In response to ....
> I'm just curious, but how do use the data if the test is
> not taken in the fall as well?
My district has been using MAP for the last several years, and this year we're
even giving first graders a test at the end of the year. We test every student
in fall and spring on reading, math and language. In winter we test only
reading and math. In my grade 2-4 school, with 350 students, it takes about 1
week per subject to test every student in the computer lab.
The best part about MAP is that all the material is on a continuum. So, we can
access student data from the past few years and see if the student is making
yearly progress.
Each student takes an individual test, which begins where he/she left off the
time before. So, even though each student is taking the reading test, you will
not find any 2 students answering the same question. If the right answer is
given, a more difficult question shows up next. If the wrong answer is given,
an easier question is the next one. This process continues until "the correct"
level is reached. So, if you came into the lab, you would find the more
advanced students with 2 paragraphs to read and answer a question about, and a
beginning reader having questions with lots of picture clues.
There is no time limit to the test, but I have seen scores being invalidated
because the student went too fast. We use the MAP reading scores to enter and
exit students in our remedial reading program, as well as to show that our
students make more than a year's growth (hopefully!) We have found that the
first time students take the test, the results are not as accurate as we would
hope, but these students also show the most growth .... (or maybe it's just
growth at test taking???). After the first year, we find that students become
involved with knowing their "number" and are challenged to get it higher.
We emphasize "progress" and we count how many points a child grows as a measure
of success, not necessarily what the final number is. This way the lower level
students still feel challenged, as the higher a child progresses, the fewer
points it takes to show a year's growth. For example, from 2nd grade fall to
spring, the numbers are 178 - 191; third is 192 - 200; fourth is 201 - 201.
It's not perfect, but it certainly gives us better results than most other
assessments. And, the results are immediate. When the test stops (due to too
many incorrect answers), the number shows on the screen. Within 24 hours, the
teacher can go into the site & find information on many different strands in
each subject.
Sheila Eisen,
Mundelein, IL
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