NCEA IFG: ACRE EDITION Interpretation Manual NCEA IFG. Information for Growth Assessment of Children/Youth Religious Education (ACRE) 2013 EDITION

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1 NCEA IFG: ACRE EDITION Iterpretatio Maua NCEA IFG Iformatio for Growth Assessmet of Chidre/Youth Reigious Educatio (ACRE) 2013 EDITION Natioa Cathoic Educatioa Associatio

2 Natioa Cathoic Educatioa Associatio 1005 N. Gebe Road Suite 525 Arigto, VA Copyright 2013 The graphic Borderie Studets Copyright 2013 Educatioa Testig Services was used with permissio ad may ot be reprited i ay other form without the express permissio of ETS. IMPORTANT NOTICE: Natioa Cathoic Educatioa Associatio s Iformatio for Growth: Assessmet of Chidre/Youth Reigious Educatio is a stadardized assessmet with proprietary iformatio ad must be treated accordigy. Copyig or repritig ay portio of the questio booket vioates the itegrity of the stadardized assessmet process for oca earers as we as for catechetica programs across the coutry. Repritig aso vioates copyright aw ad carries the associated cosequeces, especiay imitig future use whe materia is posted oie.

3 Tabe of Cotets Itroductio Usig this Maua... 2 Brief History... 3 Cotiuity ad Chages i the Too... 3 Uses ad Misuses of the NCEA IFG: ACRE editio... 4 Avaiabe Assessmet Data Part 1 - Reigious Kowedge... 7 Domais ad Key Cocepts Distributio of Part 1 Items... 9 Aterative Mappig of Part 1 Items: Four Piars of the CCC Part 2 - Persoa Beiefs, Attitudes, Practices, ad Perceptios Affective Items i NCEA IFG: ACRE editio Part Cofidetiaity Stadards-Based Reportig ad the NCEA IFG: ACRE editio Descriptio ad Ratioae NCEA Performace Stadards Categories ad Cut Scores Idetifyig the Performace Stadards Categories Cut Scores NCEA IFG: ACRE Editio Reigious Kowedge Cassificatio Cut Scores Resuts Report Overview Readig the Resuts Report Accuracy Cosideratios Natioa Summaries Idividua Studet Reports Diocesa Reports Sampe Lies of Iquiry for Iterpretig Resuts Cocusio Cotact Iformatio... 22

4 Appedix A: NCEA IFG: ACRE editio Bueprit Appedix B: Vocabuary Terms ad Names Appedix C: Report Descriptios by Format Appedix D: Iustratio Usig Report Format Appedix E: Iustratio Usig Report Format Appedix F: Iustratio Usig Report Format Appedix G: Iustratio Usig Report Format Appedix H: Iustratio Usig Report Format Appedix I: Iustratio Usig Report Format

5 ACKNOWLEDGMENTS NCEA Iformatio for Growth: Assessmet of Chidre/Youth Reigious Educatio is the fruit of the coaborative efforts of may peope over severa years. Whie the idividuas are too umerous to ame here, specia thaks goes to: The more tha two thousad idividuas from the fied of Cathoic educatio ad catechesis i the Uited States ad its territories who cotributed to the revisio process that resuted i the NCEA IFG: ACRE editio (2013). Their iput ad feedback aog with that from Educatioa Testig Service (ETS) were ivauabe i creatig a high-quaity too for use by parishes, schoos, ad dioceses. Our Suday Visitor Istitute for providig grat fuds that assisted with gatherig Cathoic schoo, parish, diocesa, curricuum, ad academic eaders to participate i the eary steps of the revisio process. A of those who cotributed to the previous editios of NCEA s reigious educatio assessmets. They gifted us with a strog foudatio o which to buid i servig the preset ad future eeds of Cathoic evageizatio, catechesis, ad educatio. NCEA members ad staff for providig support for this work. May God brig to competio the good work begu i these good ad faithfu servats. 1

6 The defiitive aim of catechesis is to put peope ot oy i touch but i commuio, i itimacy, with Jesus Christ: oy He ca ead us to the ove of the Father i the Spirit ad make us share i the ife of the Triity. Joh Pau II, O Catechesis i Our Time, #5 Itroductio The Natioa Cathoic Educatioa Associatio Iformatio for Growth: Assessmet of Chidre/Youth Reigious Educatio (NCEA IFG: ACRE editio) is a reiabe, tested too for assessig Cathoic reigious educatio programs. Reeased i Fa 2013, NCEA IFG: ACRE editio iteds to hep Cathoic educators ad catechetica eaders evauate oca Cathoic parish ad schoo programs by gatherig evidece of what particuar groups of studets kow about Cathoicism ad how their ives refect deveopmet as Christia discipes. The assessmet process assumes that studets gai faith kowedge over time i a gradua way. Cumuative growth of earers eroed i a oca Cathoic schoo or parish reigious educatio program is refected i three sapshots at pivota poits i the faith deveopmet jourey: Grade 5, Grade 8 or 9, ad Grade 11 or 12. Assessmet cotet i Leve 1 draws o what studets have eared i grades 1 through 5, ot oy what they eared i fifth grade. Leves 2 ad 3 aso assume cumuative kowedge gaied through years of prior istructio ad formatio. With the detaied data provided i the score report, reigious educators ca discover what topics studets kow we ad what areas of faith formatio eed greater attetio for studets to achieve acceptabe eves of proficiecy. NCEA IFG: ACRE editio provides the iformatio you eed to determie the stregths ad weakesses of your curricuum ad the other eemets of your reigious istructio program. With this iformatio, you ca be cofidet that the oca program is effectivey educatig youg peope i the Cathoic faith ad those ivoved are doig their best to create committed discipes of Jesus Christ. Usig this Maua The maua is desiged to provide essetia backgroud iformatio about the too aog with practica assistace for makig meaig from the reports ad, i tur, ifuecig decisio-makig reated to catechetica programs. Thus, the primary audiece for the Iterpretatio Maua is the peope orgaizig ad overseeig the iterpretatio of oca NCEA IFG: ACRE editio resuts. The Iterpretatio Maua is a essetia compemet to the Admiistratio Maua; together the mauas outie the etire assessmet process. Additioa materia is aso avaiabe through the Reigious Educatio Assessmet sectio of NCEA s website Pease read this Iterpretatio Maua competey before usig ay of the resuts from a particuar admiistratio of the NCEA IFG: ACRE editio. Pay particuar attetio to the descriptios of the data avaiabe i the reports ad possibiities ad imitatios for meaig-makig from oca ad atioa resuts. The Curricuum Aigmet Review process described i Appedix C of the Admiistratio Maua wi aso be hepfu to iterpretig oca resuts. 2

7 NCEA IFG: ACRE EDITION Iterpretatio Maua 3 Brief History NCEA IFG: ACRE editio is the atest versio of a reigious educatio assessmet too whose history stretches back more tha forty years. I the 1970s, NCEA deveoped severa reigio assessmets caed Reigious Educatio Deveopmet Ivetory (REDI grade 5), Reigious Educatio Outcomes Ivetory (REOI grade 8) ad Reigious Educatio Kowedge, Attitudes ad Practices (REKAP grade 12). I the ate 1980s, REDI, REOI ad REKAP were reframed uder the acroym ACRE (Assessmet of Cathoic Reigious Educatio). I 1992 ad agai i 2001, ACRE uderwet a major revisio at a three eves (Leve 1 fifth grade, Leve 2 eighth ad ith grade, ad Leve 3 eeveth ad twefth grade). A sight ame chage aso was made (Assessmet of Catechesis/Reigious Educatio). Durig these decades, ACRE captured a atioa market due to its exceece ad usefuess; it was utiized i most Cathoic schoos ad may parishes. ACRE was aso used outside the U.S. i some Egish-aguage schoos. A Spaish editio of the ACRE studet booket was reeased i I the 1990s, NCEA aso deveoped a adut faith formatio survey tited Iformatio for Growth (IFG). Idividua aduts use the outcomes of the survey to idetify their areas of stregth ad growth reated to a six tasks of catechesis. Cathoic schoos, parishes, ad dioceses utiize this too to uderstad the faith kowedge ad practice of those catechizig, iformig choices about the professioa ad spiritua deveopmet pas for facuty ad catechists. I September 2013, NCEA reeased the revised editio of the reigious educatio program assessmet too after three years of cosutig ACRE (2001) users, Cathoic educatio eaders, ad ETS, a idustry eader i assessmet deveopmet. NCEA Iformatio for Growth: Assessmet of Chidre/Youth Reigious Educatio, or NCEA IFG: ACRE editio, iked NCEA s two reigious educatio assessmets IFG for aduts ad ACRE for chidre. The ame chage cootes two key pricipes uderyig the revisio: a) the assessmet process is desiged to provide iformatio for growig discipes over time by capturig sapshots of the cumuative impact of comprehesive reigious educatio programs, ad b) NCEA s commitmet to effective, ife-og catechesis which icudes hoest, critica refectio o what earers are actuay earig as we as what is beig taught through our coective efforts. A of us eed to reguary assess our reigious kowedge ad our faith practice so we ca buid o our stregths ad trasform our weakesses. This is how we become effective procaimers of the Gospe, eaders i the New Evageizatio ad committed discipes who buid the reig of God. Cotiuity ad Chages i the Too Core aspects of the reigious educatio program assessmet cotiue from ACRE (2001): Cotet i NCEA IFG: ACRE editio is based o the Cathoic Church s expectatios for a orgaic, systematic, ad comprehesive educatio i Christia discipeship. As a criterio-refereced assessmet of earig, it is ot meat to be a test that assesses a of the iformatio that is preseted i the day-to-day earig settig. Gathered iformatio icudes both cogitive ad affective outcomes of faith formatio. Stadards-based reportig buids o eccesia expectatios as we as soud educatioa practices. This aows the assessmet to respod to variabiity i oca dioceses whie aso pacig oca resuts withi the arger cotext of the Cathoic Church i the Uited States. Stadard settig processes ad estabished atioa cut scores refect the reaistic capacities of

