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We can all agree that students are a key stakeholder in their own education. When they are involved in the assessment process and in their own learning, the result is an improvement in achievement. So while reviewing test results with them after the fact is important, communicating with students - as a class or individually - before they test is equally important. Here are seven things to consider discussing with your students before testing:

Getting students on the same page before an assessment or test can really help settle nerves and reduce stress. If you have time, consider one-on-one meetings with your students to allay individual concerns or answer specific questions. If your students are taking the MAP® Growth™ assessment, you should consult this post in particular - 11 Talking Points for Teachers Preparing Students for the MAP Test. And stay tuned here on the blog, where every Tuesday we will feature some of our best tips and resources as you head back to school.

Kara brings 15+ years of marketing communications experience to her role as the Senior Manager of Digital Content at NWEA. She is passionate about learning and creating opportunities to share NWEA partner stories on a variety of platforms. For the past year, Kara has been creating content for Assessment Literacy.org, working on the NWEA-Gallup assessment perceptions study, and collaborating with the Task Force on Assessment Education for Teachers. Prior to that, Kara held communications and consulting roles in a variety of industries. She completed her undergraduate work at the University of Notre Dame and earned a master's degree from Northwestern University.

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7 things to consider when communicating with students before testing

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We can all agree that students are a key stakeholder in their own education. When they are involved in the assessment process and in their own learning, the result is an improvement in achievement. So while reviewing test results with them after the fact is important, communicating with students - as a class or individually - before they test is equally important.

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As educators, we constantly hear how important data collection is but are often not given the tools for what to do with data. We need to change that!

In this post, I tackle how data can be used to design small reading groups, often referred to as guided reading, in K-2 classrooms. The steps below outline a repeatable framework that can be applied each time you collect data and regroup students according to their reading level. This process will work independent of the reading assessment you employ in your classroom.

1. Assess all students' reading over the course of 1-5 days

Ideally, assessment occurs 3-5 times per year to provide actionable data. The rationale for testing your entire class over the course of 1-5 days is simply to ensure all data is collected within a manageable time frame. Time is a scarce resource for educators, so setting a concrete timeline helps to ensure all students' reading is assessed.

This process will work independent of the reading assessment you employ in your classroom.

Setting aside a few days at several times during the year enables you to have up-to-date information on your students' progress. When I taught, I tested in September, December, February, April, and June, and created what I called inquiry week mini-units. Students voted on the unit topic, and this provided new, exciting content for students to learn. The units also allowed me to pause my guided reading instruction, so I could test everyone.

2. Assess multiple reading skills to build a full reader profile for each student

The testing process will look different depending on the grade level, but your overall assessment should include a consistent set of leveled texts that all students read. Some will read one and some will read multiple, but the key is that the texts stay consistent regardless of the student.

When reading a text, assess students on the following: concepts of print (kindergarten only), accuracy, comprehension, rate, and fluency. Most assessments already contain these subtests but if they don't, create a quick template for your class so you have data in all the categories listed here.

3. Analyze the reading data on a class, group, and individual student level

This is the most crucial step in creating your small groups because this is where data becomes action.

Class-wide lens: Using your class list, enter each student's score on all subtests to view the data from a class wide lens. A simple spreadsheet is a great place to house and save your class reading data. This analysis will provide you with the large trends for your class, like what percent of the class is above, at, or below benchmark, for instance.

Group-wide lens: Using the above, at, and below benchmarks, create small reading groups of about six students each. (If you have a fairly large class size, you could go a bit bigger but try not to exceed eight per group). Students grouped together should be within one or two levels of each other for your groups to be most effective. As you create these small groups, make note of the most common concepts of print (for kindergarten only), accuracy, comprehension, rate, and fluency instructional needs for the group. This little move will save you big time when planning mini-instructional units for each group.

Individual-student lens: Once you have each student in a small group, scan the data for the instructional area that is the highest leverage for the student's reading growth. A helpful question to ask yourself is, "What held this student back from reaching the next level?" For example, a kindergarten student whose rate held them back from reaching the next benchmark should have an individual goal of "I will read the way I talk." Once you have a bank of goals, you can reuse them for students who demonstrate the same instructional need. Tip: Phrasing the goal in student-friendly language helps to ensure students take ownership of their goals.

