Please find below some resources for the Wednesday Early Release work on November 16th.
Quick guide to NWEA reports in the new online suite:
I will hand this out to all today.
Full Reference to MAPS reports
I will reference this today, have a digital copy available.
FAQ and Resources
(some of these links will only work after you have logged in to NWEA)
What is the RIT scale and how is it related to norms?
Common Core and MAP
This has replaced DESCARTES since 2014.
Quick Explanation of Class Level Reports
Quick explanation of Student Level Reports
Learning Tools from NWEA
End of Course Math Tests
The following material is found at https://teach.mapnwea.org/assist/help_map
Considering NWEA for Growth data on an SLO?
Overview of MAP Growth Data
By using MAP tests, your schools can gain insight into the growth of all students, both low and high achievers. What makes it possible is the NWEA MAP Norms study, which is representative of schools across the nation. NWEA norms enable you to compare student achievement in a single term (a “status norm”), as well as across terms (a “growth norm”):
Use growth norms to:
- project the amount of growth that is typical for similar students
- set appropriate growth targets, based on the projection
- evaluate the observed growth in a subsequent term
Growth projections are not the same as projected proficiency, which appears on two reports:
- Class Breakdown by Projected Proficiency
- Projected Proficiency Summary
Projected proficiency comes from a separate NWEA study that links MAP results to your state’s summative assessment or to college readiness tests.
Here are some key considerations :
- Typical growth projections are just a starting place to help you set your students’ growth goals, which could be higher or lower.
Always balance projections with other information and observations to make targets appropriate for your students.
- In terms of accuracy, the NWEA norms study includes several factors that help to make projections as accurate as possible, including:
- how many weeks of instruction students received on average before testing (as set in the MAP preferences for your district or school)
- how high students scored in the first term (because students starting with a high score generally do not raise their score as much as students starting with a low score)
- It is common for students to have the same growth projections, despite having different MAP scores.
Keep in mind that projections are an estimate intended to show the growth that similar students have shown on average, according to the NWEA norms study.
- High school students, especially those with high achievement, may have only a small growth projection.
In this case, focus on the average growth across the larger group, rather than individual student growth.
Evaluate your students’ observed growth in a full context:
- Focus on Conditional Growth
As shown on the Achievement Status and Growth Report, the Conditional Growth data enable you to compare growth with peers within the NWEA norms study:
See the next question for details.
- Visualize growth using the interactive Summary with Quadrant Chart:
- Consider the Observed Growth Standard Error (SE)
As shown on the above report sample, the standard error column shows the level of precision behind the Observed Growth.
Standard error reveals a fact behind all testing; that it can only be an estimate. If the student re-tested soon after, then the Observed Growth could be higher or lower by the amount of the standard error. See also Met Projected Growth Footnoteto learn how standard error can affect the Yes/No designation.
- Consider multiple growth terms
For example, if the fall-to-winter growth was less than projected, then also consider the student’s growth from prior terms and in subsequent terms. In particular, use the Student Progress Report to see historical trends.
On the Achievement Status and Growth Report, use the Conditional Growth results to make growth comparisons:
The Conditional Growth Percentile shows how well each student grew relative to matching peers within the NWEA norms study.
The Student Progress Report shows growth progression from all of the student’s past MAP testing:
On most other reports, you can also check the results from any of the past three test terms. In the report options, change the Term Tested, but leave the Term Rostered to the current term:
Low growth is a signal to find out more information. There are various questions to consider:
- How much effort did the student put into the recent MAP test?
- Check the Test Duration, shown on the Class Report. Does it differ from most students?
- Check how many other tests the student took on the same day. Was the student fatigued?
- When did testing occur? Was the student anxious to finish?
- Is the student already at a high level of achievement?
- The higher the achievement, the lower the expectation of growth.
- Are the student’s needs getting met?
- Talk with the student and parents. Is there a pattern of behavior that gives cause for concern?
- How high is the Observed Growth Standard Error? (Shown on the Achievement Status and Growth Report.)
For example, if the growth is -3, but the standard error is 4, then it’s possible that growth is not negative.
The following calculator is an excel based spreadsheet that can be used to establish and manage growth goals for any instructional period or grade. The directions are located in the second tab at the bottom of the page.