8 4 NCEA IFG: ACRE EDITION Iterpretatio Maua earers regardess of where they receive their forma reigious istructio ad assume proficiecy is the first aim. Approximatey 70% of the items used i the 2001 editio of the assessmet too are retaied i the 2013 editio. A subset of these items remais i the same pace withi the order of items at a particuar eve to serve as a achor set, icreasig the reiabiity betwee the editios. Ogoig aaysis of resuts esures the reiabiity (that studets i simiar coditios wi perform i the same way from year to year) ad vaidity (that the assessmet items measure what they are iteded to measure) of the too. Key chages made durig the revisio process to stregthe the assessmet too icude: Updatig the cotet bueprit (see Appedix A) to refect a cotiuum of ife-og faith deveopmet as we as icorporate chages i atioa catechetica guideies, icudig the USCCB s Doctria Eemets of a Curricuum Framework for the Deveopmet of Catechetica Materias for Youg Peope of High Schoo Age ad the dimesios of adut faith formatio described i Our Hearts Were Burig Withi Us. Restructurig the eight domais or topic areas used i ACRE (2001) to six domais matchig the six tasks of catechesis amed i the Geera Directory for Catechesis: Kowedge of the Faith, Liturgica Life, Prayer, Mora Formatio, Commua Life, ad Missioary Spirit. Rewordig the Studet Cocers sectio i Part 2 to miimize ambiguity or misuderstadig about the itet of the questios. Refashioig the practica iformatio icuded i supportig materias, such as this maua, based o user feedback. Givig greater attetio to maitaiig the itegrity of the assessmet process by beig more expicit about the secure ature of the items i the studet bookets. Uses ad Misuses of the NCEA IFG: ACRE editio Optima beefit ca be foud by usig NCEA IFG: ACRE editio as part of a system of assessmets desiged to moitor idividua ad coective earig i a deveopmeta fashio. Such a system icudes fiegraied toos such as quizzes ad course tests that provide immediate iformatio to ifuece teachig as we as arge-graied toos that situate oca outcomes withi the arger cotext of atioa ad eccesia expectatios. NCEA IFG: ACRE editio is a arge-graied too that provides a overa sapshot of the catechetica/ reigious educatio effort at a Cathoic schoo or parish reigious educatio program (caed a oca site) as we as icorporatig performace stadards based o deveopmetay appropriate outcomes for earers. The performace stadards are oe way to capture the degree to which earers have deveoped reigious kowedge ecessary for a strog foudatio for ifeog faith deveopmet. The atioa cut scores are a idepedet criterio appraisa of the performace of the idividua or group based o a determiatio of the reaistic capacities of earers regardess of where they receive their forma reigious istructio. Recogize there are severa hepfu uses as we as udesirabe misuses of NCEA s reigious educatio assessmet toos. A few are oted beow. Proper Uses Moitorig ad Evauatig Achievemet as Evideced i NCEA IFG: ACRE EDITION Performace Whether i parish-based programs or i Cathoic schoos, evauatig the status of a reigio program requires that educators be attued to the missio, goas ad strategies of soud catechesis. Such a evauatio aso

9 NCEA IFG: ACRE EDITION Iterpretatio Maua 5 cas for a thorough review of the who, what, how, ad why that shape the operative assumptios i the reigious educatio process. Compoets icude: Reigio curricua Comprehesive program desig Teachig methods Istructioa approaches ad Resources aocated to accompish the missio. Users ad reviewers of resuts reaize that the score a studet attais is ot soey a resut of a sige reigious educatio istructioa experiece. Home, commuity, parish, ad schoo, i combiatio with dispositioa factors as we as studet earig cogitive-readiess such as readig eve, aguage proficiecy, accuturatio, motivatio, whe ad at which grade the assessmet is take, a affect scores. Resuts must be reviewed ad decisios for improvemet made i cosideratio of these coditios, ay oe (or combiatio) of which ca ifuece each studet differety. Curricuum Aigmet Review A curricuum aigmet review heps map what ad whe particuar primary cocepts are icuded i the catechetica pa for the schoo or parish reigious educatio program. Admiistratio Maua Appedix C detais a process for aigig oca practices with the items foud i Part 1 of the various eves of NCEA IFG: ACRE editio. The review of the years eadig up to the assessmet period shows where i the oca reigious educatio program each cocept is taught, how ofte a cocept has bee covered, ad i what grades. NCEA strogy ecourages oca eaders ad catechists/teachers to egage i the Curricuum Aigmet Review foud i the Admiistratio Maua at east four weeks before admiisterig the assessmet. Competed worksheets from the Curricuum Aigmet Review are importat refereces i reviewig the Score Report. For exampe, you may fid that the cocept of Jesus as savior was taught i secod, fourth ad fifth grade. Fifth grade studets, the, shoud ceary kow this cocept ad be abe to aswer correcty ay questios about Jesus as savior. With this expectatio i mid, review the score report. If you fid that studets did ot aswer questios correcty about Jesus as savior, the you kow that the oca reigious educatio program is ot achievig the desired resut. A ext step woud be to idetify factors that may have ifueced the score ad the adapt future practice so that simiar studets are abe to demostrate kowedge of Jesus as savior ceary i subsequet admiistratios. Aua Program Check-up NCEA IFG: ACRE editio gives a sapshot of the basic reigious kowedge, practices, ad perceptios of studets. With this iformatio, faith educatio eaders ca expore areas of stregth withi the oca reigio program as we as areas that eed additioa attetio. Usig such a assessmet auay aows eaders to track the geera directio of their faith educatio efforts over time ad track improvemets as goas ad strategies are chaged or refied. I additio to trackig oca scores from year to year to ucover treds, comparig oca outcomes to atioa scores heps maitai shared stadards for the Cathoic commuity as a whoe. Misuses Idividua Performace Evauatio A egregious misuse of the too is viewig the NCEA IFG: ACRE editio scores as a soe determier of the effectiveess of a idividua teacher, catechist, director of reigious educatio, or pricipa. The reigious educatio outcomes measured by the too are cumuative over time ad across mutipe facets of the faith formatio process.

10 6 NCEA IFG: ACRE EDITION Iterpretatio Maua Ifatig Expectatios A ivoved i reigious educatio wat each earer to reach his or her fuest potetia i buidig a reatioship with God ad the Church. However, a over-emphasis o achievig advaced proficiecy ca ifate what peope come to expect from a typica earer at a give stage of deveopmet. A reated shadow of this misuse is teachig to the test to boost short-term scores at the expese of deepeig og-term uderstadig. The deveopmeta ad pedagogica frameworks behid the NCEA IFG: ACRE editio desig aticipate gradua, steady earig overtime. Whie most of the items are cocepts earers shoud kow, each eve icudes items that oy those studets who are advaced are ikey to kow. Focusig Oy o Cogitive Kowedge The stadards-based reportig ad referecig scores based o the kowedge portio of the NCEA IFG: ACRE editio provide isight ito oe aspect of the catechetica/reigious educatio efforts i both schoo ad parish reigio programs. A misuse ad a misuderstadig of NCEA IFG: ACRE editio assessmets woud be to use oy the scores of Part 1 Reigious Kowedge as a idepedet measure of program effectiveess. Cathoic idetity is a hoistic reaity that ecompasses both kowig ad ovig Jesus Christ ad expressig that i a Cathoic way of ife.

11 Avaiabe Assessmet Data Nature of the Too Some fid it hepfu to thik of the NCEA IFG: ACRE editio as a arge graied assessmet of earig desiged to gather a suffciet umber of core cotet poits to outie the kowedge of a group. The resuts are best suited to iform paig or accoutabiity processes. It compemets fie graied assessmets coducted frequety i the earig settig to check for uderstadig, differetiate istructio, or quicky chage istructioa strategies. Metaphoricay the NCEA IFG: ACRE editio checks the heath of a sampig of trees auay to moitor the overa heath of the forest. Cassroom quizzes ad uit tests check every tree i a particuar area to esure each is growig propery. Both types of checks are importat withi a system of assessmet, though their resuts are ot ecessariy iterchageabe. It is importat to remember that a perso s faith ca ever be truy assessed except by God; it is impossibe to kow the depth of faith ad the quaity of discipeship of aother huma beig, for these are kow to God aoe. However, we ca assess factua kowedge ad idicators of faith, examiig those thigs that poit to accurate kowedge of, true beief i, ad reguar practice of the Cathoic faith. The assessmet bookets for Leves 1, 2 ad 3 are divided ito two parts: Part 1 Reigious Kowedge Part 1 asks questios about the teachigs of the Church. Scores from Part 1 revea studets cogitive or head kowedge of Cathoicism. Part 2 - Persoa Beiefs, Attitudes, Practices, ad Perceptios Part 2 asks questios about persoa beiefs, attitudes, practices, ad perceptios. Scores from Part 2 revea studets affective kowedge ad practice or heart ad hads kowedge of Cathoicism. Each part is made up of items. A item is oe uit made up of a stem (ofte i the form of a questio or a icompete statemet), oe key or correct aswer optio, ad three pausibe distractor respose optios. Studets ofte refer to items as questios. Part 1 items by ature of their desig have oe correct respose choice. Part 2 items by ature their desig have a preferred respose choice rather tha oe correct respose. The optima beefit of the NCEA IFG: ACRE editio too is gaied by utiizig the outcomes of both parts i assessig program effectiveess. Together, the resuts capture a group s kowedge of the whoe message of the Gospe ad the persoa appicatio of that kowedge for growig i the hoiess of ife. Part 1 Reigious Kowedge I the assessmet bookets, Part 1 Reigious Kowedge is costructed i oe og sectio. I Leve 1, there are 51 items i Part 1. I Leve 2, there are 57 items i Part 1. I Leve 3, there are 63 items i Part 1. The reigious kowedge cotet i Part 1 is framed by the same categories that the Church uses to orgaize catechetica educatio. These categories are caed domais. Each domai is the further specified ad defied by key cocepts. Domais refer to broad areas of kowedge represetig major areas of Cathoic reigious teachig. Key cocepts refer to specific iformatio that studets are expected to ear as part of buidig a comprehesive, systematic, ad orgaic uderstadig of the Cathoic faith. 7

