- Analyze the Strengths and Weakness of the Current Class
- Find Strengths and Weaknesses in the Curriculum (Strands (MCAS), Question Analysis (MCAS), and Goals (NWEA))
- Planning Curriculum, Assessment, and Instruction (pedagogy).
The Northwest Evaluation Association is an organization that created a MAP (Measures of Academic Progress) Test. This test is normative (test results are compared against a larger population-2.8 million students) and standardized (administered and scored in consistent manner). We use the math and reading test twice a year (fall and spring) for:
- Information: info for school, students, parents
- Planning: what students may need additional support
- Evaluation: are students making progress
This test is similar to MCAS in that it is testing content and skills related to Massachusetts Frameworks. The MAP test is different because it is adaptive. This means the test gets more difficult as the student answers questions correctly. It tries to find the ceiling of the students abilities. The inverse is true, the test gets easier if the student answers incorrectly. Hopefully this provides more accurate results compared to a test that is static like MCAS. The information is also more timely, we can often get initial results 24 hours after the students complete the test. With MCAS we usually have to wait until the fall of the next school year to get results.
MCAS scaled scores and performance levels answer the question, "How much has this student achieved compared to the state's grade-level learning standards?" The new growth score, called a Student Growth Percentile (SGP), answers the question, "How much did a student grow over the previous year compared to his or her academic peers?"
SGPs are percentiles (ranging from 1 to 99) calculated by comparing one student's history of MCAS scores to the scores of all the other students in the state with a similar history of MCAS scores. We refer to this group of all other students with similar score histories as a student's academic peers. In simple terms, students earning high growth percentiles answered more questions correctly on the spring 2010 MCAS test than their academic peers; conversely, students earning low growth percentiles answered fewer questions correctly than their academic peers.
Similar to MCAS scaled scores, SGPs require some interpretation. The following chart provides a way to think about student performance from both an "achievement" perspective and a "growth" perspective.
|Scaled Score Range||Performance Level|
|200 - 218||Warning/Failing|
|220 - 238||Needs Improvement|
|240 - 258||Proficient|
|260 - 280||Advanced/Above Proficient|
|1 - 39||Lower Growth|
|40 - 60||Moderate Growth|
|61 - 99||Higher Growth|