# Stepping Stones into MAP

## Presentation on theme: "Stepping Stones into MAP"— Presentation transcript:

Stepping Stones into MAP

Activate and Extend Prior Knowledge

The MAP Adaptive Assessment

Rasch unIT (RIT) Scale Achievement scale Equal-interval scale

Facts to remember about RIT
Although RIT is an equal interval scale, because most components of effective reading are learned early in the school years, the amount of growth slows as students move up through the grades. (Look at Norms.) Although the rate of growth slows in higher grades, MAP may still be able to point to specific areas of strengths and needs --students at the same Overall RIT do not necessarily need the same instruction Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Normative Data: Bringing Context to the RIT

New Norms vs. Old October 2011 Stepping Stones to Using Data
Revised 1/2011 © 2011 Northwest Evaluation Association™

How does NWEA derive Normative Data?
Norms calculated every three years (latest calculation made available 9/11) Largest normative data base in U.S 2008 database was 2.8 million = 5.2 million

Normative Data Table Allows Association of RIT with Grade Level (with caveats)
Student performing at x RIT is performing at ~ x grade level according to MAP Cannot equate higher scores with ability to do work at RIT grade level (background knowledge for content) Well, we see Median and Mean, what about the lows and highs? Primary MAP MAP Lower End of Scores (depending on target) 140 Descartes < 151/161/171 Upper End of Scores ~ /230 ~ > 220/230

The MAP Adaptive Assessment
Adult Reading MAP Test x + - x 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 mean 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. In this example, the 6th grade student’s overall RIT score is 195. Activity: None Facilitator Notes: Each student response is animated when you “click” your mouse. x 220 x x 7th Grade x x x - x x x x - x x What does this student’s RIT tell you? x Beginning Literacy MAP™ Administration Revised 7/2009 © 2009 Northwest Evaluation Association

220 RIT Score (7th Grader, B-o-Y)

The MAP Adaptive Assessment

Instructional Level vs. Mastery

What tests are on MAP?

How many items on each test?

How much time is allotted?
MAP tests are not timed. Average time is 50 minutes Schedule one hour If students need extra time, provide it

Topics for Today Essential Reports
Accessing and Understanding Key Reports BEGINNING to use MAP Reports as One Measure to Plan Differentiated Instruction And to Monitor the Effectiveness of Instruction Materials: None Reports: None Key Concepts: To introduce the topics of this session Talking Points: You may be asking yourself: What are the key MAP reports I should be using? How do I access, interpret, and apply my MAP data? In this session, we’ll examine several key reports in-depth, provide you with a differentiated online learning experience based on your specific role, and take a few minutes to begin building an action plan that will enable you to sustain the momentum as you integrate the use of MAP data into your daily work. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Making Decisions Using Data
State/ Annual Triangulation Materials: None Reports: None Key Concepts: To illustrate the importance of triangulation when making data-informed decisions Talking Points: Now that we have covered some of the basic terms and concepts associated with the MAP system, we also want to remind you of the importance of triangulation. Triangulation means we seek three supporting pieces of information from different sources and look for commonalities. We always recommend that you use more than one piece of data, especially when making important decisions about your students. MAP data are only one piece, providing one snapshot in time. The iceberg reminds us that what is below the surface – factors that we do not see at school – may be just as significant as what we do see (or even more so!) Activity: None Facilitator Notes: None International Facilitator Notes: When discussing triangulation, the first of the three sources of supporting data can be referenced as “State/Annual” to indicate the use of any assessment given once per year. Local -Classroom Interim (MAP) Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Uses for MAP Data Screening Predicting and Monitoring Growth
Goal setting Informing instructional decisions, guiding Instructional planning Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To introduce the intended accomplishments for this session Talking Points: Today’s work will strengthen your knowledge and ability to: Interpret and apply data from key reports Use data to evaluate academic needs in the classroom Set goals with students Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Two Types of MAP Data Status Data
Teacher Report Instructional Resources-Class by RIT Class Rosters—Student Progress Reports Growth Data—Available after 2nd MAP Test Period Student Progress Reports—Normative Data shows typical growth, but growth charts show actual growth for all students—including lower and higher achieving students who won’t follow the Norm Data path Materials: Essential Reports Workbook p. 1 Reports: None Key Concepts: To give an overview of the reports we will be discussing Talking Points: NWEA provides two types of data – status data and growth data. Status data is a single point in time score. Growth data is a comparison of scores from at least two points. Activity: None Facilitator Notes: None Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Click on Reports Log-in Log in as sample data Password = reports
Let’s Look at One Essential Report: Instructional Resource, Teacher Report Google NWEA Click on Reports Log-in Log in as sample data Password = reports Click Log On In the left-hand column, scroll down to Online Reports and click on Logins and Teacher Reports Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

