In this article, the authors explain how CAT provides a more precise, accurate picture of the achievement levels of both low-achieving and high-achieving students by adjusting questions as the testing goes along. The immediate, informative test results enable teachers to differentiate instruction to meet individual students’ current academic needs.

When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased.

This integrative review examines the motivational benefits of computerized adaptive tests (CATs), and demonstrates that they can have important advantages over conventional tests in both identifying instances when examinees are exhibiting low effort, and effectively addressing the validity threat posed by unmotivated examinees.

This study, using real data, provides empirical evidence of construct and invariance construct of MAP scales across grades at different academic calendars for 10 different states.

The current investigative study uses a multiple-indicator, latent-growth modelling (MLGM) approach to examine the longitudinal achievement construct and its invariance for MAP Growth.

These studies are conducted based on assumptions under regular conditions for fixed test forms, such as no missing responses and normal distribution of unidimensional ability for a population.

In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement.