* Descriptions with asterisks come from *Remark Quick Stats for ReMark Classic OMR User’s Guide*. Gravic, Inc.: Malvern, PA, 2013.

Name | Description | Range of Values |
---|---|---|

Total | Shows the weighted score for each student. A slash separates the student’s score for the highest possible score on the test | Shows the weighted score for each student. A slash separates the student’s score for the highest possible score on the test |

Percent | Converts the student score to show what the student would have received if the test had been worth 100 points instead. | 0 to 100 |

T Score | A standardized version of the student’s test score. This allows you to compare this test to other tests given or other sections taking a similar test. Use this statistic to compare students and tests. | Centered around 50, generally between 0 and 100 |

Name | Description | Range of Values |
---|---|---|

Grade | Identifies the “bins” that are being counted. The grades of the students are grouped together to help see the distribution of scores in the class | Split into groups of ten, ranging from 0-9 up to 90-100 |

Percent Score | Converts the student score to show what the student would have received if the test had been worth 100 points instead. | 0 to 100 |

Raw Score | Identifies how the “bins” are split based on the weighted scores of the test | 0 to the maximum possible score on the test, split into ten evenly-spaced groups |

Frequency | The number of students who received a score in that grade range | 0 to the number of students that took the test |

Percent | What percent of the class got a grade within that grade range | 0 to 100 |

Mean Score | Shows the mean for the test as a percentage | 0 to 100 |

Name | Description | Range of Values |
---|---|---|

Number of Graded Items | The number of questions on the test. | 1 to the maximum number of questions on the Opscan sheet |

Total Points Possible | The maximum possible score on the test. This reflects to point assignment you made to the weight sections. | |

Maximum Score | The highest score that any student made on the test. | 0 to Total Points Possible |

Minimum Score | The lowest score that any student made on the test. | 0 to Total Points Possible |

Mean Score | The average of all test scores. | 0 to Total Points Possible |

Mean Percent Score | The average of all test scores, converted to a score out of 100 points. | 0 to 100 |

Benchmark Score | “The target benchmark score, if one was entered in the grading process.” * | |

Range of Scores | The highest score minus the lowest score; indicates the range of scores on the test. | 0 to Total Points Possible |

Standard Deviation | A way to measure the spread of scores on the test. The smaller the value, the more the test scores are group together around the mean. The larger the value, the more the test scores are spread out. | 0 or higher |

Variance | Another way to measure the spread of scores on the test. The variance is the same as the square of the standard deviation. | 0 or higher |

Percentile (25) | Indicates the first quartile. This value is the splitting point between the bottom 25% of the scores and the rest of the class. | 0 to the Median |

Median Score | Indicates the second quartile. This value is the splitting point between the bottom 50% of the class and the top 50% of the class. It is the midway point if you sorted the scores in order. | 0 to Total Possible Points |

Percentile (75) | Indicates the third quartile. This value is the splitting point between the top 25% of the scores and the rest of the class. | Median to Total Possible Points |

Inter Quartile Range | The difference between the upper and lower quartiles. It indicates the range of scores that cover the middle 50% of the class. | 0 to Median |

Kuder-Richardson Formula 20 | “Measures test reliability and is an overall measure of the internal consistency. A higher value indicates a stronger relationship between items on the test.” * | 0 to 1 |

Kuder-Richardson Formula 21 | Another variation of the measure of test reliability. “A higher value indicates a stronger relationship between items on the test.” * | 0 to 1 |

Coefficient (Cronbach) Alpha | “Describes how well a group of items focuses on a single idea or construct.” * | 0 to 1 |

Name | Description | Range of Values |
---|---|---|

The Intersection of the Percent Correct row and the Total Score column indicates the average on the test overall. | ||

Percent Correct | Percentage of the class that answered that question correctly. Indicates how difficult or how easy the question was; may, in some cases, indicate a question that may have been written poorly or did not have a correct answer. | 0 to 100 |

Total Score | The weighted score for the student. | 0 to the Maximum Possible Score |

Name | Description | Range of Values |
---|---|---|

Total Possible Points | The maximum number of points possible on the test. | |

Median Score | The score that would represent the midpoint of all scores, if the scores were listed in a row from highest to lowest. | 0 to Total Possible Points |

Maximum Score | The highest score on the test. | 0 to Total Possible Points |

Total Students | The number of students who took the test. | |

Mean Score | The average of the test. | 0 to Total Possible Points |

Minimum Score | The lowest score on the test. | 0 to Total Possible Points |

Standard Deviation | A way to measure the spread of scores on the test. The smaller the value, the more the test scores are group together around the mean. The larger the value, the more the test scores are spread out. | Equal to or greater than 0 |

Reliability Coefficient (KR 20) | Measures the reliability of the test by indicating how similar the questions are. The larger the value, the more similar the questions are to each other on the test. | 0 to 1 |

Range of Scores | Indicates the difference between the highest and lowest scores. A way to measure the variability of scores in the class. | 0 to Total Possible Points |

Response Frequencies | Shows the percentage of the class that selected the response listed above (A, B, C, etc.). The correct answer is bolded. Any responses that were selected more often than the correct answer are lightly shaded gray. | 0 to 100 |

Point Biserial | A way to relate the question to the score on the test; the higher the value, the more correlated that question is to high test scores. It may indicate that the particular question was a “good” question (if the value is high), or an easy or problematic question (if the value is low or negative). | -1 to 1 |

Name | Description | Range of Values |
---|---|---|

Filter | Only used for tests that have at least two versions. Indicates which version of the test is being shown. | |

Percent | Indicates what percent of the class selected the listed response. The correct answer is listed below the bar chart. | 0 to 100 |

Name | Description | Range of Values |
---|---|---|

Filter | Only used for tests that have at least two versions. Indicates which version of the test is being shown. | |

Frequency | Indicates how many students chose that response as their answer. | 0 to Number of students taking the test |

Percent | Indicates what percent of the class selected the listed response. The correct answer is bolded and marked with an asterisk. | 0 to 100 |

Name | Description | Range of Values |
---|---|---|

Total Score | Shows the weighted score for each student. A slash separates the student’s score for the highest possible score on the test. | |

Score (%) | Converts the student score to show what the student would have received if the test had been worth 100 points instead. | 0 to 100 |

2016-08-17T10:25:29.254-05:00
2016