MAP Reading Fluency technical report
By: Shudong Wang
This technical report documents the processes and procedures employed by NWEA to build and support the MAP Reading Fluency assessment.
View the technical report
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.
This technical report documents the processes and procedures employed by NWEA to build and support the Spanish MAP Growth Reading assessment.
Comparability of MAP Growth tests administered through different technology and psychometric infrastructure: A Simulation study
This report presents the results of a mode comparability study conducted through simulations to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO.
Researchers have made substantial gains in our knowledge around dyslexia. It’s time to dispel the outdated notion that students can somehow “get” dyslexia and stop using erroneous, ableist language of students “at risk” for dyslexia.
By: Elizabeth Barker
It can be tricky to understand what dyslexia is and what it isn’t. In this blog, learn the facts about four myths about dyslexia and about possible indicators for dyslexia from preschool years through high school.
By: Elizabeth Barker
Comparability of MAP Growth Tests Administered through Different Technology and Psychometric Infrastructure: An Engine Evaluation Study based on Empirical Data
This report presents the results of a mode comparability study conducted based on empirical data to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO.
By: Patrick Meyer
Results from this study suggest that compared to the raw WCPM scores, equated scores have higher reliability and better reflect students’ true reading ability as indicated by higher correlations with scores from an external reading measure.