4. Create mini-instructional units for each small group

Mini-instructional units will guide your small group instruction over the next assessment period. Typically, mini-instructional units cover 4-6 weeks of learning. The timeframe gives students time to learn new skills, apply them in real time with your feedback, and make solid progress.

This is where that common goal you set aside during the group-wide lens analysis is a big help! Take that goal and backward plan 4-6 weekly objectives to guide students in meeting that goal. Now that your mini-unit has an instructional focus, drop in the relevant content standards and your daily objectives.

Use this framework each time you assess your class reading growth to create focused instruction for all your students.

To be even more precise, add in weekly phonics goals for each group, sometimes referred to as word work. Word work typically happens during your balanced literacy block, when students are not in a small group with you. For example, during your small group reading time, you teach a small group while others are working on independent literacy activities. By focusing each group's word work to meet their instructional needs, you are providing your students with more opportunities to practice at their skill level.

5. Share individual goals with students

By sharing individual learning goals with students, they begin to take ownership over their learning. You can type out student goals on small strips of paper, print them on labels to create stickers for students, or share them verbally. This process begins to shift the continuum of voice from teacher centered to learner centered, or learner manager to learner empowerer, as my colleague Erin Beard says.

Add your students' goals to your small group conferring notes binder, and as you are conducting your small group instruction, have students state their learning goals to you before you listen to them read. Now, your time with that student is hyper-focused on their individual needs and students are continually referring to their goals as they work to meet them.

Consistency is key

Use this framework each time you assess your class reading growth to create focused instruction for all your students. It's sure to lead to success. To learn about our reading assessment, MAP® Reading Fluency™, visit our website.

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How to use data to create small reading groups

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Educators know how important data is but are often not taught how to use it. Here's how to rely on data to build small reading groups.

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Mouse versus Touchscreen

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Young children click and drag fun shapes and objects to create a face. Great for preschool, kindergarten, and fun for primary grades!

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Manny is starting to get hungry! Help this baby monkey find his lunch by moving him through the trees with the mouse to find fruits and berries. Click-and-drag Manny's paw to move him around - let go and he will grab onto a vine.
When you see some food, move his paw over it to grab it, and then drop it in the basket! Purple fruits are up high in the branches, and red berries are down low in the bushes.
Collect 10 fruits or berries and Manny will be very happy. Yum! This game uses click-and-drag, cursor control, and limited side-scrolling. The game is centered around "mental mapping" skills, as the player must remember where she has already looked so she can figure out where the other fruits may be hiding! The game can also be used to help with counting skills.

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Practice your mousing skills with the following Mousercise | Elementary mouse practice game | Practice using the mouse

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Manny is starting to get hungry! Help this baby monkey find his lunch by moving him through the trees with the mouse to find fruits and berries. Click-and-drag Manny's paw to move him around - let go and he will grab onto a vine.

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This is the fourth article in a series on early childhood assessment. In this series, I'm exploring the core concepts from a white paper recently published by Dr. Cindy Jiban. You can find the previous three articles here, here and here.
Good Intentions, Not Enough Action
Flossing. We know we should do it, our dentist recommends it and compared to many other activities, it isn't that time-consuming. Yet many of us don't do it nearly as often as we should (if at all)...Why? For some reason, many of us find focusing on prevention (avoiding dental issues before they start) harder than fighting fires. If a front tooth was knocked out, we'd take care of that pronto, wouldn't we?

How is this related to early education? In both scenarios, we see a lot of good intentions but not enough action focused on prevention. The research has proven time and again - early childhood is a critical time for addressing and avoiding long-term learning difficulties. We hear a lot about early intervention, but it often remains an unfunded mandate. Educators in the earliest grades are not always supported with tools that can help them capture instructional insights early and often, and act on those insights in a preventative manner. This creates more problems in the older grades.

