1. Metropolitan Achievement Test, Seventh Edition (MAT 7)
“The Smartest Choice for All Children.”

2. METROPOLITAN ACHIEVEMENT TEST, SEVENTH EDITION (MAT-7)
METROPOLITAN ACHIEVEMENT TEST, SEVENTH EDITION (MAT-7)
The MAT-7 will be administered to students when FCAT-NRT or SAT-9 scores are not available and will still be required to place students into the English for Speakers of Other Languages (ESOL) Program and exit students from it (grades 4 through 12).
The MAT-7 is also used to place students into the Gifted Program under Eligibility Plan B (grades K through 12).
GRADE LEVELS: Grades K through 12.
PURPOSE: The MAT-7 is used in conjunction with the Oral Language Proficiency Scale (OLPS) to determine student eligibility for the ESOL program (grades 4 through 12). It is also used to place students into the Gifted Program under Eligibility Plan B (grades K through 12).
DATES ADMINISTERED: The MAT-7 can be administered as needed throughout the year.
TYPE OF TEST: Standardized norm-referenced achievement test.
DESCRIPTION OF TEST: The MAT-7 is a multiple-choice battery which includes subtests that assess reading, language, and mathematics.
SCORES PROVIDED: Student tests are scored at the school-site. Each student receives stanines and percentile ranks for each subtest administered. School summary data are not provided.
RESULTS AVAILABLE: The MAT-7 is hand-scored at the school site immediately following the test administration.

3. General Information Metropolitan Achievement Test, 7th Edition.
Publisher, Date of Publication: Psychological Corporation of Harcourt Brace, 1993.
Cost: 25 test booklets + directions for administration booklet = $ machine scored answer sheets = $50.00.

4. Time for Administration
Primary 2 Grade minutes
Elementary 1 Grade minutes
Elementary 2 Grade minutes
Intermediate 1 Grade minutes
Intermediate 2 Grade minutes
Intermediate 3 Grade minutes
Intermediate 4 Grade minutes
Secondary 1 Grade minutes
Secondary 2 Grade minutes
Secondary 3 Grade minutes
Secondary 4 Grade minutes

5. Brief Description of Purpose and Nature of Test
The MAT 7 is “designed to measure the achievement of students in the major skill and content areas of the school curriculum.”

6. Description of Content
Primary 2: word recognition, reading vocabulary, reading comprehension, total reading, concepts and problem-solving, procedures, total mathematics, language, science, social studies, basic battery, and complete battery.
Elementary 1-2 and Intermediate 1-4: same as Primary 2 except no word recognition.
Secondary 1-4: reading, vocabulary, reading comprehension, total reading, mathematics, language, science, social studies, basic battery, and complete battery.

7. Appropriateness of Assessment Methods
According to Stiggins, selected response assessments are appropriate and efficient ways to measure knowledge and understanding and reasoning domains.
Supplementary assessment materials, such as writing and communication measures, are also available.
The subsequent rank order may be used as a tool for instructional support and policy.

8. Norms and Standards
Type: all types are available (scaled scores, stanines, etc.)
Standardization Sample: 100,000 students from 300 districts for spring standardization (fall standardization was smaller).
Standard Setting Procedures: Socioeconomic status, urbanicity, ethnicity were used for sampling purposes. Subnorms are also available.

9. Reliability
Types: Internal Reliability = for all content and grade levels.
--Highest Reliability: math, language, and
total reading
--Lowest Reliability: social studies, science
Parallel Forms:

10. Validity
Content: represents the most critical aspect of validity for the MAT 7; all content areas aligned with national standards.
Criterion-related: a range of 82% - 100% completion rate was recorded. Most scores were in the low to mid 90s.

11. Summary of M.M.Y. Comments
Publisher clearly stated appropriate and inappropriate uses of MAT results.
The preparation of test specifications for the MAT seem especially well-done.
The MAT has a long tradition of assessment excellence.
The selected response format may require additional evidence for validity.
Few details of item bias studies and other technical features were notably absent.

12. Critique of the Instrument
Graphics and layout/format are clean, but certain colors may be distracting.
There are many “finish the sentence” stems, which Stiggins cautions against.
Broad variety of concepts are covered in all levels and content areas.
Multicultural sensitivity is exhibited in graphics and cover pages.
Close curriculuar alignment would be difficult to achieve due to scope of learning targets.

13. Respectfully Submitted By…
Nikki Scott
Jane Vander Tuig
Ed Montgomery
Andrew Rikli