NWEA

Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year.  This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.

Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.

This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.

In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.

How do you help make sure students give their best effort on testing day? New research on student test engagement shows how proctor notification can make a significant impact.

his study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEA’s MAP Growth assessments.

Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights.