This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.

The MAP Growth theory of action describes key features of MAP Growth and its position in a comprehensive assessment system.

The purpose of this study was to examine the concepts of dyslexia teachers know accurately as scientific conceptions, hold as misconceptions, or are uncertain. Implications for teacher training in dyslexia are discussed.

This report documents the results of an item parameter drift study designed to check the parameter stability of MAP Growth items.

Two studies were conducted to evaluate whether the existing MAP Growth item parameter estimates are invariant across different calibration samples.

This document presents the test design and specifications for Spanish MAP Reading Fluency.

Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users.