A First Important Report: Teacher Report
Click here Select this school and term Hit this

Getting to the Teacher Report
Leave this as is… View by RIT Ranges Click on Edinborough Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Interpreting the Teacher Report—View by RIT Ranges—Pick a focus

Standard Deviation Smaller standard deviations indicate that students are more alike. How might this impact instruction? Larger standard deviations indicate more academic diversity. How might this impact instruction? Materials: None Reports: None Key Concepts: To illustrate the instructional impact of Standard Deviation Talking Points: Standard deviation is another way to get a “picture” of the academic diversity in a class. Larger standard deviations indicate that the group is more diverse. Here is an example of an actual class of students with a larger standard deviation of 21. Notice that they are fairly well spread out across the chart. Given that each column represents a distinct instructional level, how might this impact instruction? It is likely that small group instruction, or differentiated instruction, may be more appropriate in this case than whole group instruction. Conversely, this shows an example of a class of students with a smaller standard deviation. We can quickly see that this group of students is more homogeneous in regard to their skills in this subject area. For this class, whole group instruction might be more appropriate and successful. Activity: None Facilitator Notes: If questions arise regarding Standard Deviation, it may help to say: First we establish the mean score for the group. Then we examine what scores comprise 66% of all student scores nearest the mean. [The figure of 66% is used to eliminate outliers statistically. In education, as opposed to statistics, however, we often find that we need to teach these outliers too.] Finally we “center” that 66% - we call the outmost score for the 33% who are higher than the mean 1 standard deviation. Same for the score on the lower side of the mean. The further the scores at the outmost point of those ranges are, the more diverse the scores are within the group . For example, if the mean is 200 with an SD of 5, then 66% of scores in the class fall between 195 and 205. However, if the mean is 200 with an SD of 20, then 66% of scores fall between 180 and 220 – a much greater range. Hide this slide if no explanation of standard deviation is needed. Standard Deviation = 21 Standard Deviation = 8 Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Applying the Teacher Report

Another Version of the Teacher Report— View by Goal Descriptors
Go back to the Logins and Teacher Reports Click View by Goal Descriptors and then Edinborough

Another Version of the Teacher Report— View by Goal Descriptors

Review: How to get to the Teacher Report

Go here Hit Submit Next: Class By RIT
In the left-hand column click here Go here Hit Submit Class by RIT is only available for classes of 10 or more. Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Let’s Look at Instructional Resources: Class Breakdown by Overall RIT

Applying the Class Breakdown by Overall RIT Report

Let’s Look at Instructional Resources: Class by Goal

Let’s Look at Instructional Resources: Class by Goal

Interpreting the Class Breakdown by Goal Report

Interpreting the Class Breakdown by Goal Report

Applying the Class Breakdown by Goal Report

To Access Learning Targets in Descartes Report for Class Breakdown by RIT
Go to Start → Programs → Assessments → Decartes

Click on the RIT Range to View Report

Here’s a RIT Range Report (A. N. Bigelow)
Ready for instruction today! Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

Whole Class Report: Class Breakdown by Goal—Click on Goal Name for this report
RIT reflects a 1-day score. The RIT range is a more accurate indicator of where actual achievement may lie.

Review: Now you try to get into NWEA reports.

Class Breakdown by Goal
Review: Now you try! This link will provide Access to the Class By RIT and Class Breakdown by Goal Reports

Go here:

See this → Scroll down to Reading

Drill down on reading →

Hit the component of Apply Thinking Skills

Another Report: Class Rosters/Student Progress Report

Scroll down to Edinborough English8 1and click

Before clicking SUBMIT,
change to Both Note you can click on a name or class

Clicking on Teacher’s Name on Class Rosters Page → All Student Reports

How to Communicate with Parents & Students—The Student Progress Report

How to Communicate with Parents & Students—The Student Progress Report

A report is accompanied by growth chart IF the student has been tested at least twice
Stepping Stones to Using Data Revised 1/2011 © 2011 Northwest Evaluation Association™

MAP Logins & Passwords Teachers & Proctors only—no student use
Four types: Login: cksdmap Password: map1112 to launch TestTaker Site-specific Login/Password to open TestTaker Personal Login/Password to view your class reports Login: k12 Password: k12 to open the TestTaker Training Database: