Analyze this test report (circa 2003)

 

The sources provide information on Reading Comprehension skills assessed for grades 9, 10, and 11. These skills are categorized under Functional, Recreational, and Textual reading comprehension. The data presented includes a National (NAT) score, a Local (LOC) score, and the Learning Need (L-N), which indicates the difference between the local and national performance. A negative L-N score signifies a deficit in that specific skill at the local level compared to the national average.

Grade 9 Reading Comprehension:

• Functional: Areas showing a deficit include analyzing author's purpose (L-N -7), making an inference (L-N -4), using context clues (L-N -4), identifying main idea/theme (L-N -1), and predicting (L-N -1). Skills with positive L-N include literal comprehension (L-N 1) and the ability to draw conclusions (L-N 1).
• Recreational: Deficits are noted in identifying genre (L-N -13), drawing conclusions (L-N -5), identifying main idea/theme (L-N -4), literal comprehension (L-N -2), analyzing author's purpose (L-N -2), and predicting (L-N -2). Analyzing support shows no difference (L-N 0). Gains are seen in applying reading strategy (L-N 1) and interpreting mood (L-N 1), with a larger gain in determining reasons (L-N 4).
• Textual: Deficits are observed in analyzing viewpoint (L-N -5), analyzing author's purpose (L-N -2), and identifying main idea/theme (L-N -2). Literal comprehension shows a slight deficit (L-N -1). Skills with no difference or gains include interpreting tone (L-N 0), drawing conclusions (L-N 1), identifying genre (L-N 2), interpreting figurative language (L-N 2), analyzing fact and opinion (L-N 4), analyzing structure (L-N 4), using graphic organizers (L-N 5), using context clues (L-N 7), applying reading strategy (L-N 10), and interpreting literary devices (L-N 13).

Grade 10 Reading Comprehension:

• Functional: Deficits are seen in analyzing audience (L-N -5), generalizing (L-N -5), literal comprehension (L-N -4), making an inference (L-N -3), analyzing structure (L-N -3), and drawing conclusions (L-N -1). Skills showing gains include identifying main idea/theme (L-N 0, no difference), following directions (L-N 1), analyzing fact and opinion (L-N 1), and analyzing author's purpose (L-N 7).
• Recreational: Deficits are present in interpreting literary devices (L-N -13), using context clues (L-N -8), analyzing author's purpose (L-N -3), identifying genre (L-N -2), identifying main idea/theme (L-N -2), and literal comprehension (L-N -1). Skills with no difference or gains include analyzing support (L-N 0), drawing conclusions (L-N 0), analyzing assumptions (L-N 2), determining reasons (L-N 3), interpreting figurative language (L-N 3), analyzing viewpoint (L-N 4), predicting (L-N 6), and determining literary source (L-N 10).
• Textual: Deficits are noted in using graphic organizers (L-N -6), analyzing support (L-N -5), analyzing viewpoint (L-N -5), literal comprehension (L-N -5), drawing conclusions (L-N -2), making an inference (L-N -1), analyzing structure (L-N -1), and interpreting figurative language (L-N -1). Gains are seen in applying reading strategy (L-N 2), determining reasons (L-N 4), and determining title (L-N 7).

Grade 11 Reading Comprehension:

• Functional: Deficits are observed in analyzing audience (L-N -7). Skills showing gains include drawing conclusions (L-N 1), literal comprehension (L-N 1), making an inference (L-N 2), analyzing author's purpose (L-N 4), following instructions (L-N 5), predicting (L-N 7), extending passage (L-N 7), and analyzing structure (L-N 11).
• Recreational: Deficits are seen in using context clues (L-N -8), extending passage (L-N -3), interpreting figurative language (L-N -2), and identifying genre (L-N -1). Skills with gains include analyzing viewpoint (L-N 1), interpreting literary devices (L-N 1), analyzing support (L-N 2), drawing conclusions (L-N 4), determining reasons (L-N 9), determining title (L-N 9), literal comprehension (L-N 9), and identifying main idea/theme (L-N 13).
• Textual: Deficits include analyzing structure (L-N -1). Skills showing gains are drawing conclusions (L-N 0, no difference), using graphic organizers (L-N 1), literal comprehension (L-N 2), analyzing support (L-N 5), making an inference (L-N 7), analyzing author's purpose (L-N 10), interpreting tone (L-N 11), generalizing (L-N 12), analyzing assumptions (L-N 13), applying reading strategy (L-N 13), and identifying main idea/theme (L-N 27).

Overall, the data suggests areas of strength and weakness in reading comprehension skills across the three grade levels. For example, drawing conclusions seems to be an area of relative strength or improvement across all categories and grades, while skills like analyzing author's purpose, identifying main idea/theme, and using context clues often show deficits, particularly in the earlier grades. The specific needs vary across the functional, recreational, and textual categories, indicating that students may perform differently depending on the type of reading material and the required cognitive processes.

N=WV

 Create a prompt to  analyze this test report which shows the state avg and the local school avg of each test item.  Determine the strength and weakness of each test item. Analyze any outliers or correlations.