills assessed in this
  section
• W1 Being precise and clear
• W3 Recognizing logical connections within
  sentences and passages
• W5 Recognizing improper pronoun use
• W6 Understanding the structure of sentences with
  unfamiliar vocabulary
• W9 Understanding the structure of sentences with
  abstract ideas

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PSAT/NMSQTIdentifying Sentence Errors

• The Haudenosaunee (Iroquois) Confederacy acts as 
• a single nation not only in establishing domestic 
  
• policies and also in making both trade alliances 
• and treaties. No error 

A
B
C
D
E
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PSAT/NMSQTIdentifying Sentence Errors

• The Haudenosaunee (Iroquois) Confederacy acts as 
• a single nation not only in establishing domestic 
  
• policies and also in making both trade alliances 
• and treaties. No error 

A
B
C
D
E
Level of Difficulty 1 (E) Skill(s) W2, W4, W9
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PSAT/NMSQT Writing Skills

• W2 Following conventions in writing
• How to improve Review the chapters in a grammar
  book that cover grammatical conventions, such as
  word choice, use of noun and prepositional
  phrases, and sentence construction. Work with
  your teacher to become more familiar with the
  conventions of standard written English.
• W4 Using verbs correctly
• How to improve Make sure that you can identify
  the subject and verb of a sentence. Make sure you
  understand subject and verb agreement.
• W9 Understanding the structure of sentences with
  abstract ideas
• How to improve Read newspapers, magazines, and
  books that deal with subjects such as politics,
  economics, history, or philosophy.

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Activity A Getting to know the Test
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Instructions Solo Activity (15 minutes)
Activity A

• Review the PSAT/NMSQT skills list in your binder
  in order to become familiar with the skills for
  your academic area.
• You will have 15 minutes to take a portion of the
  PSAT/NMSQT in your academic area
• English Answer as many odd-numbered questions
  in section 1- Critical Reading, and the odd
  questions in section 5 Writing Skills.
• Math Answer as many as you can of the
  odd-numbered questions in sections 2 and 4.
• If you are curious about how your students may
  have performed on particular questions, mark
  these in the test book for later review.
• Immediately after answering a question, refer to
  the skills list and, in the test book next to the
  question number, identify one skill that you feel
  is needed to answer the question.

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Instructions Group Activity (20 minutes)
Activity A

• Gather in groups by subject matter. Each group
  needs a Leader and a Recorder.
• You will have 20 minutes to review at least 5
  questions from the test-taking activity, to
  compare notes on the skills needed to answer
  questions
• English teachers, do at least 3 Critical Reading
  questions and 2 Writing Skills questions
• Math teachers, do at least 3 multiple choice
  questions and 2 SPR questions
• Answer the following questions in your group

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Discussion Topics
Activity A

• How would the content covered in these questions
  be familiar to your 10th grade students? 11th
  grade students?
• How are these test questions similar to question
  types you would present in class?
• Was there agreement in the group on the skills
  coding? If not, what kinds of issues caused
  disagreement?
• How do these skills compare to the skills you
  would expect your students to have? (10th?
  11th?)
• How did the groups skill coding match the test
  developers skill coding?

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Student Data on CD
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Student Data on CD

• Electronic File of Student Data
• Allows you to put data in spreadsheet or database
• File includes
• All information on Score Report PLUS
• Grade level, individual scores, percentiles,
  answers to every test question, skills to
  improve, college major and more.

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Student Data on CD- ASCii version

• Data set layout comes with CD

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Student Data on CD- Excel versionGetting Started

• Double-click on file, it will open in Excel
• After the file opens

1) Click upper left corner
2) Double-click the line between any two columns
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Student Data on CD- Excel versionGetting Started

• The columns will expand to the proper width

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Student Data on CD- Excel versionGetting Started

• If your disk includes data from the Wednesday and
  Saturday tests, that data will be separated by a
  new header row.
• Use the Test Form column (AJ) to sort by Form
• Move Saturday students onto a different tab

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Student Data on CD- Excel Version
The single spreadsheet includes, for each student

• ID info

• Scores

• Question details

• Skills

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Student Data on CD- Excel Version
Question detail includes --Question section and
number --Correct answer --Level of
difficulty. For example, CR 9 C (E) Critical
Reading question 9, which has the correct answer
of C, and is Easy
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Student Data on CD
Enter teacher name and sort
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Student Data on CDSchool/District Use

• Add fields to enhance usefulness (e.g. teacher
  names, state test data, grades, feeder school)
• Look at problem questions identified by the SOAS
  analysis. Are there particular groups of students
  having difficulty?
• Work with math and English departments to
  identify areas that need attention.