12 8 NCEA IFG: ACRE EDITION Iterpretatio Maua For exampe, i Domai 1: Kowedge of the Faith, key cocepts withi this domai icude Triity ad Creed. The domais ad key cocepts are the map used i desigig the cogitive kowedge icuded i a three eves of NCEA IFG: ACRE editio. The six domais i the NCEA IFG: ACRE editio correspod to the six tasks of catechesis as amed i ormative Church documets icudig the Geera Directory of Catechesis (from the Vatica), the Natioa Directory of Catechesis (from the U.S. Bishops) ad Our Hearts Were Burig Withi Us: A Pastora Pa for Adut Faith Formatio (from the U.S. Bishops). The six domais are: Kowedge of the Faith Liturgica Life Mora Formatio Prayer Commua Life Missioary Spirit The NCEA IFG: ACRE editio Bueprit, foud i Appedix A, ists severa studet earig objectives for each domai. The key cocepts are draw from these studet objectives. The rigor of kowedge assessed reated to the cocepts icreases with each successive eve. Thus, the key cocepts are importat areas for istructio which shoud be addressed as outied i the curricuar guideies of the Uited States Coferece of Cathoic Bishops (USCCB) ad oca dioceses. I other words, the NCEA IFG: ACRE editio bueprit aigs to the same curricuar guideies ad expectatios as those estabished by the atioa ad uiversa Church rather tha creatig a separate set of orms for quaity reigious educatio. The key cocepts foud i each domai are isted i the chart o the ext page. The umber of items icuded for a particuar domai or key cocept varies based o the sequece of earig ad the emphases at particuar poits i the maturatio process. Note areas i the chart desigated with a dash are key cocepts for which o uique questios are icuded i this versio of the assessmet. Ofte, the cocept is cosey reated to a item aocated i aother domai ad so was omitted to keep the assessmet at a reasoabe egth. I future revisios, these key cocepts may be addressed through a uique item as circumstaces dictate. Approximatey 70% of the items used i the prior editio of the assessmet too are retaied i the 2013 editio to maitai cotiuity. A subset of items remais i the same pace withi the order of items at a particuar eve to serve as a achor set of items. A chart correatig the items i the 2013 editio with those used i the 2001 editio is avaiabe from NCEA. Some items are repeated i various eves as aother way of moitorig studet earig ad retetio over time. A chart of these overappig items is aso avaiabe from NCEA. Lists of sigificat vocabuary terms ad ames from the Bibe ad Church History that are icuded i the assessmet is avaiabe i Appedix B. Whie the score reports o oger desigate a separate domai for Cathoic iteracy, these terms are assumed to be part of the overa reigious educatio experiece of earers. At the time of the revisio, the terms are aso commo to the materias that are approved by the USCCB as beig i coformity with the Catechism of the Cathoic Church.

13 NCEA IFG: ACRE EDITION Iterpretatio Maua 9 Domai ad Key Cocept Distributio of Part 1 Items NOTE: Areas desigated with a dash idicate key cocepts for which o uique items are icuded i the assessmet. Domai 1 Kowedge of the Faith Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items Triity (Geera) 20, 22 9 Triity: God the Father , 50 Triity: God the So 1, 7, 45, , 27 Triity: God the Hoy Spirit 31 Creed 42 God s activity i huma history 28, 34, 38, 41 14, 55, 57 18, 29, 42, 53 Bibica themes 44 38, 44, 47 12, 21 Church history 15, 21, 36 4, 6,11,12, 31, 39, 46 9, 35, 40, 47, 58, 61 TOTALS: Domai 2 Liturgica Life Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items Liturgica year 5, 10, , 11, 56 Liturgica symbos 9,17 19, 48 The Mass 30 21, Roes i the Liturgy 35 Ceebratio of sacramets 41 Sacramets of iitiatio 40 36, 44 Sacramets of heaig 33 Sacramets at service of Commuio 19 Rite of Christia Iitiatio of Aduts TOTALS: Domai 3 Mora Formatio Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items God s pa for Christia ife 3, 12, 25 1, 5, 13, 17, 32, 54 32, 37 Precepts of the Church 48, 57 Nature ad aspects of persoa/socia , 25, 46, 49, 55 si ad virtue Pricipes of Cathoic Socia Teachig 23 3,16, 18 2, 26, 33, 41 Cosciece, commo good, etc. 18, 35 34, 52, 62 Moraity: Divie ad atura aw 49 Pursuit of a ife of hoiess 10, 40 TOTALS:

14 10 NCEA IFG: ACRE EDITION Iterpretatio Maua Domai 4 Prayer Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items The Lord s Prayer, Creed 6, 14, 47 Sacrametas, icudig rosary , 59 Devotioa practices , 24 Purpose ad forms of prayer 26, 39 24, 27, 45 10, 31 Persoa prayer ad spiritua refectio 29, 52 Shared prayer 8, 46 TOTALS: Domai 5 Commua Life Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items Marks of the Church Mary 4 38, 60 Church Leadership of the Church Magisterium 25, Ecumeism Missio of the Church 32 23, 51 Church as a commuio Theoogica Virtues , 13 TOTALS: Domai 6 Missioary Spirit Key Cocepts Leve 1 Items Leve 2 Items Leve 3 Items Evageizatio 43, 51 23, 33, 43 43, 63 Commitmet to Discipeship 20 5, 28 Baptisma/vocatioa ca , 15, 30 Resposibiity to those i eed , 4 TOTALS: Aterative Mappig of Part 1 Items: Four Piars of the CCC Groupig the Part 1items of NCEA IFG: ACRE editio i aterative ways may be hepfu i mappig the cotet to oca curricuum stadards or bechmarks. For istace, a umber of dioceses that use NCEA s assessmet toos orgaize their curricuum guideies aroud the four piars of the Catechism of the Cathoic Church (CCC): Part Oe: The Professio of Faith Part Two: The Ceebratio of the Christia Mystery Part Three: Life i Christ Part Four: Christia Prayer This structura arragemet presets a successio of movemets: the Church beievig, ceebratig, ivig, ad prayig. The CCC aso presets deepeig eves of faith kowedge ad uderstadig i each of the four parts.

15 NCEA IFG: ACRE EDITION Iterpretatio Maua 11 The cogitive cotet of items i the NCEA IFG: ACRE editio ca be categorized accordig to the CCC. Whie the bueprit ad atioa performace stadards for Part 1 refect a differet orgaizatioa structure, oe resut report does idicate the umber of correct resposes i each piar. Utiize the chart beow to estabish oca proficiecy idicators. Reigious Kowedge Items Aiged with Piars of the Catechism for Each Leve of the NCEA IFG: ACRE Editio Piar of the Catechism of the Cathoic Church Leve 1 Items Leve 2 Items Leve 3 Items Professio of Faith 1, 7, 11, 15, 20, 21, 22, 24, 28, 29, 31, 34, 36, 38, 41, 44, 45, 48, 50, 51 2, 4, 6, 8, 9, 11, 12, 14, 25, 28, 31, 34, 36, 39, 42, 44, 46, 47, 50, 51, 55, 57 8, 9, 12, 14, 18, 19, 21, 22, 23, 27, 29, 35, 38, 42, 43, 45,47, 50, 51, 53, 58, 60, 61 Liturgy ad Sacramets Life i Christ Christia Prayer 5, 9, 10, 13, 17, 19, 30, 33, 40 3, 4, 12, 16, 18, 23, 25, 27, 32, 35, 42, 43, 49 2, 6, 8, 14, 26, 37, 39, 46, 47 19, 21, 28, 30, 35, 41, 48, 53, 56 1, 5, 13, 16, 17, 18, 20, 22, 23, 26, 32, 33, 37, 40, 43, 49, 54 6, 7, 11, 20, 30, 36, 44, 56 1, 2, 3, 4, 5, 13, 16, 17, 25, 26, 28, 33, 34, 37, 41, 46, 48, 49, 52, 54, 55, 57, 62 7, 15, 24, 27, 29, 45, 52 10, 15, 24, 31, 40, 59 Part 2 - Persoa Beiefs, Attitudes, Practices, ad Perceptios I the assessmet bookets, Part 2 Persoa Beiefs, Attitudes, Practices ad Perceptios is composed of items that are cosidered affective idicators of faith ad beief, as cotrasted with cogitive kowedge. The items i Part 2 are orgaized i three sectios. The first sectio presets statemets about beiefs ad attitudes, to which studets are asked to strogy agree, agree, disagree or strogy disagree. The secod sectio presets statemets about practices to which studets respod by idicatig if they ofte, sometimes, rarey or ever egage i that activity. The third sectio presets a ist of behaviors ad asks studets the extet to which they see it happeig at their schoo or parish by statig if they perceive the behavior as ot a probem, a mior probem or a major probem occurrig i the particuar settig. Items i Part 2 te reigious educators if they are catechizig effectivey actuay reachig the heart ad hads, ot just the head so that studets are begiig to ive as committed discipes of Jesus Christ. This is the goa of a Christia catechesis to form discipes who kow ad ive their faith i the word. The items i Part 2 of the NCEA IFG: ACRE editio are uique i oe major respect: the affective sectio of the assessmet asks each studet to sef-report o his or her persoa experiece reated to reigious beief, attitude, practice or perceptio. Uike Part 1 Reigious Kowedge items for which there are correct aswers, the reportig scaes aticipate variatio i resposes that refect the extet of persoa agreemet or disagreemet with a statemet. Preferred resposes idicated i resut reports refect Cathoic orms for Christia discipeship ad serve as referece poits for evauatig how the program is hepig create committed discipes of Jesus Christ.

