1. Partnering to help all kids learn
NWEA’s Vision:
A world in which education is kid-centric,
relying on accurate
and comprehensive data
to inform each child’s
optimal learning path.

2. What would you prefer?

3. MAP® Suite of Assessments
Measures of Academic Progress®
Computerized assessment
Adapts to each child as they take the test
PreK-12 for longitudinal data
Immediate feedback
Provides highly accurate data
Finds instructional level, not mastery level
Over 6,000 Partners / Pennsylvania - 95

4. Rasch unIT (RIT) Scale Achievement scale Equal-interval scale
Shows growth over time
Independent of grade level
Grade-Level
Norms
DesCartes
250 10 9 8 7 7 6 6 5
Materials: Workbook p. 4
Reports: None
Key Concepts:
To introduce the RIT scale
Talking Points:
The RIT scale is an equal-interval scale, like a yardstick. This means that 10 RITs at the bottom means the same as 10 RITs at the top of the scale.
The RIT scale lets us see how much growth happened between fall and spring test events, and across time.
The scale is consistent – it has the same meaning regardless of the students’ grade level or items taken.
Scores are aligned to the RIT scale.
Show growth over time.
Identify concepts and skills at students’ instructional level.
The RIT scale aligns both to performance norms and content. MAP questions are based on a continuum of skills and concepts.
Each question on a MAP assessment is assigned a point value along the RIT scale allowing for the measurement of achievement and growth along the learning continuum.
Activity: None
Facilitator Notes: The animation of this slide will assist you in describing the link between the normative information linked to the RIT scale and the instructional information linked to the scale by DesCartes. 4 3 2 1 K
120
Step 1 – MAP Administration
Revised 6/2007
© 2007 Northwest Evaluation Association

6. Normative Data Sheet

7. The MAP Adaptive Assessment
Adult Reading
MAP Test x x x x x x
5th Grade x x - x x x x x - x - + -
195
Materials: None
Reports: None
Key Concepts:
To describe how MAP measures the student’s level along a learning continuum
Talking Points:
In this example, we will take a look at what happens in a single goal strand when a 6th grade student sits down at the computer for the first time. The initial item will be at the median difficulty level for that grade level. From here on out, the computer will select items specifically for the student depending on how he or she performs on all of the previous items in that goal strand.
The student here misses the first item and the test will select an easier item the next time it visits this goal strand and displays it on the screen.
The student misses the second item, as well. Based on the student’s two responses so far, the computer will display another easier item.
The student misses this one, too. Based on the student’s three responses so far, the test chooses another easier item.
Each time the student answers a question, the test scores all the items taken so far to make the selection for the next item.
The test will continue to select questions, cycling through the goal strands, until the student reaches the end of the test.
The score is immediately available to the student and teacher.
Activity: None
Facilitator Notes: Each student response is animated when you “click” your mouse. x
Beginning Literacy
Step 1 – MAP Administration
Revised 6/2007
© 2007 Northwest Evaluation Association

8. © 2008 Northwest Evaluation Association
Materials: None
Reports: None
Key Concepts:
To show a sample Reading question
Talking Points:
Once the students begin the test, they will see a variety of items that will assess their knowledge across all of the goal performance areas. Here is a sample item from a Reading test.
You will notice the type of test in the left hand corner, student’s name and ID number in the center, and the test question in the top right hand corner. As you monitor your class this will help you know how far along students are in the test process.
When the reading passage is too long to fit inside the window a scroll bar will be present to allow the student to scroll through the text.
After reading the item, the student will simply select a response and click <Go on> to get the next item.
Remind students that they may change their response to a test item, but once they click <Go on> they may not change their response or go back.
If an issue with a question occurs, reference the item number located in the upper right hand corner after the question number.
Activity: None
Facilitator Notes: None
MAP Administration
Revised 7/2008
© 2008 Northwest Evaluation Association

10. Materials: None
Reports: None
Key Concepts:
To show a sample item from a Mathematics test
Talking Points:
A pop-up calculator will be available when it is appropriate.
It will not be available for computation problems.
Scratch paper and pencils will need to be provided.
The student has the option of hiding the pop-up calculator and also can bring it back if they would like to use it.
Activity: None
Facilitator Notes: None
MAP Administration
Revised 7/2008
© 2008 Northwest Evaluation Association

13. What we do is simply start by observing teaching, and recording specifics we’re seeing. No judgments. Only observable behaviors.

14. Accessing Reports

15. Teacher Report 15 15

16. Instructional Resources Reports
Class by RIT
The Class Breakdown report provides a classroom level view of academic diversity by grouping students based on their subject-area test scores.
Clicking on a subject area heading drills down to Class Breakdown by Goal Report.

17. Instructional Resources: DesCartes
Choose a cell within the Class Breakdown by Goal Report and drill down further.
Enter DesCartes, an NWEA tool that provides detailed information about specific skills and concepts students are ready to learn.