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Student Data on CDTeacher Use

• Sort data by teacher
• Review for common issues
• Review problem questions with students to help
  them recognize and correct mistakes
• Re-convene with department to share findings,
  determine direction

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Student Data on CDSchool Counselor Use

• Examine students major selections to
• Help plan career days and/or invite relevant
  speakers.
• Advise students about skills that will need
  strengthening.
• Review students schedules to ensure they are
  enrolled in an appropriate program of studies.

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Accessing PSAT/NMSQT Reports OnlineAP
Potential and the SOAS
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Access reports at www.collegeboard.com/reports
AP Potential SOAS
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Access College Board reports
Access codes are included on the Roster of
Student Scores and Plans (delivered with score
reports), which are mailed to principals.
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Access reports
Welcome, you have successfully signed in!
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PSAT/NMSQT andAP Potential
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PSAT/NMSQT and AP Connection

• Research shows a strong relationship between
  PSAT/NMSQT and AP.
• PSAT/NMSQT scores are a significant predictor of
  students AP Exam grades.

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Traditional Methods of Identifying Students for
AP Courses

• Teacher recommendations
• Self-nomination
• History of courses completed
• Student grades
• Student discussion

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Importance of Access to AP

• AP access linked to success in college
• Rigorous high school curriculum is key
• AP participation linked to college completion
• A stronger indicator than socioeconomic status
• A stronger indicator than GPA

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AP Potential

• Identifies diamond-in-the-rough students
• Promotes equity
• Helps find candidates who might have been
  overlooked for AP courses
• Provides useful tools for principals, teachers,
  and counselors to
• Expand AP programs
• Increase enrollment in current AP courses

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What is AP Potential?
collegeboard.com/reports
AP Potential is a Web-based tool that uses
PSAT/NMSQT scores to help educators find
additional students with the potential for
success in AP.
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AP Potential

• Expectancy Tables
• See data from the correlation study showing the
  percentage of students at any given PSAT/NMSQT
  score range

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AP Potential
Select a performance criterion for each AP
class your school offers
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AP Potential
Choose a grade level and define your pool
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AP Potential

• Subject Detail
• Correlations and student scores
• Ethnicity
• Gender

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AP Potential

• Student Detail
• All courses selected noted
• Status of meeting the criteria
• Probability for scoring a 3 noted

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AP Potential www.collegeboard.com/reports

• After considering potential AP students using
  your schools standard process, check AP
  Potential for additional students that might have
  been overlooked.
• Use AP Potential to make a case for professional
  development - more teachers will need to be
  trained to handle an increased number of AP
  courses.
• Review AP Potential for 10th graders in
  preparation for 11th or 12th grade AP courses and
  ensure that they are taking the correct
  preparatory courses

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Summary of Answers and Skills (SOAS)
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Access SOAS reports and resources
Reports
Resources
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Relevant ResourcesBefore, During, and Afterthe
SOAS review
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Resources Before the SOAS review

• PSAT/NMSQT test book
• Score Report Plus
• Understanding Scores plus
• Summary Reports Local and National
• SOAS Tutorial
• Test Question Detail (TQD)
• PSAT/NMSQT Skills List
• PSAT/NMSQT Skills Mapped Onto State Standards
• PSAT/NMSQT Questions and Answer Explanations
  (available within the MCQS demo)

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PSAT/NMSQT Testbook
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Score Report Plus

• Scores
• Percentiles
• Question-by-question analysis
• Personalized feedback on skills

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Questions and Answer Explanations are located
within the MCQS demo

• To access Test Questions and Answer Explanations,
  sign-in to view your SOAS report.
• In the Resources sidebar at the bottom-right of
  the screen, click on My College QuickStart Demo
  Wed Test or My College QuickStart Demo Sat
  Test.

