MAP Growth Goal Explorer
The MAP Growth Goal Explorer is designed to support and simplify the goal-setting process by showing a range of possible fall-to-spring growth goals against the backdrop of important academic benchmarks. This tool is intended to help teachers, families, and students work together to establish goals that strike a balance between what is meaningful and what is realistic.See More
NWEA recently launched a new tool called College Explorer that enables middle school and early high school-age students to use their Measures of Academic Progress ® (MAP®) scores to see which colleges and universities they’re on track to enter long before they embark on the college application process.
By: Greg King
The rise of computer‐based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple‐choice items.
By: Steven Wise
Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school.
By: Chase Nordengren
Combining academic, noncognitive, and college knowledge measures to identify students not on track for college: A data-driven approach
Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure.
By: James Soland
The current study outlines a general process for measuring item-level effort that can be applied to an expanded set of item types and test-taking behaviors (such as omitted or constructed responses). This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation.
By: Steven Wise, Lingyun Gao
Developing practitioner-scholars though university-school district research partnerships: Multiple perspectives on collaborative research
This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.
By: Beth Tarasawa, Nicole Ralson, Jacqueline Waggoner
Topics: Empowering educators
Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study
This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.
By: Lina Shanley, Mari Strand Cary, Ben Clarke, Meg Guerreiro, Michael Thier