Our partners see this firsthand. Dr. Cade Douglas, Superintendent of the Sevier School District in Utah captures this concept perfectly when he says:
"We're big believers in early intervention. You can get two to three years of growth out of a kindergartener or first grader, whereas the same intensity of intervention for an older student might only yield a couple of months' growth." The Case for Early Intervention
As Dr. Douglas points out, the same expenditure of time and resources in the younger grades often yields more growth than in older grades. In Dr. Jiban's white paper about early childhood assessment, she references a number of research findings that support this point:
+ Investments in early intervention programs offer a return to society from $1.80 to as much as $17.07 for every dollar spent (RAND, 2005). + Early childhood represents an optimal period for intervention, because gaps compound and become more costly and difficult to address as time passes by (Perez-Johnson and Maynard, 2007). + A preventive framework which uses early and ongoing assessment to drive intervention can substantially reduce the number of students with learning disabilities (Gibbons, 2008).
Floss now to avoid a root canal later, so to speak.
Building the Habit of Prevention with Tiny Victories
So we know early intervention works. But how do we actually build it into our district plans in a bigger way and make time for it in the classroom (amid all of our other priorities, like the Common Core transition)? I recently read a good recommendation about flossing that may be surprisingly applicable: floss just one tooth a night. The idea is that it's so ridiculously easy that we can't NOT do it... and once we're at it, we'll feel the 'quick win' of having accomplished our goal and go on to floss more teeth... now wildly exceeding our expectations and feeling pretty good. Over time, those tiny victories compound, helping us make a small feel-good process into a lasting habit.

Now, certainly creating a comprehensive, scalable early intervention plan is a more complex process. But the key concept to take away from this analogy is the notion of capitalizing on tiny victories. How can we apply it? How about collaborating in Professional Learning Communities to identify one tiny additional thing we can do each month to support our early intervention plans at the classroom, school and district level? And when planning district strategies for early intervention, how can we focus on breaking up milestones into small chunks and incorporating opportunities for small victories for our teams along the way?

Have you already tried this in your class, school or district? Please share. Next time, I'll focus on three specific, practical steps that can help teams build a successful early childhood assessment plan.

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Photo credit to Ashley Campbell Photography.

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How Early Intervention is Just Like Flossing (and Why Tiny Victories Are Big)

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This is the fourth article in a series on early childhood assessment. In this series, I'm exploring the core concepts from a white paper recently published by Dr. Cindy Jiban. You can find the previous three articles here, here and here. Good Intentions, Not Enough Action Flossing.

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Personalized Learning for Early Childhood

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Personalized Learning for Early Childhood

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I can't help but think about all the chatter I hear about personalized learning. Almost every conversation I have with middle school teachers eventually turns to the topic. They talk about student self-advocacy, computerized instruction, and student empowerment - all great things. But with this topic being such a conversation piece for middle and high school teachers, I have been wondering about the, shall I say, 'lack of presence' in early learning conversations. If personalizing instruction is good for older students, then what are the implications for early childhood students?

My initial thought is that the conversation is lacking in early grades because of the seemingly over-emphasis on technology-based instruction. So, I wonder, does personalized learning mean that students must interact with technology for their instruction? Could it mean that teachers personalize academic content based on students' readiness to learn? I know that many early childhood advocates are hesitant to suggest that technology become an integral part of early learning, especially for students that are still acquiring language skills. But what if we thought about this a bit differently?

I seem to recall a few years back some brain research about the impact of reading to young children. After digging diligently through my files, I found the Making Connections: How Children Learn article. In summary, this article discusses the impact of reading to young children and its relation to the formation of synaptic brain structures. When children experience stories, their brains create synaptic connections that can be used as a scaffold for new learning experiences.

The summary goes on to say that synaptic formations are eventually pruned away (that's what is happening when they hit early puberty) if they are not used. This pruning takes place to allow the more effective and utilized synaptic structures to become even stronger. So, my thoughts are turning to using this information to support the idea of personalizing learning for our younger, and I might even say, youngest children. If storytelling can establish synaptic connections, what types of connections could teachers make if they knew what students already know and what they are ready to learn? This leads me to think about establishing appropriate assessment for this purpose.

What could teachers accomplish with information about academic language acquisition, acquisition of sentence comprehension, reading skills, listening skills, and vocabulary development for each of their students? These are all areas in which early childhood teachers gather data during their encounters with children, but that data collection process is quite an undertaking when there are 20 students in a classroom.

I would think that [teachers] may even have time to read an extra book to their class.

With accurate information about these developmental milestones, early childhood teachers could spend time creating personalized learning plans for each of their students. They could use this information to help support different levels of content and experiences that each child would encounter during their academic day. Teachers could support novel experiences that would build synaptic development that would provide the scaffolding for additional learning. I would think that they may even have time to read an extra book to their class. Technology-enhanced assessment programs such as MAP Growth K-2 could provide the assessment information that teachers need, while allowing them to free instructional time to respond to the individual needs for each of their students. And wouldn't this be personalized learning?