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Questions and Answer Explanations

• 1. Click on My Online Score Report 2007

3. View each test question and click on Show
Answer Explanation
2. Click view to see a question and the answer
explanation
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My College QuickStartTMwww.collegeboard.com/quick
start

• Personalized SAT Study Plan
• Personalized college and career planning kit
• Available free of charge to all students who take
  the PSAT/NMSQT
• Educators can access a demo from the resources
  section of the SOAS website

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Understanding 2007 PSAT/NMSQT Scores

• Important information on understanding and
  interpreting scores
• Percentiles, mean scores for sophomores and
  juniors
• Answer keys and conversion tables
• Skills List for all three areas

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PSAT/NMSQT Summary Reports
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PSAT/NMSQT Summary Reports

• PSAT/NMSQT Summary Reports are provided to all
  schools
• that tested at least 50 juniors or sophomores.
  Summary
• Reports are also available for states and are
  located at
• www.collegeboard.com/reporting (titled PSAT/NMSQT
  College
• Bound Juniors/Sophomores Reports)
• Summary Reports contain
• number of test-takers
• ethnic background
• participation in Student Search Service
• self-reported GPA
• performance by score range
• college major

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SOAS Tutorials
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Test Question Detail
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Recommended steps before analyzing SOAS results

• Review PSAT/NMSQT test questions
• Take note of test questions that might be
  problematic for students.
• When reviewing the SOAS, pay attention to those
  questions and see how closely expectations match
  reality.
• Identify ways to help prepare students for the
  PSAT/NMSQT, the SAT, and college.

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Contents of the PSAT/NMSQT SOAS Report
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SOAS Content

• Page 1
• Grade
• Number of
• students
• represented

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SOAS Content

• Critical Reading (pp. 2-6)
• Analyze Correct Critical Reading Answers Page 3
• Analyze Incorrect Critical Reading Answers
  Pages 4-5
• Analyze Performance on Critical Reading Skills
  Page 6
• Math Reasoning (pp. 7-11)
• Analyze Correct Math Answers Page 8
• Analyze Incorrect Math Answers Pages 9-10
• Analyze Incorrect Answers on Math Free-Response
  Section Page 10
• Analyze Performance on Math Skills Page 11
• Writing Skills (pp.12-16)
• Analyze Correct Writing Skills Answers Page 13
• Analyze Incorrect Writing Skills Answers Pages
  14-15
• Analyze Performance on Writing Skills Page 16

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Summary of Answers and SkillsAnalyzing Your
Results in 4 steps
82
Who Should Review the SOAS?

• Administrators, department heads, and teachers.
• Other staff wishing to gain a perspective on
  students college preparatory skills.
• Note The more inclusive the testing within each
  grade, the more meaningful and applicable the
  results.

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Step 1 Gather Support Materials

• Test Question Detail
• Get the correct version- either the Wednesday or
  the Saturday PSAT/NMSQT, depending on which test
  your students took.
• List of Skills
• Includes the How to Improve advice provided on
  the student score reports and the test questions
  that use each skill.
• The official PSAT/NMSQT test

84
Step 2 Analyze Correct Answers Sections
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SOAS ContentAnalyze Correct Answers

• Page 2
• Read this section

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SOAS ContentWhat is a comparable group?

• Useful statistical model
• A statistically created group (virtual group)
• Mirrors your groups performance profile
• This creates an expected performance indicator
  for your group on each question.
• Provides more actionable feedback than state or
  national averages on questions/skills.

87
Instructions

• Use the TQD (test question detail) to make note
  of problem questions and how they might be
  addressed.
• Things to look for
• Questions that fall in the dark gray area on the
  comparable group graph (where your students
  performed below expectation).
• Questions where school was most noticeably below
  state and/or national performance.
• Easier questions (1-4) where less than a 2/3 of
  the students got it correct.
• Review any questions that generated interest when
  you took the test in Activity A.

