1. Measures of Academic Progress (MAP)Topping Out the TestEffectively Measuring Advanced Learners with NWEA MAP Assessments Fusion 2012June 27, 2012 Measures of Academic Progress, MAP, and DesCartes: A Continuum of Learning are registered trademarks of NWEA in the U.S. or other countries. Lexile is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. The names of other companies and their products mentioned are the trademarks of their respective owners.

2. Intended Accomplishments Discuss the effectiveness of using MAP assessmentsto measure academic growth for high achievingstudents. Discuss whether high achievers always remain highachievers. Discuss changes in growth norms and how they applyto high achieving students 2 3. MAP and High Achieving StudentsQuestions/Concerns: Is there a ceiling/topping out effect for the test? How long should high achieving students take theMAP test? Can the growth norms be used with high achievingstudents? How can DesCartes be utilized with high-achievingstudents?3 4. The Ceiling/Topping OutEffect of the Test? There is not a grade level ceiling, only aRIT ceiling. The Item Pool at the top of the RIT scalebecomes much smaller. Think about which students would behitting the ceiling/topping out the test.4 5. Ceiling/Topping OutIndicators High RIT scores Larger standard errors of measurement Percentile ranking Percentage of questions correct on theassessment 5 6. What Can You Do? Administer the assessment only once per year. In Mathematics, use end of courseassessments. In Reading, begin using the lexile along withRIT to monitor growth. Since items from other item bank pools havenot been calibrated to NWEAs assessments,they cant be used 6 7. Jigsaw ActivityDo High Flyers Maintain Their Altitude? 7 8. 2011 Norms No, your students performance didnt change fromlast spring. The norm group and methodology did change Simply creates a different comparison A 215 RIT is still a 215 RIT means the same thingrelated to performance8 9. Key Differences from 2008 Methodology: set of norms more representative ofschool age population Everyone sees some changes: status and growthnorms Norms have been applied to both past and currentscores (for consistency and growth projections) 9 10. Differences in Status Norms Minor changes in status norms Percentiles changed very little Larger changes for grades 1 & 2 for high and lowachieving students Difference in partner base (more schools and students than 2008) Different methodology for selection which results in more representative norms 10 11. Grade 5 Reading Fall & Spring11 12. Grade 5 Math Fall & Spring 12 13. NWEAs Growth Norms Changes in norms at the high and low end explained. Regression modeling explained.13 14. Differences in Growth Norms Less difference in the middle of achievementcontinuum Larger differences at the two ends of achievement(especially extremes) High or low achievers may see larger differences ingrowth projections Low Achievers: lower grow projections than in thepast High Achievers: higher growth projections14 15. Flat Growth Rates Growth projections tend to be flatter in 2011 thanthe 2008 norms Grades 5, 6, 8 show flat growth in Math In a large national sample, students in these grades tended to show similar growth regardless of where they were on the RIT scale Due to sampling methods overly large impact ofextreme scores in 200815 16. Grades 3 & 5 Reading Fall to Spring16 17. Grades 7 & 8 Reading Fall to Spring 17 18. Grades 3 & 4 Math Fall to Spring 18 19. Grades 5 & 6 Math Fall to Spring 19 20. Grades 7 & 8 Math Fall to Spring 20 21. DesCartes and High Achieving Students Can DesCartes be aresource to use with high achieving students?21 22. DesCartes is a Continuum of Learning 22 23. Applying DesCartes For DesCartes to be a tool/resource for students performing at RIT scores higher than the highest RIT band, activities need to be created that allow the skills at the highest RIT band to be applied at a higher level. 23 24. What questions do you have?What are you still wondering? 24 25. Contact Information:Les PerryProfessional Development ConsultantNorthwest Evaluation Associationles.perry@nwea.org(218) 850-1262 Thank You! 25