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# Statistics Generated by Opscan

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

## 101 Student Statistics

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

## 103 Class Frequency

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

## 104 Test Statistics

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

## 105 Student Response

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

## 106 Condensed Test

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

## 203 Item Analysis Graph

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

## 204 Condensed Item Analysis

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

## 301 Student Grade

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
2017-07-20T13:31:14.903-05:00 2017