Quizzes, Tests, and Exams

Removing only the Quiz does not interfere with the Unit Tests or Cumulative Exams. Those assessments would only be impacted by a removal of the entire lesson. 

Yes (if they have available retakes).

When a student satisfies the passing threshold of an assessment, the LMS will advance them to the next activity. However, if there are available retakes, a student can go back and launch an assessment until those retakes are exhausted. The highest score will be counted toward their overall grade.

Updating a passing threshold will only affect future assessments taken by a student, so it will not retroactively change any submitted attempts.

All assessments will be scored based on the method applied to the course at the time the quiz is submitted. We do not go back and rescore assessments retroactively.

Yes. Taking the pretest does count as one of the fail attempts, so if a student fails the pretest, he or she will be required to complete all activities within the lesson before the quiz can be launched again.

If the fail attempts are set to one and the student fails the pretest, an alert will appear in the Dashboard because the student has exhausted all fail attempts. An instructor will need to provide an optional retake to allow this student to take the end-of-lesson quiz.

With one of our most recent updates, Save and Exit is now available for quizzes, so all of our traditional assessments can have this option enabled by the educator. By default, all Edgenuity courses are distributed with Save and Exit enabled for quizzes, tests, and exams.

Save and Exit is enabled automatically on diagnostic tests and the MyPath Placement Exams.

If educators are concerned about students saving their assessment attempt and then going home to finish, they should enable Teacher Review for all attempts.

When the Save and Exit option is selected in the Edit Options page, educators have the option to hide questions that have already been viewed by students.

If a student needs to stop the assessment and come back at a later time, any questions viewed, whether answered or not, will be locked and inaccessible upon the next entry to the assessment. The student will not be able to change any answers to locked questions.

Automatic Progression is related to assessments and fail attempts. It is designed to allow students to earn a failing grade after a set number of retakes and progress onto the next activity in the course.

Typically when a student exhausts all fail attempts, he or she is stuck until an instructor provides some type of intervention. Usually this will be an optional retake, resetting the lesson, or inserting a supplemental activity, but there are times educators do not want their students stuck if they exhaust all their fail attempts. These educators use Automatic Progression.

Automatic Progression is toggled through the Edit Options page. Once Automatic Progression is enabled, the LMS will advance the student to the next activity, even if they do not meet the predefined passing thresholds on their assessments. As soon as they exhaust all their fail attempts (or pass an assessment), the LMS will take the highest score and record it as the graded attempt in the Gradebook.

This is an option that can be toggled in the Edit Options page. It is only used on our end-of-lesson quizzes and only becomes effective on the third lesson. When Spiral Review is enabled, we take three questions from the previous two quizzes and insert them into the student’s current quiz. For example:
 

Tommy is on lesson 3 and just launched his end-of-lesson quiz. We will take 1 question from lesson 1, and 2 questions from lesson 2, and then insert them into his lesson 3 quiz. (The remaining 7 questions on the lesson 3 quiz will be drawn from lesson 3.) We will only go 2 lessons back. This is a simple tool used to keep the objectives fresh in their students’ learning experience.

This all depends on the options a course is set up with.

With the default options, an alert will go out to the Dashboard and a teacher will need to intervene so the student can move forward. The instructor can do one of the following:

• Allow more retakes
• Reset an assignment to help a student review
• Insert a supplemental activity to strengthen a weakness
• Pass the student onto the next activity and accept the failing assessment score

If auto progression is enabled, the highest score will be recorded as the graded attempt in the Gradebook and the student will advance to the next activity. No teacher intervention will be required and no alerts will be sent out to the Dashboard.

This is the time frame (in minutes) a student is given to launch an assessment after a teacher completes a Teacher Review. This time is defined in the Edit Options page.

By default, we set up our courses with 0 minutes to allow students to launch an assessment any time after the instructor completes a Teacher Review. To ensure academic integrity, some teachers choose to require that the student begin an assessment right after the teacher completes the review. This prevents students from taking the assessment at home, for example, or asking a friend to complete it outside of class. A teacher can do the Teacher Review, tell the student to go start the assessment, and have confidence that if the student doesn’t begin the assessment when he’s told to do so, he won’t be able to launch it hours later.

Districts can change this time to 15 minutes, for example, to require the student to launch the assessment no more than 15 minutes after a teacher completes a review.

Instructors are able to override the predefined Default Review Timeout Length. Keep an eye out for the dropdown menu that appears after you click on the Complete Review link from the Gradebook.