16 12 NCEA IFG: ACRE EDITION Iterpretatio Maua Items i Part 2 represet seve categories or themes cosidered to be of iterest to catechetica/reigious educatio eaders ad teachers/catechists: Reatioship with Jesus Images of God Cathoic Idetity Moraity Reatioships with Others Perceptios About Your Schoo/Parish Program Studets Cocers The seve reportig categories i NCEA IFG: ACRE editio are the same as the categories used i the 1992 ad 2001 editios of the assessmet too. Like Part 1, the umber of items preseted i each category varies betwee eves as we as betwee categories based o deveopmeta ad pedagogica frameworks of gradua maturatio over time. Affective Items i NCEA IFG: ACRE editio Part 2 Grouped by Reportig Category Reportig Categories Leve 1 Items (36) Leve 2 Items (49) Leve 2 Items (52) Number of Statemets L1 L2 L3 Reatioship with Jesus 1, 2, 3, 4 1, 2, 3 1, 2, 3, Images of God 5, 6, 7 4, 5, 6 5, 6, 7, Cathoic Idetity 8, 9, 20, 21, 22, 28 7, 8, 10, 11, 31, 32, 33, 40, 41 9, 10, 12, 13,15, 33, 34, 35, 43, Moraity 10, 11, 12 12, 14, 15, 16, 17, 18, 19, 20, 21 16, 17, 18, 19, 20, 21, 22, 23, Reatioships with Others 13, 17, 23, 24, 25, 26, 27 9, 13, 22, 34, 35, 36, 37, 38, 39 11, 14, 36, 37, 38, 39, 40, 41, Perceptios About Your Schoo/Parish Program 14, 15, 16, 18, 19 23, 24, 25, 26, 27, 28, 29, 30 25, 26, 27, 28, 29, 30, 31, Studets Cocers Cofidetiaity Maitaiig the cofidetiaity of the resposes give by idividua earers ad a group as a whoe is vita to a quaity assessmet process. Persos admiisterig the assessmet are advised to take steps to assure respodets cofidetiaity. This promotes hoesty i respodig which wi resut i better data for iformig program evauatio ad paig. This is especiay critica i both gatherig ad aayzig the resposes provided to Part 2, which is why idividua studet reports are ot avaiabe for Part 2 items. As studets prepare to respod to the affective statemets that comprise Part 2, they are iformed that their resposes wi be kept cofidetia. Without a assurace of cofidetiaity, data from this sectio ca be suspect. To the degree that studets beieve

17 NCEA IFG: ACRE EDITION Iterpretatio Maua 13 that oca eaders wi read ad take ote of their idividua resposes, the studets wi be icied to mark the preferred resposes which may ot truy refect their ow beiefs, attitudes, practices ad perceptios. Remember this coditio ad caveat as you expore these resuts characterizig oca studets. I reviewig the resuts from Part 2, refrai from tryig to coect a particuar respose to a idividua studet. I sharig Part 2 resuts with studets, remember to treat resposes that differ from the preferred or expected i ways that ivite deeper coversatio about the beief, attitude, practice, or perceptio rather tha appearig to demea or judge studets egativey for their hoesty.

18 Stadards-Based Reportig ad the NCEA IFG: ACRE editio Descriptio ad Ratioae NCEA s reigious educatio assessmets of program for schoo-aged earers were desiged from their iceptio to provide quaity data o what earers have eared, the opportuities provided by the program to acquire ad or deepe essetia kowedge, ad how that kowedge is refected i daiy ivig. Over the past decade, educatioa assessmet has focused more attetio o what earers are actuay earig i reatio to what was iteded to be taught i a particuar program. Shiftig from a practice of oy iformig users as to how a studet or group performed i reatio to other earers, it is ow commo for assessmets to iform users how the studet or group scored i reatio to idepedet or criterio expectatios. Thus, stadards-based scorig ad reportig o the cogitive or kowedge portios of educatioa assessmets is used widey i determiig the impact ad outcomes of particuar earig eviromets. A stadards-based desig supports the educatioa goa of hepig studets ear to their potetia with referece to what is expected or desired by the broader commuity. O the other had, givig soe focus to comparig percetie raks achieved by others impies the educatioa goa is simpy doig better tha others. Stadards-based assessmet desig begis with a thoughtfu ad baaced pa for the cotet kowedge to be assessed. Represetative items are the crafted to provide proper, deveopmetay appropriate coverage of the cocept areas. Carefu determiatios are aso made by experts with kowedge of both the cotet ad the earers to estabish performace stadards that mark meaigfu deieatios withi the percetage of tota items earers aswer correcty. Fiay, resut reports are devised to show the percetage of correct resposes give by a particuar group of studets i reatioship to the cotet pa for the assessmet. This simpe idex - what percet of the items are aswered correcty compared to carefuy determied performace stadards - provides a idepedet criterio appraisa of the performace of the idividua or group. The NCEA IFG: ACRE editio utiizes a stadards-based assessmet desig. Like previous editios, the cotet pa, or bueprit, refects what the Church cosiders vita to buidig a strog foudatio for ogoig faith deveopmet ad ifeog Christia discipeship. 1 The performace stadards are retaied from the previous editio as they sti refect the goas of effective catechesis. Items i the revised questio bookets provide adequate coverage of a the kowedge domais i deveopmetay appropriate terms. Draft items were aso piot-tested with curret earers to esure those seected for use bostered the reiabiity of reportig o the estabished performace stadards. The reports use revised cut scores to deieate resuts i reatio to the performace stadards. Cotact the NCEA Reigious Educatio Departmet if you are iterested i a detaied summary of the stadard-settig process. Stadardized assessmets such as NCEA IFG: ACRE editio are toos that ca iform iitiatives for chage, but that iformatio must be used i the cotext of oca coditios, goas, ad expectatios. NCEA IFG: ACRE editio s performace stadard categories are iteded to support use i oca programs, ot to usurp or iterrupt oca reigio program paig. NCEA IFG: ACRE editio reports aso provide users with extesive documetatio referecig atioa group performace. This situates oca practice i the arger cotext of outcomes from across the coutry. 1 The cotet bueprit was based o the ormative catechetica texts for the Uited States Sacred Scripture, the Catechism of the Cathoic Church, the Geera Directory for Catechesis, the Natioa Directory for Catechesis, ad Our Hearts Were Burig Withi Us: A Pastora Pa for Adut Faith Formatio aog with best practices i catechesis ad educatio ad the USCCB protocos for the deveopmet of catechetica materias. 14

19 NCEA IFG: ACRE EDITION Iterpretatio Maua 15 Loca cotext iformatio heps to form the backgroud i which a oca assessmet coordiator atteds to preparatio activities before actuay admiisterig NCEA IFG: ACRE editio to the studets (e.g. curricuum aigmet review usig Appedix C of the Admiistratio Maua) ad sets oca stadards ad expectatios for earer outcomes. NCEA Performace Stadard Categories ad Cut Scores NCEA adopted a three-category set of performace stadards defiitios to assist i utiizig studet performace data i program assessmets. The performace stadards support stadards-based program review ad set expectatios for studet performace. The categories ad their meaigs are the same as those used i the 2001 editio. Descriptios of NCEA IFG: ACRE editio (2013) Performace Stadards Categories ad Expectatios Needs Improvemet Proficiet Advaced Studets at this eve Studets at this eve demostrate Studets at this eve demostrate a beow- basic, satisfactory kowedge of the cosistety demostrate basic kowedge of the faith cocepts that were assessed, ad superior kowedge of faith cocepts that were show appropriate uderstadig for the faith cocepts that assessed, ad do ot yet show the studet s age ad stage of faith were assessed, ad show appropriate uderstadig for formatio. The studet s performace appropriate uderstadig the studet s age ad stage of geeray is strog ad competet for the studet s age ad faith formatio. The studet s with few deficiecies i ay oe faith stage of faith formatio. The performace shows the eed cocept, domai, or theme. A basic studet shows baaced ad for geera improvemet i a eve of reigious kowedge ad exceptioa stregths i core or most core faith cocepts, uderstadig is suffciet for cotiua faith cocepts, themes ad domais, ad themes. progress i typica faith deveopmet. domais. The 2001 ad 2013 editios use the same performace stadards categories, ad the meaig of the categories is iteded to be the same. However, the cut scores for the two versios are ot directy comparabe. The differeces i cut scores coud be attributabe to differeces i form diffcuty or paeists judgmets, or a combiatio. Noetheess, uti a suffciet umber of studets scores are avaiabe to coduct a statistica equatig, reative diffcuty betwee the od ad ew ACRE versio caot be estabished. Idetifyig the Performace Stadards Categories Cut Scores With the assistace of experts from Educatioa Testig Service, NCEA competed a stadard-settig study to support a importat goa of the revisio: to maitai the vaidity of the NCEA IFG: ACRE editio by evauatig the ew assessmets ad deveopig cut scores aiged with the 2013 Performace Leve Descriptors. The process empoyed a variatio of the Yes/No versio of the modified Agoff approach. The method is particuary usefu whe paeists are required to make item judgmets for more tha oe performace eve, whe expectatios for studet performace icrease i each subsequet performace eve. Overa, the stadardsettig workshop adhered to we-estabished professioa stadards. The performace stadards aticipate the scores of the majority of earers wi fa withi the proficiet category ad the cut scores refect that expectatio. Cut poits or cut scores deieate the performace

