Accommodations for MAP® Assessments

The adaptive nature of the MAP and MPG assessment makes it appropriate for students with a wide range of skills and needs. For those students who need accommodations, use the following list and guidelines. Consider your state and/or district policy, along with the accommodations given to students during instruction, so that accommodations are as consistent as possible.

As NWEA adds or enhances accommodation information, you can return to this page for the latest guidance. For more information, download the FAQ document.

General Guidelines for Accommodations

  • Responsibilities: Scribes, page-turners, educational assistants, and other people supporting a student during testing must be neutral in responding to the student during test administration. Assistance in test administration must not lead a student to the correct answer. The student’s response must accurately represent the student’s own choice.
  • Reading Tests: Do not read aloud any portion of the reading test to any student.
  • Symbols: Do not pronounce or explain math or science symbols.
  • Definitions: Do not define any words within test questions.
  • Tracking: With the increased public focus on test scores and their use in important educational decisions, NWEA recommends that you keep a record of “Presentation Accommodations” and “Response Accommodations” used for each student during testing that are not listed by NWEA below in this guide. Doing so will enable that information to be incorporated in custom reports if the district chooses.   In particular, under Presentation Accommodations, the accommodations marked with a “NOTE”, as well as any accommodations not listed below, are important to track and reference when interpreting results.  Please see the immediately following guidelines on Interpreting Results. For instructions on recording Accommodations, please see How to Track Accommodations at the end of this guide.
  • Interpreting Results: When using one or more of the accommodations from the list below, except those marked with a “NOTE,” it is NWEA’s professional judgment that the accommodation(s) will be irrelevant to, or only minimally affect, the validity of the student’s test score.

    A “NOTE” accompanying the accommodation indicates that there are inherent concerns about how that particular accommodation may affect the student’s test score. The greater the use of such accommodations during the test’s administration, the weaker the validity of the inference that can be drawn from the student’s score. For example, while native language translation as described under Presentation Accommodations below could be provided by the proctor, teacher, or translator, the translation itself may change the meaning of the test directions or test questions. Therefore, native language translation may have more of an impact on the validity of student’s test scores than a quiet test lab. This qualification should be considered when interpreting test scores or using them to make important educational decisions, such as promotion or retention in a course, classroom, or grade.

Presentation Accommodations

  • Simplify or clarify directions; for example, clarifying the location of the Next button
  • Native language translation (oral or signing) of test directions
    NOTE: See “Interpreting Results” under the general guidelines above.
  • Native language translation (oral or signing) of test questions (not answer options) for math, science, or language usage tests only (not reading tests)
    NOTE: See “Interpreting Results” under the general guidelines above.
  • Read or reread aloud the test directions
  • Read or reread aloud the test questions (not answer options) for math, science, or language usage tests only (not reading tests; see also "Symbols" under the guidelines above)
  • Use visual magnification devices or software (for example, MAP is compatible with ZoomText 9.1 or MAGic 11)
  • Use auditory amplification devices, noise buffers, or software
  • Use masks to block portion of screen; for example, the student may use a sticky note, index card, or a blank sheet of paper to move down the screen as he or she is reading

Response Accommodations

  • Assign scribe to record responses
  • Dictate responses to a scribe
  • Point to responses for a scribe
  • Respond in native language

Setting Accommodations

  • Test an individual student in a separate setting
  • Test a small group of students in a separate setting; for example, in a Title I room or counselor's office
  • Minimize distractions; for example, use a study carrel

Timing / Schedule Accommodations

  • Administer test over multiple sessions in a day
  • Administer test over a number of days (within the limits of your district's test administration guidelines)
  • Administer test at a particular time of day
  • Allow flexible schedule
  • Extend time allotted by proctor or test administrator (although all MAP assessments are designed to be untimed for all students)
  • Allow stop-the-clock breaks
  • Administer at time of day most beneficial to student
  • Offer breaks

Materials or Devices Accommodations

  • Provide scratch paper
  • Allow the use of a comparable calculator when one is provided on screen with the test question

Miscellaneous Accommodations

  • Provide drink during testing
  • Provide snack during testing

How to Track Accommodations

To keep a record of accommodations provided, you can either:

  • Open and save the Accommodations Checklist form, which is a text file you can edit.
  • Or, use the Assign Accommodations feature, available with the Web-based MAP system. The Assign Accommodations button appears when you set up testing sessions (Test Students page) or test students (Set Up Testing page). A box opens with a list of accommodations you can select. It is a shortened version of the list above.

More Information

  • National Center on Educational Outcomes (see Accommodations topic)
  • Thurlow, M. L., Moen, R. E., Liu, K. K., Scullin, S., Hausmann, K. E., & Shyyan, V. (2009). Disabilities and reading: Understanding the effects of disabilities and their relationship to reading instruction and assessment.
  • Abedi, J., Leon, S., Kao, J., Bayley, R., Ewers, N., Herman, J., & Mundhenk, K. (2010). Accessibility reading assessments for students with disabilities: the role of cognitive, grammatical, lexical, and textual/visual features. (CRESST Report 784). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Related Support Articles Categories:

(Clicking on one of these links will take you to a list of support articles matching that category)