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SOAS ContentAnalyze Correct Answers

• Page 3
• Key note symbols for comparison groups
• Data provided in three ways
• -Table
• -Bar graph
• -Comparable group graph

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SOAS ContentAnalyze Correct Answers

• Page 3
• Performed below state or nation
• Performed below expectation

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Questions for Consideration

• Within your group, answer the following
  questions
• What are the patterns of response on questions
  you identified as problematic?
• Are there actions or strategies that might help
  address the issues identified by this section of
  the SOAS report?
• Summarize your findings for sharing.

91
Step 3 Analyze Incorrect Answer Sections
92
Instructions

• Use the TQD (test question detail) to make note
  of problem questions and how they might be
  addressed.
• Things to look for
• A larger proportion of your students answered
  incorrectly or omitted an answer in comparison to
  the state (or nation)
• Your students had different answers than the
  state (or nation) in the Most Incorrect column
  on Math Free-Response section.
• Review any questions that generated interest when
  you took the test in Activity A.

93
SOAS ContentAnalyze Incorrect Answers

• Page 9-10
• Percentages help identify problems for large
  numbers of students
• Correct answer is in gray shaded cell on right
• Incorrect answers are in colored cells to the
  left.
• Omitted answers are in black.

94
SOAS ContentAnalyze Incorrect Answers

• Pages 9-10
• Look for commonly wrong answers
• Note the distribution of wrong answers

95
SOAS ContentAnalyze Incorrect Answers to Math
Free-Response Questions

• Page 10
• Correct answer(s)
• Most commonly incorrect answer for each group
• Distribution of incorrect answers
• Omitted answers in black.

96
Questions for Consideration

• Within your group, answer the following
  questions
• Is there a pattern in the questions you
  identified as problematic?
• Did your students answer pattern provide any
  insight into issues specific questions posed?
• Hint Focus on those questions you noted as
  problematic in the Correct Answer section
  analysis.

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Step 4 Analyze performance on PSAT/NMSQT Skills

• This section allows you to identify the academic
  skills that the PSAT/NMSQT identifies as
  problematic for your students.
• Hint When reviewing this section, see if the
  skills you identify as problematic for your
  students are the same skills associated with the
  test questions you focused on in the correct and
  incorrect answer analysis sections.

98
Instructions

• Refer to the PSAT/NMSQT skills list to help
  investigate problem skills and the related test
  questions.
• Things to look for
• Skills furthest below the state and/or national
  average
• Skills that are furthest to the left (i.e., those
  that are the weakest for the group).
• Skills that came to teachers attention after
  review of correct and incorrect answer analysis.

99
SOAS ContentAnalyze Performance on Writing
Skills

• Page 16
• Identifies skills tied to test questions
• Provides a comparative look at performance.
• State (x) and local (box) shown in relation to
  the national average line.

100
Questions for Consideration

• Within your group, answer the following
  questions
• Is there a pattern in the skills you identified
  as problematic?
• Are there actions or strategies that might help
  address the issues identified by this section of
  the SOAS report?

101
For Group Discussion

• To Help Students and Parents
• How does the school educate students and parents
  about the wealth of information on Score Report
  Plus? My College QuickStart?
• 2. What plan does the school have in place to
  make sure students receive and understand their
  scores?

102
For Group Discussion

• Using Your SOAS Data
• Identify skills assessed by questions students
  answered incorrectly.
• Make inferences about what led to errors.
• Identify where in the curriculum the skills are
  (or are not) taught.
• Work with departments and classrooms to review
  common concerns.
• What instructional strategies might lead to
  increased student success on these skills?
• What are some ways to share this information with
  your colleagues?

103
Closing Thoughts
104
Using Assessments for Informing Instruction and
Learning

• Identify skills to help improve curriculum and
  instruction
• Create access and opportunity for more students
  in challenging high school courses and
  encouraging college attendance
• Increase Advanced Placement Program opportunities
  in your school
• Close the achievement gap in your community

105
Looking Ahead2008 PSAT/NMSQTWednesday,
October 15th