2015 NWEA Measures of Academic Progress Normative DataReport as inadecuate




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By using carefully constructed measurement scales that span grades, Measures of Academic Progress (MAP) interim assessments from Northwest Evaluation Association™ (NWEA™) offer educators efficient and very accurate estimates of student achievement status within a subject. Before achievement test scores can be useful to educators, however, they need to be evaluated within a context. The RIT Scale is a curriculum scale that uses individual item difficulty values to estimate student achievement. An advantage of the RIT scale is that it can relate the numbers on the scale directly to the difficulty of items on the tests. In addition, the RIT scale is an equal interval scale. Equal interval means that the difference between scores is the same regardless of whether a student is at the top, bottom, or middle of the RIT scale, and it has the same meaning regardless of grade level. To that end, 2015 RIT Scale Norms allow educators to compare achievement status-and changes in achievement status (growth) between test occasions-to students' performance in the same grade at a comparable stage of the school year. This contextualizing of student performance: (1) helps teachers as they plan instruction for individual students or confer with parents; (2) supports school and district administrators as they focus on allocating resources; and (3) empowers school staff as they work to improve all educational outcomes. The 2015 NWEA RIT Scale Norms Study provides status and growth norms for individual students as well as for schools on each of the four RIT scales: Reading, Language Usage, Mathematics, and General Science. The study's results are based on K-11 grade level samples. Each sample is comprised of 72,000 to 153,000 student test records from approximately 1000 schools. These numbers vary by subject. These samples were drawn randomly from test record pools of up to 10.2 million students attending more than 23,500 public schools spread across 6,000 districts in 49 states. Rigorous procedures were used to ensure that the norms were representative of the U.S. school-age population. Since MAP assessments can be administered on a schedule designed to meet a school's needs, tests can be administered at any time during the school year. The 2015 norms adjust for this scheduling flexibility by accounting for instructional days, allowing more valid comparisons for status and growth.

Descriptors: Academic Achievement, Outcome Measures, Difficulty Level, Achievement Gains, Achievement Rating, Student Records, Test Norms, Mathematics Achievement, Science Achievement, Reading Achievement, Language Acquisition, Rating Scales, Benchmarking, Data

Northwest Evaluation Association. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org









Author: Northwest Evaluation Association

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1187&id=ED568352



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