Virginia "Jenny" Williams attended Armstrong Atlantic State University where she obtained a Bachelor and Master of Science in speech-language pathology/special education. She also attended Georgia Southern University and received a Doctorate in curriculum studies and educational leadership. Jenny has held a variety of positions within education including speech-language pathologist, lead teacher, literacy coach, assistant special education director, program specialist for a regional education service agency and college professor. Jenny has been responsible for providing professional development to teachers for the past eight years and has done considerable work in guiding teachers through the data analysis process focusing on instructional decision-making. Jenny joined the NWEA family 3 years ago and has qualified to facilitate NWEA Professional Development content.

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Personalized learning for early childhood classrooms: What could it look like?

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I can't help but think about all the chatter I hear about personalized learning. Almost every conversation I have with middle school teachers eventually turns to the topic. They talk about student self-advocacy, computerized instruction, and student empowerment - all great things.

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To prepare for testing day
MAP® Growth™ is an interim assessment given to K-12 students that provides data to help teachers teach, students learn, and administrators lead. As testing day nears, teachers help their students prepare for what to expect. Families can also play a role, whether kids are testing in school or at home during COVID-19 school closures. Here's how:
To prepare for the language portion of the test

1. Talk with your child's teacher as often as needed to discuss their progress. Ask about activities you and your child can do at home to help your child's understanding of schoolwork. Families and teachers working together benefits students.

2. Provide a quiet, comfortable place for studying at home without distractions from TV or other electronic devices.

3. Make sure that your child is well rested on school days and especially the day of a test. Children who are tired are less able to pay attention in class or handle the demands of a test.

4. Give your child a well-rounded diet. A healthy body leads to a healthy, active mind.

To prepare for the reading portion of the test

1. Talk to your child and encourage them to join in on conversations during family activities.

2. Give your child a journal or diary as a gift so they can practice writing.

3. Help your child write a letter to a friend or family member.

4. Select a word of the week, and encourage your child to use the new word throughout the week.

5. Plan a special snack or meal, and have your child write the menu.

6. After finishing a chapter in a book or a magazine article, have your child explain their favorite event.

To prepare for the math portion of the test

1. Provide many opportunities for your child to read a wide variety of books, magazines, and other materials. By reading new materials, a child learns new words that might appear on a test. Read aloud to your child, too, even when your child can read independently. Research shows that this is the most important activity parents can do to increase their child's chance of reading success.

2. Make time for frequent visits to the library, and let your child explore books that interest them.

3. Ask your child's school about a suggested outside reading list or get suggestions from your public library.

4. Play games like Scrabble , Spill and Spell, Scattergories , and Balderdash together.

5. Work crossword and word search puzzles with your child

1. Spend time with kids on simple board games, puzzles, and activities that encourage using math skills. Even everyday activities such as playing with toys in a sandbox or in a tub at bath time can teach children math concepts such as weight, density, and volume.

2. Encourage children to solve problems. Provide assistance, but let them figure it out themselves. Problem solving is a lifetime skill.

3. Head to the kitchen! It is filled with tasty opportunities to teach fractional measurements, such as doubling and dividing cookie recipes.

4. Point out ways that people use math every day to pay bills, make change, and tip at restaurants. Involve older children in projects that incorporate geometric and algebraic concepts such as planting a garden, building a bookshelf, or figuring out how long it will take to drive to your family vacation destination.

5. Read the paper together. Children can learn to read and interpret charts and graphs found in daily newspapers. Collecting and analyzing data will help your child draw conclusions and become a discriminating reader of numerical information.

If you're a parent or guardian and have any questions about MAP Growth, please ask your child's teacher, read our post on common questions, or visit our remote testing support website.

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Preparing for MAP Growth: 20 tips for families - Teach. Learn. Grow.

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To prepare for testing day MAP® Growth™ is an interim assessment given to K-12 students that provides data to help teachers teach, students learn, and administrators lead. As testing day nears, teachers help their students prepare for what to expect. Families can also play a role, whether kids are testing in school or at home during COVID-19 school closures.

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While parents everywhere are busy getting into the fall routine, once the bus pulls away from the curb, their role in their child's education is by no means over. There's homework, of course, and parent-teacher conferences, that all take effort, but one thing parents today need to consider is their own understanding of assessment.

As important stakeholders in the education ecosystem, parents have a vital role to play. For a parent, knowing how their student is progressing in school and how they can support that growth is so important. Yet very few parents really understand what kinds of assessments are taking place and how they intersect with their student's education.