20 16 NCEA IFG: ACRE EDITION Iterpretatio Maua (Updated Summer 2015) stadard categories based o the umber of items studets aswered correcty i the Reigious Kowedge portio of the assessmet (Part 1). A cut score idetifies the umber of correct resposes give by a studet who is cosidered as beig at the borderie of a category or attaied a suffciet kowedge to score at the ower boudary of either the proficiet or advaced category. The cut score process does ot ead to or idetify firm, cear, or kow truths. The process ca oy assure that resutat cut scores are fair ad represetative. NCEA staff, i cosutatio with a atioa advisory pae ad iformed by the resuts of a statistica equatig process, determied cut scores for use i reportig from the 2013 editio. NCEA IFG: ACRE Editio Reigious Kowedge Cassificatio Cut Scores NCEA IFG: ACRE EDITION Leve Tota # Part 1 Items i Leve Needs Improvemet Category Score Rage Proficiet Category Score Rage Advaced Category Score Rage I or fewer items correct (61% or ower) 32 through 43 items correct (62% to 85%) 44 or more items correct (86% or higher) II or fewer items correct (64% or ower) 38 through 50 items correct (65% to 88%) 51 or more items correct (89% or higher) III or fewer items correct (64% or ower) 42 through 56 items correct (65% to 88%) 57 or more items correct (89% or higher) The performace stadards categories ad the cut scores frame the reportig of resuts from studet resposes made i Part 1 Reigious Kowedge. These categories ad cut scores are used to prepare the idividua studet ad group summary statistica reports retured to NCEA IFG: ACRE editio users. Cotact the NCEA Reigious Educatio Departmet if you woud ike iformatio about a process for creatig oca cut scores.

21 NCEA IFG: ACRE EDITION Iterpretatio Maua 17 The Resuts Report Overview A cose ad thoughtfu review, aaysis, ad iterpretatio of the resuts are critica to gaiig the most beefit from the assessmet process. Utiize the report formats best suited to iumiatig the areas of iterest for the oca program review. Part 1 Score Reports correspod to Part 1 items i the questio bookets. Part 2 reports correspod to Part 2 items i the questio bookets. Score data i the Part 1 reports are computed, cofigured, ad detaied usig a few commo quatities: the actua score attaied by the studet (umber correct) the resutig performace category cassificatio (Advaced, Proficiet, Needs Improvemet), the percet correct score (umber correct divided by the tota poits possibe times 100), averages (meas) of these idices for a particuar group, ad the score distributio of studet performace by grade ad studet demographic. Item-by-Item summaries idetify the percet of studets choosig a correct (Part 1) or preferred (Part 2) respose, ad the percet of studets choosig each icorrect (or o-preferred) respose. Access to NCEA IFG: ACRE editio studet bookets may assist i reviewig resuts as the actua assessmet items are shorteed for presetatio i the reports. Each schoo or parish admiisterig the NCEA IFG: ACRE editio (2013) i paper ad peci form receives the group resuts i six differet report formats: 1: Part 1 Faith Kowedge Item Summary by Domai 2: Part 1 Tota Score, Stadards Cassificatio ad Domai 3: Part 1 Score Summary by the Four Piars of the Catechism of the Cathoic Church 4: Part 1 Faith Kowedge Score Frequecy Distributios 5: Affective Statemets by Studet Iformatio Category 6: Affective Statemets by Studet Iformatio Category - Studet Cocers Formats 1, 2, 3, ad 4 cotai group resuts from Part 1. Formats 5 ad 6 cotai group resuts from Part 2. I additio to the stadard group reports, oca users may seect two other optioa reports whe pacig the iitia order for materias: 7: Loca Schoo/Parish Faith Kowedge Questio Summary Report 8: Idividua Studet Report Summary (at additioa cost) Appedix C provides a detaied descriptio of the particuar data preseted i each report format. Aotated report exampes foow the descriptios to assist users i becomig famiiar with the various report ayouts. The exampes cotai sampe data offered for iustrative purposes oy.

22 18 NCEA IFG: ACRE EDITION Iterpretatio Maua Readig the Resuts Reports The stadard report pack usuay cotais 40 or more pages of resuts to be used i oca aaysis, evauatio, ad paig. Whie the graphic presetatios of the resuts vary, the reports share severa commoaities i ayout. A) The tite of the particuar report is o the upper eft uder NCEA IFG: ACRE. B) Group profie iformatio is provided at the top of each page, ofte i the right corer: the desigatio of a particuar group summarized, the Schoo/Parish ame ad city, its diocesa affiatio, the grade of the studets beig summarized, the date whe studets were assessed, ad the umber of studets i the group for which iformatio is reported (A, Cathoic, No-Cathoic, Returig). C) Graphic presetatios of the resuts occupy the buk of the page ad varies by report type. D) Shadig keys ad iformatio particuar to that form is icuded at the bottom of the page. A B C D Accuracy Cosideratios As percetages are used to covey fidigs i most of the report summaries, roudig errors ca occur ad wi be observed; that is, sums wi be observed to tota to 99 percet or 101 percet, but this is due to the roudig of the percet quatities at differet stages i the tayig ad aaysis process. Aso, reca that studet groupig iformatio (Cathoic or ot, time i program, etc.) is captured as sef-reported iformatio from idividua studets whe competig the respose form/aswer sheets so may differ from aticipated distributios. Accuracy of this cassificatio iformatio ca oy be assured by oca assessmet admiistrators, ad these reports assume the iformatio whe recorded is accurate. Reated to this, shoud ay of the studet idetifyig iformatio be omitted by the studet, the that studet s scores (tota, cassificatio, domai ad piar) are ot icuded i reports that are compied based o that iformatio. As a exampe, you coud fid that the tota umber of studets for a A Studets aaysis does ot equa the sum of couts show for the Cathoic ad o-cathoic tabuatios combied.

23 NCEA IFG: ACRE EDITION Iterpretatio Maua 19 Natioa Summaries I additio to detaiig ad summarizig oca performace, may of the reports provide resuts referecig atioa performace. Natioa summaries offer comparative statistica idices ad are computed based o a admiistratios of the particuar NCEA ACRE (2001) or NCEA IFG: ACRE editio (2013) assessmets durig the previous academic year. Natioa statistics are computed ad reported for a particuar grade. If the user assessed studets at a otraditioa grade (e.g., givig the Leve 3 assessmet to grade 10 studets), the atioa statistics show are for the grade cosest to the traditioa grade for which atioa statistics were avaiabe. I this iustratio, the atioa statistics show woud be for grade 11 studets. Whe a report shows performace for a specific studet category (e.g., Cathoic oy studets), the atioa statistica summary is computed ad show for a studets i that grade for that iformatio category. Aua reports of atioa summaries are avaiabe through the NCEA ad CA&L websites. Idividua Studet Reports Those programs orderig Idividua Studet Reports for Part 1 wi receive both a Studet Summary Listig as we as a separate report for each studet. The summary istig may serve as the schoo/program s fie copy. If idividua reports are shared with parets or the studet, NCEA ecourages hepig the idividua earer or famiy uderstad that (a) the mai purpose of the NCEA IFG: ACRE istrumet is to gather data for assessmet of a overa reigious educatio programs, ad (b) the report is a sapshot of the cumuative earig up to that poit i time. Shoud parets wish to review the questio booket itsef, this is aowed, but oy uder the supervisio of a facuty member or admiistrator. Uder o coditio are assessmets to be copied, distributed or dissemiated, or used to create istructioa materia. Security is importat to assurig a fair aua assessmet ocay ad atioa, especiay sice bookets ad items are re-used. Diocesa Reports Diocesa educatioa ad catechetica eaders may cotact CA&L to request a summary report of the scores from a the Cathoic schoos ad or parishes i their oca diocese. Oy the idividua schoo or parish receives the detaied reports of studet data; the oca site may share their resuts report with the diocese ad or NCEA if they choose. To esure cofidetiaity, either NCEA or the diocese ca receive idividua parish or schoo reports directy from CA&L. The first report format ists a of the istitutios ad the reated scores i a ayout simiar to the summary report for idividua studets. Subsequet report formats mirror those created for idividua parishes or schoos, though the group profie is of the average scores from the istitutios rather tha of the idividua studets i a of the schoos. NCEA Reigious Educatio Departmet staff members are avaiabe for cosutatio i utiizig assessmet resuts o a diocesa scae. Sampe Lies of Iquiry for Iterpretig Resuts Whe reviewig the specific assessmet resuts, a umber of eemets of performace deserve cosideratio. Take care to oy attribute a particuar cause for a resut whe you have other evidece to support it. For istace, a 10 to 15 percet icorrect respose rate i Part 1 may be set aside ad attributed to idividua differeces i cogitio, especiay whe the group size is sma.