18. Setting Goals
See P. 10 in Reporting Tools

19. MAP Intro for SouthEast/SouthCentral Educational Cooperative
2/25/2009
Student Progress - Numerical
Northwest Evaluation Association

20. Student Progress - Graph20

21. MAP Intro for SouthEast/SouthCentral Educational Cooperative
2/25/2009
Linking Study = Projected Proficiency
Below Basic, Basic, Proficient, Advanced
New version of report is instantly sortable. No need to toggle back and forth to interactive version. Quickly assess the proficiency forecast for each student in the class. Sort to group. Click on name to access Goal setting worksheet.
Northwest Evaluation Association 21

22. District Summary Report

23. District Growth Reporting

24. MAP for Primary Grades (MPG)
MAP Intro for SouthEast/SouthCentral Edudcational Coop
2/25/2009
Key Concepts:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide.
Teachers will determine at which tier students will begin testing based upon:
Knowledge of student
Input of parents
Prerequisite or Skills Checklist test data
Other assessment information
District’s intended uses/requirements
Materials:
Call participants attention to the documents below as we move through the slides in this section.
Test Descriptions document
Guidelines for Placing Students document
Talking Points:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment:
Screening tests in math and reading that assess basic letter/number skills
Skills checklist tests to assess critical pieces of developing literacy/numeracy skills
Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile)
Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations:
No Lexile generated from Prerequisite tests or Skills Checklist tests in reading
No RIT score for growth over time from Prerequisite tests or Skills Checklist tests
No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests
No documentation of mastery from the Survey with Goals tests
MAP for Primary Grades (MPG)
Screening tests
Assess basic letter/number skills
Skills Checklist tests
Assess developing literacy/numeracy skills
Survey with Goals (adaptive tests)
Measures growth in reading & math skills
Key Concepts:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment. We’re using the ‘A’ ‘B’ and ‘C’ blocks on the screen to symbolize the 3 tiers. Share with participants that when you see the blocks, it will signify that we are looking at information pertinent to one of the tiers as indicated on the slide.
Teachers will determine at which tier students will begin testing based upon:
Knowledge of student
Input of parents
Prerequisite or Skills Checklist test data
Other assessment information
District’s intended uses/requirements
Materials:
Call participants attention to the documents below as we move through the slides in this section.
Test Descriptions document
Guidelines for Placing Students document
Talking Points:
MAP for Primary Grades is a tiered system with 3 distinct levels of assessment:
Prerequisite tests in math and reading that assess basic letter/number skills
Skills checklist tests to assess critical pieces of developing literacy/numeracy skills
Adaptive tests in reading and math (only part of system which provides RIT score for growth measure and Lexile)
Test level assignments for students may be selected for a variety of reasons. Guidelines for placing students based on instructional purposes will be addressed in detail in following slides, however, please call participants attention to the following possible considerations:
No Lexile generated from Prerequisite tests or Skills Checklist tests in reading
No RIT score for growth over time from Prerequisite tests or Skills Checklist tests
No Instructional Data (learning statements, like in DesCartes) from Prerequisite tests or Skills Checklist tests
No documentation of mastery from the Survey with Goals tests
Northwest Evaluation Association

25. The MAP Foundation Series
MAP Administration
Implement and administer MAP assessments
Measure student progress and identify instructional needs
Develop a sustainable process for continuous improvement
Stepping Stones to Using Data
Analyze and interpret real student data from your MAP reports
Make informed decisions around student goal-setting
Share best practices for increasing student learning
Climbing the Data Ladder
Use real-time MAP data to develop instructional strategies
Develop differentiated instruction plans to meet student needs
Use DesCartes to design data-informed lessons and instructional ladders
Growth and Goals
Develop skills at analyzing growth data
Lead change and make effective planning decisions
Evaluate programs, practices, and curricular objectives
MAP Administration
This course is a primer for understanding the fundamentals of testing with MAP.
Adaptive testing measures student progress and identifies instructional needs, and understanding these benefits is an essential starting point.
We work with participants to help them develop a process for continuous improvement.
Stepping Stones to Using Data
Success with MAP depends on educators’ ability to tease out relevant, actionable information from student test data.
In this course educators learn to interpret the results - using real data from their own reports - to inform decisions around student goal-setting and classroom improvement.
Participants engage in a discussion with colleagues about best practices, and exchange ideas and information.

26. Comparison to the PSSA:
PSSA MAP
Summative Instructional level
“Over the bar” Growth data
Grade specific Child Specific
Yearly Once a season
Results in months Immediate results
Grades 3-8, 11 K-12
Aligned to standards Also aligned
+ Lexiles

27. Questions? Together… we can make a difference for every child!
Northwest Evaluation Association
Portland, OR
Jim Tilghman
Together…
we can make a difference for every child!

28. Item With Dropdown Lists
CC 101& MAP- hosted by WWS
11/16/2011
Item With Dropdown Lists

29. CC 101& MAP- hosted by WWS
11/16/2011
Drag and Drop Items

30. CC 101& MAP- hosted by WWS
11/16/2011
Item With Animation

31. CC 101& MAP- hosted by WWS
11/16/2011
Item With Audio

32. CC 101& MAP- hosted by WWS
11/16/2011
Polytomous Item

33. Scoring Explanation Scoring Explanation for item 50014500
CC 101& MAP- hosted by WWS
11/16/2011
Scoring Explanation
Scoring Explanation for item
Justifications
Full credit
C. Communication became faster and easier
This is the correct answer. This demonstrates full understanding of the impact of the telephone in the 1800s.
Partial credit
B. Women got new jobs as operators
This is a partially correct answer. This demonstrates a partial understanding of the impact of the telephone in the 1800s. While women did have added employment opportunities, the impact of the telephone on communication is universal and ubiquitous.
No credit
Options A and D