While state summative assessments are relatively commonplace, there are numerous other assessments that can take place to help gauge learning, including formative assessment (as we've blogged here about on numerous occasions) and interim assessments, like MAP® Growth™, that we've also touched on.

But do parents know and understand enough to ask the right questions about assessment? Here is my recommendation for what parents could ask teachers so that they can best support their student's learning:

1. How do you measure my child's learning in your classroom? Look for evidence of multiple ways to show evidence of learning.

2. When will my child's progress be measured again, or when can I get an update on his growth?

3. How is my child doing in comparison to grade level expectations? Look for your child to be compared to grade level expectations, not to other children. Look for a variety of assessments to measure your child's academic growth.

4. I know that my child is working above grade level; what will he be working on to make sure he continues growing?

5. I know that my child is working below grade level; what will he be working on to make sure he is growing towards a mastery of grade-level standards?

6. Does my child need any extra help in any specific areas? Look for a teacher to provide evidence that your child needs extra help and expect specificity.

7. How can I help my child's academic growth from home?

8. What types of strategies are the teachers using that I may be able to reinforce at home?

Armed with these smart questions, parents can better equip themselves on how to ask educators about assessments - and understand the information that is being shared with them - so they can support their child's education.

Judy brings over 17 years of teaching experience to her role as Policy & Advocacy Director at NWEA. She is a National Board Certified Teacher, a Reading Specialist, and middle school Language Arts teacher. Judy was a member of the Joint Assessment Task Force for Oregon and co-authored "The New Path for Oregon: System of Assessment to Empower Meaningful Student Learning." Judy has also served on both national and state level ESSA implementation teams, and she was one of just 30 active classroom teachers selected by the NEA from across the nation to help educators with the implementation of ESSA. What excites her the most about the work she is doing is having the opportunity to move initiatives forward that will make a difference for kids as they get prepared to chase their own individual American dream.

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Eight Questions Parents Should Ask Teachers About Assessments - Teach. Learn. Grow.

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While parents everywhere are busy getting into the fall routine, once the bus pulls away from the curb, their role in their child's education is by no means over. There's homework, of course, and parent-teacher conferences, that all take effort, but one thing parents today need to consider is their own understanding of assessment.

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Resources for parents

You see a bright future for your child. So do we.

It's why our assessments measure what students know and how they are growing academically-to help teachers develop strategies for equitable instruction that maximizes every learner's potential. Every child can learn and grow. Our solutions help educators make it happen.

Understanding the MAP Suite

See how these high-quality assessments support academic growth

Preparing for testing at home

Support and tips for a smooth experience

Supporting your learner

Resources to help you advise your learner before and after the test

Homeschool families looking for options to use MAP Growth
If you are a homeschool family looking for an option to use the MAP Growth test, visit Homeschool Boss to learn more about solutions.

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Learn how MAP Growth works, what it measures, and how it's scored.

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We’ve recently updated our website. If you can’t find something you are looking for, please use our new and improved site search (in the upper right corner) to find it, or visit our site map (in the footer).

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As a researcher at NWEA, I often answer questions about how to measure and interpret growth using the Measures of Academic Progress® (MAP®) assessment. Measuring student growth with MAP is a lot like measuring growth in height with a tape measure. A student gets measured once, then after an appropriate amount of time, gets measured again. If the student's measured height (or MAP score) has changed over that time period, then that change is interpreted as growth.

What adds an additional layer to measuring growth on MAP, however, is that MAP scores are reported along with standard errors of measurement (or SEMs), which convey the margins of error for the measured scores. For example, if I produced a RIT score of 214 (SEM = 3.2) in the fall, my "true score" might have been a bit lower than 214 or a little bit higher. The odds are that it fell somewhere in the range of 214±3.2, but I can't know exactly where. Imagine, further, that I produced a winter RIT score of 212 with an SEM of 3.1. Again, the "true score" can't be exactly known, but it probably falls within the range of 212±3.1.

So, then, did I grow? The easy answer is that I lost 2 RIT points, because the difference between my measured scores in winter and fall was -2 points. But since there are margins of error on the observed scores, there must be a margin of error for my observed loss, too.