24 20 NCEA IFG: ACRE EDITION Iterpretatio Maua Severa ies of questioig are possibe ad equay importat to makig meaigfu iterpretatios from the resut reports. Sampes icude: Proficiecy with Key Cocepts (use Report Format 1) Do differet groups of studets perform simiary o the item or are uexpected discrepacies observed? Are the icorrect item respose profies simiar across the groups? Does the orderig of the diffcuty of the items aig with or cofirm your expectatios (what did your Aigmet review/evauatio show?)? If yes, how? If ot, why ot? Is there a curricuar or istructioa issue that may eed attetio? Whe a item is aswered icorrecty by a sizabe umber of studets, what does the profie of icorrect resposes revea? Do icorrect respodets move toward a particuar icorrect choice, or do they spread out amog the icorrect choices? Spread amog the respose choices sigifies the cotet may ot have bee taught or effectivey taught. Whe may studets ceter o oe icorrect choice, this sigas that istructio is eeded ad the poit of misiformatio is somewhat idetified by the icorrect choice made, but there may have bee misiformatio passed o to studets. How high is performace o the easiest items for your studets? Is this acceptabe? I additio, what are the characteristics ad cotet properties of the most chaegig items for your studets? Why are studets havig diffcuty with these questios? What does the aigmet review suggest? Ca you idetify a pa to correct deficiet areas ad iformatio? Tota Group Performace reated to Stadards Categories (use Report Format 2) How did the studets fare give the oca program goas ad expectatios? How did the studets fare based o NCEA Stadards cassificatio? How at ease are we about these resuts? What were our expectatios? How simiar or differet from the NCEA Stadards are our expectatios? Is the performace i each Domai acceptabe? Are there areas that seem strog? Are there areas that eed improvemet? Are there arge discrepacies foud whe our oca groups are compared? Are the discrepacies uderstadabe? What might expai this? How does oca performace compare to the estimated atioa averages show? Give our studets ad your expectatios, is our compariso favorabe or of cocer? How shoud our studets be performig? Is our patter of performace across Domais simiar or are there oticeabe differeces? Are the differeces expected or uexpected give the Domai emphases i our curricuum? Do studets distribute across the possibe Domai score rages? If some studets are earig ad appear to have kowedge (scorig high), why do t a or most studets perform at this high eve? Are there some Domai scores that are especiay ow? What is the coverage i our curricuum i these areas? Is some evauatio eeded? Is improvemet eeded for may of our studets? Are some studets seriousy ackig cotet kowedge? What are the ext steps we eed to take/cosider? Tota Group Performace Reated to Four Piars (use Report Format 3) Cosider questios posed for Report Format 2 How did our studets score across these compaio scaes? What iformatio ca be geaed based o such a compariso? Do the piar resuts offer ay sharper/cearer isights about studet earig or our programs beyod those discovered from aayzig the domai scores?

25 NCEA IFG: ACRE EDITION Iterpretatio Maua 21 Frequecy Distributio (use Report Format 4) Do studets distribute across the tota score rages or are they custered? If some studets appear to have advaced kowedge (scorig high), what might be directy ifuecig this? Are ay scores especiay ow? Is there aythig i our Curricuum Aigmet Review that reates to a gap? How does oca performace compare to the baseie year Natioa percetages show? Give our studets ad our expectatios, is our compariso favorabe or of cocer? What are the ext steps we eed to take/cosider i determiig the earig eeds of our studets? Profie of Lived Faith (use Report Format 5) The affective items ote preferred resposes amog the choice scae without assigig a stadardized cassificatio. Be midfu that differet sets of items assig differet meaigs to A, B, C, ad D to focus the iformatio gathered from the studet. How are the resposes simiar or differet from what we expected from the behaviors ad attitudes of the studets? Do a the categories have a simiar respose profie? If ot, are there particuar oca factors that may have ifueced studet choices? Where do we see positive sigs of growth i ivig as a discipe? Are there particuar items that cause us cocer? If there are o-cathoic studets withi the group, how do the resposes i that score subset compare to Cathoic studets? If there are differeces, are the differeces expected give the coectio of the particuar behavior, attitude, or perceptio to practicig the Cathoic faith? Studet Cocers about Probematic Behaviors (use Report Format 6) Kow what the admiistratio proctor istructed studets to cosider as schoo/parish whe makig their choices. What, if ay, behavior do studets report seeig happe frequety i our parish/schoo program? What do the resuts suggest about the magitude of a particuar probematic behavior? Be advised that the magitude of a issue or probem shoud ot be judged based soey o majority couts; deeper ivestigatio is eeded to uderstad what ed to studets respodig as they did i the assessmet to accuratey idetify possibe steps to remedy probematic situatios. Are there areas where the resposes differ from what shoud be expected or uderstood, give the studets beig served? If yes, do these merit attetio ad ca for some course of actio by the oca program? What meas do we have to dea with cocers i a costructive way? How do these resuts compare to those from prior admiistratios of this assessmet? Has aythig chaged i the earig eviromet that may have cotributed to ay differeces betwee this group ad the ast?

26 Cocusio NCEA IFG: ACRE editio istrumets ad accompayig processes are desiged to hep Cathoic educators ad catechetica eaders evauate oca Cathoic parish ad schoo programs by gatherig evidece of what particuar groups of studets kow about Cathoicism ad how their ives refect deveopmet as Christia discipes. I additio to the reports provided with studet resuts, NCEA is avaiabe for phoe cosutatio as we as to offer workshops ad other assistace i usig the resuts to moitor ad evauate oca performace. Cotact the Reigious Educatio Departmet with iquiries. Together, uder the guidace of the Hoy Spirit, may our efforts i catechesis (reigious educatio ad faith formatio) put peope i touch with Jesus Christ ad draw them more deepy ito commuio ad itimacy with him. Cotact Iformatio NCEA parters with Computerized Assessmets & Learig (CA&L) i Lawrece, Kasas, i deiverig the studet portios of the assessmet process. CA&L hades a orders ad prepares the score reports for the NCEA IFG: ACRE editio. The admiistratio ad iterpretatio mauas are avaiabe oie. Order, Retur, or Process Studet Materias: Cotact CA&L to obtai questio bookets, aswer sheets, prited mauas, or reports. Mai a competed aswer sheets to CA&L. Computerized Assessmet & Learig 1202 East 23rd Street, Suite D Lawrece, KS (866) orders@catestig.org Specia Situatios, Geera Questios: Cotact NCEA Reigious Educatio Departmet regardig specia situatios whie givig the NCEA IFG: ACRE editio, iterpretig resuts or other geera questios. NCEA Reigious Educatio Departmet 1005 N. Gebe Road, Suite 525 Arigto, VA (800) reed@cea.org 22

27 Appedix A: NCEA IFG: ACRE editio Bueprit Domai 1 Kowedge of the Faith Studet Objective: To kow ad uderstad basic Cathoic teachig about the Icarate Word Jesus Christ as the way, truth, ad ife. Key Cocepts 1. Triity: A commuity of three persos i oe idivisibe God ad the cetra mystery of faith. God the Father: our ovig Creator. God the So: Jesus Savior; Life, Death, ad Resurrectio; huma ad divie atures. God the Hoy Spirit: God s sactifyig power i the ife of the church. 2. Creed: a summary of the faith. 3. God s activity i huma history: The Bibe as the ispired Word of God. Major bibica themes: Od Testamet creatio, si, coveat, exodus, aw, prophets, kigdom. Major bibica themes: New Testamet parabes, miraces, kigdom of God, beatitudes, pascha mystery, Jesus missio, etera hope. Trasmissio of reveatio: Scripture, Traditio, ad magisterium. 4. Church history: cetra stories, key evets, major figures, ad saits. Domai 2 - Liturgica Life Studet Objective: To kow the pascha mystery of Jesus: i the Church s iturgica ife feasts, seasos, symbos, ad practices. i the sacramets as sigs ad istrumets of grace. Key Cocepts 1. Liturgica year. 2. Liturgica symbos. 3. The Mass: Nature, Liturgy of the Word, ad Liturgy of the Eucharist. 4. Roes i Liturgy. 5. Ceebratio of Sacramets as sigs of grace ad ecouters with Christ. 6. Sacramets of Iitiatio: Baptism, Cofirmatio, ad Eucharist. 7. Sacramets of Heaig: Peace & Aoitig of the Sick. 8. Sacramets at the Service of Commuio: Hoy Orders ad Matrimoy. 9. Rite of Christia Iitiatio of Aduts. 23

28 24 NCEA IFG: ACRE EDITION Iterpretatio Maua Domai 3 - Mora Formatio Studet Objectives: To be kowedgeabe about the teachigs of Jesus ad the Church as the basis of Christia moraity ad to uderstad Cathoic Socia Teachig. To be aware of the importace of a we-formed cosciece for decisio-makig. Key Cocepts 1. God s pa for Christia ife: Two great commadmets, Beatitudes ad Te Commadmets. Precepts of the Church. 2. Nature ad aspects of persoa ad socia si ad virtue. 3. Pricipes of Cathoic Socia Teachig: ife ad digity of the huma perso; ca to famiy, commuity ad participatio; rights ad resposibiities; preferetia optio for the poor ad vuerabe; digity of work ad rights of workers; soidarity; care for God s creatio. 4. Cosciece, freedom, decisio-makig, resposibiity, the commo good, ad the courage to act. 5. Moraity as based o atura ad divie aw. 6. Pursuit of a ife of hoiess. Domai 4 Prayer Studet Objective: To recogize ad ear how to egage i Cathoic forms of persoa ad commua prayer ad ways of deepeig oe s spiritua ife. Key Cocepts 1. The Lord s Prayer, Hai Mary, Gory be to the Father, mea prayers, sig of the cross, act of cotritio, apostes creed. 2. Sacrametas: Rosary, Statios of the Cross, hoy water, etc. 3. Devotioa practices rooted i differet cutures, e.g. oveas, posadas, simbag gabi, quiceañeras. 4. Purpose ad forms of prayer such as bessig, petitio, itercessio, thaksgivig, adoratio ad praise. 5. Persoa prayer ad spiritua refectio icudig voca prayer, meditatio, ad cotempative prayer as basic ad fruitfu practices i the ife of the discipe of Jesus. 6. Shared prayer, icudig famiy prayer ad prayer with sma commuities of faith.

