---
title: "Information Section"
slug: "information-section"
updated: 2025-10-03T20:02:45Z
published: 2025-10-03T20:02:45Z
---

> ## Documentation Index
> Fetch the complete documentation index at: https://support.eduphoria.net/llms.txt
> Use this file to discover all available pages before exploring further.

# Information Section

The Information section of the **Aware Local Test Analytics** tool contains basic logistical data related to the test and its administration.

![2019-01-08_14-32-37.png](https://cdn.us.document360.io/d6ce927e-20b2-40ab-af8d-ea0afbbc28f7/Images/Documentation/360022526613.png)

## **Students**

This bar represents the total number of students that can take a test (based off the test’s administration setup). It becomes shaded as tests are scored.

Knowing the number of students that have taken a test is important for data analysis. For example, if a test has not been scored by many of the students that will take it, it might be too soon to try and draw any conclusions about performance. Additionally, if a test was only taken by a small number of students, this will alter the denominator for many ratios used in test analysis.

## **Test Items and Max Score**

These two numbers are related. The default score value of numerical response and selected response items is 1 raw score point. Constructed response items have a score range created by the test author. However, every item can have a multiplier (item weight), so some items contribute more raw score points to a test’s Max Score than others.

The Max Score should be considered in data analysis, especially if it is a very low number. A test with only five multiple-choice items worth one point apiece may not be analyzed in the same way that a 42-point test would.

## **Standards Tested**

This number represents the total number of learning standards included in the test.

Knowing the content included on a test can assist in conversations about a test's reliability. For example, if a test is meant to be about the causes of the American Revolution, the number of standards tested should be considerably lower than a test at the end of a semester meant to cover multiple curriculum units. This number is meant as a conversation starter about making sure an assessment includes appropriate content.