MAP Student Trajectories
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> 0.0 0.3 0.7 1.0 1.3 1.7 2.0 2.3 2.7 3.0 3.3 3.7 4.0 4.3 4.7 5.0 5.3 5.7 6.0 6.3 6.67 7 7.33 7.67 8 8.33 8.67 9 9.33 9.67 10 10.33 10.67 11 11.33 11.67 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 NWEA Measures of Academic Progress (MAP): Math Expected Student Growth Trajectories Grade (X.0 = fall benchmark, X.33 = winter benchmark; X.67 = spring benchmark) MAP Score (RIT) 3 4 9 5 3 4 6 5 2 3 2 5 8 5 3 4 4 3 4 2 2 3 65% 50% 80% 95% 98% 20% 80% 95% 5 0 % 98% 20% 3 4 7 6 5 >10 >9 >9 9 7 Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 4 Valid range* Page 1 of 2
description
Expected Growth curves on the NWEA MAP assessment, based on the 2008 Norms (the curves shift slightly upward on the more recent norms). The numbers placed over the plots indicate how long a student will stay in a given 10-point Descarte Interval. A student who gets 241 on the Fall of 8th grade MAP will remain in the 241-250 Descartes interval for the next eight MAP tests (if none are missed). If her teacher uses Descartes to get instructional guidance, the instructional guidance will not change for almost three years. Thus, the teacher is getting no instructional benefit from the Descarte for this student, except to the extent that subscore data is are meaningful.
Transcript of MAP Student Trajectories
>
0.00.3
0.71.0
1.31.7
2.02.3
2.73.0
3.33.7
4.04.3
4.75.0
5.35.7
6.06.3
6.677
7.337.67
88.33
8.679
9.339.67
1010.33
10.6711
11.3311.67
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NWEA Measures of Academic Progress (MAP): Math
Expected Student Growth Trajectories
Grade (X.0 = fall benchmark, X.33 = winter benchmark; X.67 = spring benchmark)
MA
P S
core
(RIT
)
3 4
9
5
3
4 6
5
2
32
5 8
5
3 4 4
3 4
2
2 3
65%
50%
80%
95%
98%
20%
80%
95%
50%
98%
20%
3
4
7
6
5
>10
>9
>9
9
7
Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8
Gr 9 Gr 10
4 Val
id ra
nge*
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NWEA Measures of Academic Progress (MAP): MathExpected Student Growth Trajectories
Expected student trajectories, as estimated by NWEA (2008) are shown as continuous lines. Lines of constant percentile in NWEA national sample are shown as dashed. Bold values indicate, for a given trajectory, number of sequential benchmarks within each 10-point Descartes interval. Error bars represent 95% uncertainty interval (+/- 2 S.E.M.) for individual student test scores of a student whose scores follow one of the student trajectories (assuming S.E.M is 3.1 points). Profile for a student with a constant 75% chance of passing the Washington state math assessment is shown as thick gray line. Sources: NWEA Complete Norms 2008; NWEA Washington 2011 Alignment Study. NWEA Technical Report 2003.
*Validity range: Outside of this range the minimum SEM for individual test scores increases rapidly. Within this range, the mininmum S.E.M is between 3.1 and 4 RIT points (See page 60 of the 2003 NWEA Tachnical Report.)
NWEA Alignment Study1.ods [Expected Growth] NWEA App\For Parents\MAP Student Trajectories.pdf
Page 1 of 2
Page 2 of 2
NWEA Measures of Academic Progress (MAP): MathExpected Student Growth Trajectories
Expected student trajectories, as estimated by NWEA (2008) are shown as continuous lines. Lines of constant percentile in NWEA national sample are shown as dashed. Bold values indicate, for a given trajectory, number of sequential benchmarks within each 10-point Descartes interval. Error bars represent 95% uncertainty interval (+/- 2 S.E.M.) for individual student test scores of a student whose scores follow one of the student trajectories (assuming S.E.M is 3.1 points). Profile for a student with a constant 75% chance of passing the Washington state math assessment is shown as thick gray line. Sources: NWEA Complete Norms 2008; NWEA Washington 2011 Alignment Study. NWEA Technical Report 2003.
*Validity range: Outside of this range the minimum SEM for individual test scores increases rapidly. Within this range, the mininmum S.E.M is between 3.1 and 4 RIT points (See page 60 of the 2003 NWEA Tachnical Report.)
NWEA Alignment Study1.ods [Expected Growth] NWEA App\For Parents\MAP Student Trajectories.pdf