Yes. Select the Secure Access feature to allow students to work on their assignments anywhere, but it will bypass all assessments until the student works from an authorized computer, typically on campus. When the assessment is bypassed, students will get an alert and then can move on in the coursework. When the student gets to an authorized computer, the system will unlock the bypassed assessments, sending the student back automatically to the first, unsubmitted assessment.

Because Secure Access will bypass all assessments, courses with pretesting enabled cannot be used in this implementation model. Remember, pretesting bypasses all assignments and leaves only the assessments. If a student tries to work on a pretesting course from home, both the assignments and assessments will be bypassed, which means nearly the entire course will be bypassed.

The other option is to enable Teacher Review for all attempts. This will stop students every time they try to access the assessment and send an alert to the teacher on the Dashboard. This option can be turned on for quizzes, tests, and/or exams.

No. At this time, educators cannot manipulate the assessments or item banks in any way.

Yes. The pretest attempt becomes the graded attempt for the student and the lesson’s questions will be part of the item banks for future tests and exams.

The system will automatically send the student back to the lesson’s activities, which he or she needs to complete, in order.

BACKGROUND
Imagine Learning offers four different types of assessments to measure student learning:

1. Diagnostic Assessment occurs at the beginning of each course and assesses student’s prior knowledge of content and establishes a customized learning path over the specific content. Administrators can also enable pretesting so that when students begin a new lesson, they are presented with a 10-question, objective-based assessment. If students pass a predetermined threshold, they will move on to the next pretest. If students do not meet mastery, they will have the opportunity to proceed through the lesson at their own pace.
2. Formative Assessments embedded within a lesson check understanding of concepts and skills as they are presented. Assignments, which follow the lesson, also serve as formative assessments. By providing corrective feedback, Imagine Edgenuity’s formative assessments help students understand where their gaps in knowledge exist, and learn where additional practice or support is needed.
3. Interim Assessments occur after students finish an Imagine Edgenuity lesson. The items for these assessments are drawn from an item bank, each aligned to a specific lesson objective. Using Webb’s Depth of Knowledge and Bloom’s Taxonomy, items are labeled based on their level of difficulty. Typically, there is a 1-2-1 ratio of easy, medium, and hard items.
4. Summative Assessments are provided at the end of each unit and/or course to evaluate students’ overall performance.

VALIDITY AND RELIABILITY OF IMAGINE LEARNING ASSESSMENTS
Validity of a test is the degree to which an assessment actually measures what it claims to measure. Imagine Learning measures two types of validity:

1. Content Validity refers to the adequacy with which relevant content has been sampled and represented in the test. Each diagnostic, formative, interim, and summative assessment in Imagine Edgenuity is designed to measure content-area achievement. Items are aligned to Imagine Edgenuity's course content material and represent the breadth of content described in current state and Common Core standards. All targets and distractors are reviewed by experienced classroom teachers and content specialists to align with Haladyna (2006) and the Smarter Balanced Assessment Consortium’s (2012) bias, fairness, and sensitivity standards. Teachers and specialists also ensure that items measure content and objectives presented in each course. If discrepancies are found, items are revised and/or replaced.
2. Construct Validity assesses the degree to which a test measures the theoretical construct it is designed to measure.

Reliability refers to the degree to which an assessment produces consistent scores. Imagine Edgenuity measures internal consistency reliability, the degree to which items that propose to measure the same general construct produce similar scores.

ALGEBRA 1 POLYNOMIAL QUIZ EVALUATION
In 2011, Imagine Learning evaluated the validity and reliability of the polynomial quiz in the Algebra 1 course. The evaluation focused on 465 high school students from across the country. Results revealed:

• Content Validity: Six content-area experts reviewed the polynomial quiz for content validity. Results revealed that the overall item-congruency validity was .86. This indicates that 86% of experts rendered the items to be a perfect match to their objectives.
• Construct Validity: In order to examine the construct validity of the polynomial quiz, quiz items were correlated to their objectives. A confirmatory factor analysis revealed that the polynomial quiz had an exceptionally strong construct validity X² (72) = 75.23, p = .37; RMSEA = .01(.90 CI = .000 - .029). The standardized component factor correlation was .995. Typically, any correlation greater than .80 is considered substantial.
• Internal Consistency Reliability: The internal consistency reliability coefficient for the polynomial quiz was .75, and the highest possible value is 1.0. This finding provides strong support that the polynomial quiz is reliable.

Customize out the mid-course exam. The end-of-year exam will now cover all the content for the course.