We do not give raw scores by individual CCSS standard or domain as sub-scores of this type would be based on too few items to give a reliable estimate of student performance. The CCSS items are balanced across CCSS domains, with only 1-3 items/CCSS standard. Having said that, under the Reports tab that students with quite low performance will be suggested to be monthly progress monitored using the NCTM assessments, with students performing better, though still demonstrating some risk, will be suggested to be monthly progress monitored using the CCSS assessments. This is because the NCTM assessments were designed based on the National Teachers of Mathematics Focal Point Standards (pre-dating the CCSS) to target students showing serious deficiencies in mathematics. Again, though the system does not give subs-cores based on individual standards/domains, the suggestions for progress monitoring give teachers guidance on what level types of skills the student (and groups of similarly performing students) should be working on. Additionally, Reports tab > Individuals tab > Individual Graphs and then scrolling to the bottom allows teachers to click on View a single test, which shows each test item and whether the student answered correctly/incorrectly — analysis of this data may yield patterns of what types of problems a student is missing, and thus, guidance as to skill deficiencies.
To look over our research information, please go to our website at:
brtprojects.org. Next, go to Publications and then Technical Reports. Pay particular attention to 2013 and 2014 with lead authors Saven, J. L. and Irvin, P. S. The data that is most applicable is in Appendix B: Item Statistics by Test Form.