29 NCEA IFG: ACRE EDITION Iterpretatio Maua 25 Domai 5 Commua Life Studet Objective: To kow the origi, missio, structure, ad commua ature of the Church. To kow the rights ad resposibiities of the Christia faithfu. Key Cocepts 1. Marks of the Church (oe, hoy, cathoic, ad apostoic). 2. Mary as mode of the Church. 3. Church: Peope of God, Body of Christ, commuio of saits. 4. Leadership of the Church: order ad charisms. 5. The teachig roe of the magisterium. 6. Ecumeism: the pursuit of uity amog Christia churches. 7. The missio of the Church, ad the rights ad resposibiities of the Christia faithfu. 8. Church as a commuio: uiversa, diocesa, parish, domestic church (famiy), Christia commuities, ad eccesia movemets. 9. Theoogica virtues: God s gifts of faith, hope ad ove; deveopmet of character; Christia habits; Cardia virtues: prudece, fortitude, temperace ad justice. Domai 6 Missioary Spirit Studet Objectives: To recogize the cetraity of evageizatio as the Church s missio ad idetity embodied i vocatio ad service. To be aware of how cutures are trasformed by the Gospe. Key Cocepts 1. Evageizatio, icudig the ew evageizatio. 2. Commitmet to discipeship. 3. Baptisma/vocatioa ca as ay, ordaied, or reigious. 4. Resposibiity to those i eed, promotig the commo good, ad workig for the trasformatio of society through persoa ad socia actio. Categories of Affective Statemets Reatioship with Jesus Images of God Cathoic Idetity Moraity Reatioships with Others Perceptios About Your Schoo/Parish Program Perceptios About Your Schoo/Parish Program: Studets Cocers

30 Appedix B: Vocabuary ad Historica Figures i NCEA IFG: ACRE Editio (2013) The NCEA IFG: ACRE editio presumes studets are famiiar with a core vocabuary as a resut of their faith formatio. The foowig ists of terms support the key cocepts addressed i each of the three eves of the too. Names of sigificat peope ad paces i the Bibe ad Church history that are icuded i assessmet items are provided separatey from the terms to aid i teachig. The istigs by eve are cumuative, that is, advaced eves assume kowedge of terms from earier eves. Studets ivoved i Cathoic faith formatio either through Cathoic schoos or parish-based reigious educatio programs shoud be earig the foowig terms ad their meaig as part of buidig Cathoic iteracy. Teacher/catechists famiiarity with where ad whe these terms are addressed i the oca reigious educatio program aog with the cocepts they represet supports gradua acquisitio ad use of essetia Cathoic termioogy. Vocabuary Terms Leve Oe Act of Cotritio Discrimiatio Iitiatio Pastor Acts of Mercy Divie Judge Priest Advet Easter Laity Promised Lad A Saits (Feast) Hoy Orders Last Supper Prophets A Sous Day Ecumeica/Ecumeism Let Psam Aoitig Episte Liturgica Seaso Purgatory Apostes Creed Eucharist(ic) Liturgy Recociiatio Baptism Evageizatio Lord Redeemer Beatitudes Excommuicatio Love Redemptio Bibe Exodus Magisterium Reigious Life Bishop Faith Mass Roma Cathoic Cardia Fastig Matrimoy Rosary Cathoic Forgiveess Memorare Sacred Christia Geera Itercessios Missa Sacramet Christmas Gifts of the Hoy Spirit Morta Si Sacramet of Peace Church God Mystery Sacrifice Commadmet Good Friday New Testamet Sait Commuio Gospes Od Testamet Savatio Commuio of Saits Grace Origia Si Samarita Cofess Hai Mary Our Father Sactifyig Grace Cofessio Heave Parish Savior Cofirmatio He Pascha Mystery Sermo o the Mout Cosciece Hierarchy Pastor Si Cotritio Hoy Petecost Te Commadmets Coveat Hoy Commuio Pope Thaksgivig Creator Hoy Days of Obigatio Prayer Triity Creed Hoy Triity Prayer of the Faithfu Veia Si Cross Hope Statios of the Cross Virtue Deaco Immacuate Coceptio Suday Vocatio Diocese Icaratio Taberace Vouteer 26

31 NCEA IFG: ACRE EDITION Iterpretatio Maua 27 Leve Two Abortio Coversio Missioary Rite of Christia Iitiatio of Abraham Crusades Mora Aduts Acts of the Apostes Discipes Parabe Scripture(s) Adutery Emperor Peacemakers Sexua Itercourse Atar Euthaasia Preach Spirituaity Ascesio Fia Judgmet Presetatio Sister (Reigious) Assumptio Homiy Presetatio of Jesus i the Stewardship Basphemy Ispiratio Tempe Tempe Brother (Reigious) Kigdom Procreatio Tithig Capita Puishmet Lector Prophecies Traditio Cathoic Socia Teachig Liturgica Year Protestat Vatica II Church Couci Liturgy of the Word Resurrectio Virgiity Church Fathers Mirace Reveatio Cosecratio Missio Rite Leve Three Adoratio Dark Ages Kigdom of God Racia Discrimiatio Aumet Evageists Moasticism Rea Presece Catechume Geesis Pastora Letter Reformatio Catechumeate Grace (Sactifyig) Precepts of the Church Veeratio Commemoratio Idugece Preferetia Optio for the Commuity of Faith Iquisitio Poor Bibica ad Historica Names Leve Oe Eizabeth, cousi of Mary God, the Father God, the So God, the Hoy Spirit Israeites Jericho Jerusaem Jesus Joh Luke Mark Mary, Mother of God Matthew Moses Noah Our Lady of Guadaupe Pau Pharisees Pope Joh Pau II Prodiga So St. Peter Theresa, the Litte Fower Yahweh Leve Two Abraham David Joshua Roma Empire St. Eizabeth Seto St. Isaac Joques St. Joh Bosco St. Katherie Drexe Soomo Leve Three Hery VIII Hoy Famiy: Jesus, Mary, Joseph Joh Cavi Joh Kox Joh the Baptist Lazarus Marti Luther Pope Joh XXIII Appedix C:

32 Report Descriptios by Format STANDARD REPORT Format 1: Part 1 Faith Kowedge Item Summary by Domai Cogitive kowedge items i Part 1 grouped by domai (kowedge of the faith, iturgica ife, mora formatio, prayer, commua ife, missioary spirit) ad preseted i order of diffcuty from easiest to hardest. Graphic presetatios of the data for each item icudes percetages of studets choosig each respose optio ad a bar graph comparig the percetage of studets choosig the correct respose grouped by 1) a studets combied, 2) Cathoic studets oy, 3) o-cathoic studets, ad 4) returig studets who have bee i the oca program for two (2) years or oger. We suited to targetig high poits ad areas for cocer i the particuar cocepts studets report kowig. Format 2: Part 1 Tota Score, Stadards Cassificatio ad Domai Cogitive kowedge items i Part 1 preseted at the score eve, that is, for oca ad atioa averages ad performace cassificatios (eeds improvemet, proficiet, advaced) for the tota assessmet ad for each of the six domais. The perspective oe eeds to have with such resuts becomes more goba ad hoistic. Oe reated cosideratio: for the most part 6 to 17 items comprise the measuremet i each domai. The fewer the umber of items the ess stabe the assessmet ca be betwee groups. Be carefu ot to over iterpret comparative resuts i such situatios. We suited to gettig a geera sese of a group s overa reigious kowedge. Format 3: Part 1 Score Summary by the Four Piars of the Catechism of the Cathoic Church (CCC) Cogitive kowedge items i Part 1 preseted as the average umber correct for each the four piars of the CCC (Professio of Faith, The Ceebratio of the Christia Mystery, Life i Christ, Christia Prayer). Natioa, parish, ad schoo averages are preseted, though o performace stadards are avaiabe for this orgaizatio of the items. Especiay hepfu i ocaities with curricuum guideies or stadards mapped to the CCC. Format 4: Part 1 Faith Kowedge Score Frequecy Distributios Frequecy tabes of Part 1 tota scores attaied by studets for each of the four studet reportig groups (a, Cathoic, o-cathoic, ad returig studets). For the group preseted, each tabe shows the idividua scores that defie each NCEA performace category (Advaced, Proficiet, Needs Improvemet) for the assessmet, the umber of studets attaiig a particuar score (Number), ad the percetage of oca studets attaiig a specific score (Freq%). The bottom two rows of each tabe report the percet of oca ad atioa studets foud i the particuar category for that group at the grade assessed. Provides more detai about the kowedge profie of the earers i a particuar group. 28

33 NCEA IFG: ACRE EDITION Iterpretatio Maua 29 Format 5: Affective Statemets by Studet Iformatio Category Affective statemets grouped ad dispayed i six (6) reportig categories: Reatioship with Jesus, Images of God, Cathoic Idetity, Moraity, Perceptios about Your Schoo/Parish Program, ad Reatioships with Others. The report for each reportig category presets the affective statemet as it actuay appears i the studet booket, ad further idetifies the statemet by its item umber i the 2013 editio. Statemets are isted withi a category i the umerica order they occur i the assessmet booket. Graphic presetatios of the data for each statemet icudes percetages of studets choosig each respose optio ad a bar graph comparig the percetage of studets choosig the preferred respose grouped by 1) a studets combied, 2) Cathoic studets oy, 3) o-cathoic studets, ad 4) returig studets who have bee i the oca program for two (2) years or oger. Offers gimpse ito the daiy ives of studets reated to faith ad key factors ifuecig faith deveopmet. Format 6: Affective Statemets by Studet Iformatio Category - Studet Cocers Affective items preseted i a ist of probematic behaviors ad the percetages of studets that reported the behavior as ot a probem, a mior probem, or a big probem. The ist order is preseted from the item reported as most probematic to the east. Provides hits at studets experieces of the earig eviromet. OPTIONAL REPORTS Oy provided whe requested at the time materias are ordered for a particuar admiistratio. Format 7: Loca Assessmet Report Resuts for ay ocay costructed items added to a particuar admiistratio. The iformatio provided is simiar to Format 1 i that it presets each item ad the frequecy each respose optio was chose as we as the percetage of studets choosig the correct respose grouped by A Studets, Cathoic Studets, No-Cathoic Studets, ad Returig Studets Format 8: Studet Report Summary Part 1 Faith Kowedge avaiabe at added cost Listig of ames of a studets i the assessmet group with each studet s tota percetage of correct aswers, the performace cassificatio (eeds improvemet, proficiet, advaced), the percetage of correct items i each of the six domais, ad the percetage correct items i each of the four piars of the CCC. Aso icudes a chart summarizig the oca, atioa, parish, ad schoo group averages of the tota percet correct. A sheet for each idividua studet foows showig a overa performace summary o faith kowedge (umber ad percet of items correct; performace cassificatio; schoo/ program average percet correct, atioa average percet correct, parish atioa average percet correct, schoo atioa average percet correct) ad a detaied performace summary reported for each of the six cotet domais ad the four piars of the CCC (umber items correct; studet s percet correct; schoo/ program average percet correct, atioa average percet correct, parish atioa average percet correct, schoo atioa average percet correct).