Just as NWEA reports show the SEMs associated with each measured score, so, too, do they provide the standard errors associated with measured growth. Growth standard errors are related to the individual score SEMs, so the smaller those are, the smaller will be the growth standard error. In the example above, my growth standard error would be computed as , √or about 4.46. This means that my "true growth" most likely falls within -2±4.46, or between the range of -6.46 and 2.46 RIT points.

This can be represented visually with a bell curve, as in the figure below, in which the red shaded area represents the range of ±1 standard error around the observed change (the vertical line at -2):

The bell curve displays the possible range of outcomes for my "true growth". The red shaded area constitutes 68% of the total area under the bell curve, which is another way of saying that we can be 68% certain that my "true growth" falls within that range. But what is the possibility that my "true growth" was actually positive? Visually, that might look like this:

This red shaded area (about 33% of the total area under the curve) represents the possibility that my "true growth" was greater than zero, or positive. In other words, there is about a 33% chance that my "true score" actually increased, despite the fact that my observed scores dropped by two points. There is also about a 67% chance that my "true growth" was negative.

This information is useful in multiple ways. First, it highlights the fact that MAP growth contains an element of measurement error, which can be expressed as probabilities. In the example above, we saw that my "true" growth score had about a 33% of being positive (or that I gained ground) and about 67% of being negative (i.e., that my true score dropped). These kinds of statements are possible for all assessments, of course, but with MAP, the magnitude of error for most students is relatively small compared to fixed form, or to shorter length adaptive tests. And the smaller the error, the more precisely can we measure small amounts of real student growth.

Another reason this is helpful is because it helps to correctly understand and interpret negative growth. In my example above, the observed change (-2 points) was small, relative to the growth standard error. This meant that there was considerable uncertainty (about a 33% chance) that the observed loss was not real. In general, when observed changes are very large relative to their standard errors, we can be much more confident that they are real, and not simply artifacts of measurement error. When changes are small relative to their standard errors, we are much less confident that they are real.

All of the examples given so far rely upon a basic assumption, which is that the testing conditions and environment remain consistent across time. If we wanted to measure how much a student's height increased during a school year, we wouldn't measure them in bare feet in the fall, and then again wearing 3 inch platform shoes in the spring. If we did, we could not be confident that the observed changes in student height were due solely to physical growth. The same principle applies when measuring growth in achievement.
So what can we do?
This is a particularly important factor to consider when understanding and interpreting unusually large increases or decreases in student MAP scores over time. In many cases, when a student shows an unexpected drop in score between two test events, the change can be attributed to other factors. Did the student spend too little time on the test? Was the student actively engaged, or was he/she responding randomly to the items? The MAP system is designed to invalidate any test where the test duration is 6 minutes or less, but test durations of 10-15 minutes may be suspect as well. In order for a student to finish a 45-50 item MAP test in that time, the student would almost certainly need to rush through the test. This could lead to a higher SEM and a lower RIT score.

Make sure your test proctors are logging start and end times, when possible.

Proctors should circulate around the room, making notes on student progress. For example, if a student has completed 20 questions after only 5 minutes, that student may not be fully engaged. Remember that proctors have the ability to pause and restart a student's test if they feel the student is not engaged.

Retesting is also an option. If a student's score has dropped significantly (>10 RIT points, for instance), particularly if the test duration also dropped considerably, a re-test might be warranted.

Make use of the NWEA Reports which show test duration times. The Comprehensive Data File (CDF) shows the test duration times for all MAP tests. Any time you see a test duration under 15 minutes, you should wonder if the student was fully engaged.

Thoughtfully schedule your MAP test window. If MAP testing takes place too close to state testing, or too close to winter or Spring Break or another holiday, it is possible that the student engagement will suffer.

Take heed in promising "fun or free time after everyone has finished the test." MAP is an untimed test, but students may tend to rush through it if they know that there is a treat waiting for them once they are all finished.

Maintain consistency across testing seasons. If the students receive some special celebratory award or activity after testing in one season, the same policies should be applied in all seasons.

Call your NWEA Partner Representative for more information and suggestions. We are here to partner with you and to make your life a little easier when we can. Help is always only a phone call or email away.

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Measuring growth and understanding negative growth #edchat #MAPtest

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As a researcher at NWEA, I often answer questions about how to measure and interpret growth using the MAP assessment. Measuring student growth with MAP is a lot like measuring growth in height with a tape measure. See what I mean in my blog post.

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Accommodations

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Investigating Growth and Goal Setting in Appleton

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Investigating Growth and Goal Setting in Appleton