A Comprehensive Guide to the MAP K – 12 Computer Adaptive Interim Assessment

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Measures of Academic Progress® (MAP®) K – 12 interim assessments provide essential information about a student’s continuum of learning and growth trajectory. MAP is a tool to help identify strengths...

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Make Assessment Work for All Students: Multiple Measures Matter

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Read Make Assessment Work for All Students: Multiple Measures Matter, the 2016 national survey conducted by NWEA and Gallup, to learn what students, parents, and educators really think about assessment. With...

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NWEA Guidance on the Creation of Student Learning Objectives (SLOs)

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Not only do the definitions of Student Learning Objectives (SLOs) vary across the country, but the requirements for the content of SLOs vary as well, with some more aligned than...

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Effects of Item Bank Design and Item Selection Methods on Content Balance and Efficiency in Computerized Adaptive Reading Tests with Mix of Short and Long Passages Aligned to Common Core State Standards

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This paper was presented at the annual meeting of the National Council on Measurement in Education, April 2015 in Chicago IL.  Author: Shudong Wang

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Keeping Learning on Track: A Case-study of Formative Assessment Practice and its Impact on Learning in Meridian School District

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This two-year study of KLT followed participant teachers and their students, as well as their counterparts in control schools, to compare experiences with KLT program elements and assess the impact...

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Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

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Presented at the annual meeting of the National Council on Measurement in Education (NCME), Chicago, April 2015. The reality that unmotivated test taking sometimes occurs has led researchers to consider measurement...

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For Every Child, Multiple Measures: What Parents and Educators Want From K-12 Assessments

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Produced by NWEA and Grunwald Associates LLC, For Every Child, Multiple Measures: What Parents and Educators Want From K-12 Assessments gauges the assessment needs of parents, teachers and district administrators...

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Construct Validity and Measurement Invariance of Computerized Adaptive Testing: Application to Measures of Academic Progress (MAP) Using Confirmatory Factor Analysis

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There are many challenges to providing validity evidence for CAT tests because of its uniqueness compared to fixed form tests. This study, using real data, provides empirical evidence of construct...

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A Level Playing Field: How College Readiness Standards Change the Accountability Game

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This study tracks the academic growth of a large sample of students, all of them high achievers within their own schools, over a three-year period. Their achievement scores were matched with...

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For Whom the Pell Tolls: How Financial Aid Policies Widen the Opportunity Gap

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In this study, we examined the financial impact of achievement gaps by projecting how student access to state-level merit-basedscholarship funds might vary, based on the estimated performance on the ACT....

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Examine Construct Validity of computerized Adaptive tests in K-12 Assessments

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This paper was presented at the 2012 National Council on Measurement in Education (NCME) Annual Conference. By Shudong Wang and Hong Jiao

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An Investigation of Instructional Effects on Student Growth in Mathematics with Repeated Measures Using Computerized-Adaptive Tests

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This paper was presented at the 2012 National Council on Measurement in Education (NCME) Annual Conference. By Liru Zhang and Shudong Wang

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2011 Measures of Academic Progress Comparative Data to Inform Instructional Decisions

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Notice: There was previously a misprint in the kindergarten 95th percentile for mathematics and reading. Please download the corrected version here. The information in this document is provided to help educators make...

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Individual Score Validity: Using the Wariness Index to Identify Test Performance to Treat with Caution

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This paper was presented at the 2011 NCME Annual Meeting in New Orleans, LA. Test‐taker behaviors during the test should be considered part of the test‐taker’s performance. In this paper, an...

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An Investigation of the Relationship between Time of Testing and Test-Taking Effort

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This study investigated the relationships between when a test is administered and the amount of test-taking effort exhibited by examinees. Three time-related variables were investigated: the time of year the...

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State Standards and Student Growth: Why State Standards Don’t Matter as Much as We Thought

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This is a study of the relationship between student growth and state standards, specifically examining two questions: 1) Does the difficulty of a state’s proficiency standards bear any relationship to...

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