34 Appedix D: Iustratio Usig Report Format 1 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. Report Tite: Part 1 Faith Kowedge Items by Domais Purpose: Show group performace o each Part 1 item, orgaized ad preseted i the six cogitive cotet domais assessed. Resuts Dispayed: Percetage of studets choosig each respose optio i the item; Percetage of studets choosig the correct respose, preseted A studets, Cathoic studets, No- Cathoic studets, ad Returig Studets (i program 2 or more years cotiuousy) To faciitate use ad iterpretatio, the items are preseted i order from the easiest to the most diffcut item withi each domai istig. Iustratio of iformatio avaiabe with referece to the sampe report: A) I December 2013, 74 studets i Grade 12 at Our Lady Parish i the Diocese of Kasas City competed the studet questioaire. I this group 69 are Cathoic, 4 are o- Cathoic, ad 71 of the studets have atteded the program for two years or oger. Note that 1 studet did ot idetify sef as Cathoic or o- Cathoic. B) The easiest item i this domai was item #27, foowed by 50, the 26, 15, ad so o C) Referrig to Item #1 i the iustratio, 82% of a examiees respoded correcty (respose choice C) whereas 83% of the returig studets aswered this questio correct. The most commo icorrect respose made to this questio by studets i ay group was respose choice B. D) The percet of a studets that chose the correct respose for Item #27 is 92%. Use the iformatio avaiabe i A to cacuate the umber of studets represeted by the percetage, i.e. 74 studets x 0.92 = 68 studets chose the correct respose for Item # % of returig studets, which cacuates to 66 out of the 71 studets who have atteded the program for two years or more, chose the correct respose. Possibe uses for this format: comparig to the resuts of curricuum aigmet review to idetify ay uexpected areas of stregth or weakess; aso hepfu i idetifyig ay cocept where a arge umber of studets chose a particuar icorrect respose which idicates a potetia issues i comprehesio or teachig. 30

35 NCEA IFG: ACRE EDITION Iterpretatio Maua 31 Sampe Report Format 1 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. B C A D

36 Appedix E: Iustratio Usig Report Format 2 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. Report Tite: Part 1 Tota Score, Stadards Cassificatio ad Domai Summary Purpose: Show group performace o Part 1 as a group average as we as by percetages of respodets scorig i each of three performace stadards categories for cogitive cotet. Resuts Dispayed: Tota assessmet score as the umber of items correct, preseted by group averages ad percetage of studets scorig i each of the three performace stadards cassificatio; Average umber ad percetage of items aswered correcty i each domai; Loca group average, atioa average, atioa average of studets from parish programs, ad atioa average of studets from Cathoic schoos are preseted for compariso; Distict reports are preseted for A Studets, Cathoic Studets, No-Cathoic Studets, ad Returig Studets Iustratio of iformatio avaiabe with referece to the sampe report: A) I December 2013, 74 studets i Grade 12 at Our Lady Parish i Kasas City competed the studet questioaire. B) The resuts are for a 74 studets. C) The average score - percet of correct resposes - of the whoe group is 71.8%. Withi the group, 17.6% scored i the Advaced category (>57 Items correct), 58.1% scored i the Proficiet category (42 to 56 Items correct), ad 24.3% scored i the Needs Improvemet category (<41 items correct). The average score for a studets competig Leve 3 across the whoe coutry Nat. Avg is 70.8%; 19.3% scored i the Advaced category, 50.0% scored i the Proficiet category, ad 30.7% scored i the Needs Improvemet category. The atioa average score for studets i parishes oy Parish Nat. Avg. - is 60.6%; 11.5% scored i the Advaced category, 35.0% scored i the Proficiet category, ad 53.5% scored i the Needs Improvemet category. D) Withi the cogitive cotet domai of Mora Formatio, the group average score is 5.6 items correct out of 7 items i this domai or 80%. The atioa average score for items i this domai is 5.3 items correct out of 7 or 76%. The parish oy atioa average score for items i this domai is 4.7 items correct out of 7 or 67%. Possibe use for this format: a executive summary of a group s scores that captures the overa view of studet performace o Part 1 cogitive items as a whoe as we as withi each of the six cotet domais. 32

37 NCEA IFG: ACRE EDITION Iterpretatio Maua 33 Sampe Report Format 2 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. A B C D

38 34 NCEA IFG: ACRE EDITION Iterpretatio Maua Appedix F: Iustratio Usig Report Format 3 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. Report Tite: Part 1 Score Summary by the Four Piars of the Catechism of the Cathoic Church Purpose: Show group performace o Part 1 cogitive domai as a group average as we as by percetages of correct resposes o items that pertai to each of the four piars of the CCC. Resuts Dispayed: Average umber ad percetage of items aswered correcty i each piar; NOTE: the percetage of items correct does ot refect ay atioa stadardized orms. The divisios i the bar graphs refect oe-third of the umber of items reated to that particuar piar. Natioa averages of items aswered correcty for a, parish oy, ad Cathoic schoo oy studets. Distict reports are preseted for A Studets, Cathoic Studets, No-Cathoic Studets, ad Returig Studets Iustratio of iformatio avaiabe with referece to the sampe report: A) I December 2013, 74 studets i Grade 12 at Our Lady Parish i the Diocese of Kasas City competed the studet questioaire. B) The report refects the resposes of a 74 studets. C) Amog the cogitive items reated to CCC Piar IV: Christia Prayer, the group average score is 4.62 items correct out of 6 possibe or 77%. The atioa average score for items i this piar is 4.26 items correct out of 6 possibe or 71%. The parish oy atioa average score for items i this domai is 3.78 items correct out of 6 possibe or 67%. The Cathoic schoo oy atioa average score for items i this domai is 4.2 items correct out of 6 possibe or 70%. D) Oe (1) studet or 1.4% of the group chose zero to two correct resposes amog the items reated to Piar IV; sixtee (16) studets or 21.6% of the group chose three to four correct resposes; fifty-seve (57) studets or 77% of the group chose five to six correct resposes. Possibe use for this format: describig oca outcomes to the parish/schoo commuity whe the oca or diocesa curricuum uses the four piars of the CCC to outie earig expectatios. 34

39 NCEA IFG: ACRE EDITION Iterpretatio Maua 35 Sampe Report Format 3 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. B A C D

40 Appedix G: Iustratio Usig Report Format 4 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. Report Tite: Part 1 Faith Kowedge Score Frequecy Distributios Purpose: Provide more detai about the cogitive kowedge profie of the earers i a particuar group by showig how may idividua studets achieved each possibe tota umber of correct resposes to a the cogitive items possibe i Part 1. Resuts Dispayed: Each tabe shows the frequecy that a particuar score was attaied by idividua studets. The score refects the tota umber of correct resposes chose for Part 1 items. The tota scores possibe are further divided ito the three NCEA performace stadards categories: Advaced, Proficiet, Needs Improvemet. The bottom two rows of each tabe report the percet of oca ad atioa studets foud i the particuar category for that group at the grade assessed. Provides more detai about the kowedge profie of the earers i a particuar group. Separate tabes are provided for a studets, Cathoic studets, o-cathoic studets, ad returig studets. Iustratio of iformatio avaiabe with referece to the sampe report: A) I December 2013, 74 studets i Grade 12 at Our Lady Parish i the Diocese of Kasas City competed the studet questioaire. Oe (1) studet did ot idicate whether or ot he or she was Cathoic. Most, 71, idicated they are returig studets. B) Specific scores attaied by returig studets (those who have participated i the oca program two years or more): Advaced category: 5 studets or 7.0% the studets i this demographic group chose 57 correct resposes; 8 studets tota attaied scores withi this category. Proficiet category: 7 studets or 9.9% of the studets i this demographic group chose 45 correct resposes; 43 studets tota attaied scores withi this category. Needs Improvemet category: 3 studets or 4.2% of the studets i this demographic group chose ess tha 28 correct resposes; 20 studets tota attaied scores withi this category. C) Twety-oe (21) studets scored withi the Needs Improvemet category. The resutig oca percetage of a studets scorig withi this category is 28.3, which is ess tha the atioa percetage of 33.4% of a studets competig the assessmet. Possibe use for this format: Comparig resuts from year to year to see if ad how the frequecy distributio studet scores chages over time. It is importat to ote ay uique characteristics or situatios that may impact the scores of a particuar group of earers such as a arge umber of studets who have bee i the program ess tha two years to idetify sigificat factors other tha a program eemet that may be ifuecig scores. May aso be critica for makig meaig from the resuts whe the studet popuatio is highy trasiet or where a arge umber of studets are o-cathoic. 36

41 NCEA IFG: ACRE EDITION Iterpretatio Maua 37 Sampe Report Format 4 Names ad scores i report are for iustratio purposes oy ad do ot refect a actua site or scores. A B C