New Map Test Policy

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SPS Spring MAP Testing Policy

Elementary, K-8, Middle, High SchoolsUpdated 3/18/13

ring MAP Testing Dates

schools: April 22 - June 7, 2013

testing must be completed by June 7. No extensions will be granted. ,ring MAP testing requirements:

• All Kindergarten through 8th grade students - Reading and Math

• Second-grade students who are in the 26th percentile or above - Recommend the MAP

2-5 (not the Primary)*

• Algebra 1 students - Recommend NWEA Algebra EOC**

• 9th grade - Reading, only for students below standard on the State Assessment for

Reading. Optional for 9th graders at or above standard. To determine the roster, Use

the Academic Data Warehouse ADW State Assessment reports, or the MAP Student

Detail Spreadsheet. If you have questions about determining which students to test or

how to find them, please contact Kristin Ewing.

• 10th_12th grade ELL,Special Ed and students receiving intervention services - Reading

and Math

OSPI Benchmark Assessment Pilot Schools:

All students must take the Spring MAP test in Reading and Mathematics as outlined above.

cond Grade testing: The SPSMath, Literacy and Research departments recommend that 2nd grade

dents who are at the 25th percentile or below should continue to take the MAP for Primary Grades.

cond grade students above the 25th percentile should be taking the MAP 2-5 tests. Exceptions can be

de for IEPsor documented interventions. Students who were previously above the 25% and dropped

low are also eligible to take the Primary test. A drop in RITmay happen the season 1'n which students

nge tests - this is normal due to the change in how the test is delivered and style of the test.

WEA Algebra EOCuses the same RITscore as Math 6+, but singles out the Algebra goal strand. It is

signed to be administered at the end of the course (spring), with Math 6+ being administered at the

ginning and mid-course (fall & winter). Seethe NWEA Algebra End of Course Summary document for

e information.

emption Forms Required:

emption forms will be required at the end of MAP testing for ALL schools. These exemptions

lude refusals (opt-outs) by parents or students, IEP exemptions, and excused/unexcused

sences. The updated template and directions will be sent out at the beginning of testing.



NWEA Algebra End of Course (EOC) Assessment Summary

Information provided by the Kingsbury Research Center, NWEA, 2012

EA provides an Algebra 1 end of course (EOe) assessment which is recommended as the spring

sessment for students completing an Algebra 1 course.

• It uses the same RITscore as the NWEA MAP 6+, but singles out the Algebra goal strand.

• This assessment can be administered in the spring to measure growth in RITbased on content

learned in an Algebra 1 class.

• The NWEA Algebra EOCis not designed to be administered as a fall baseline or winter

benchmark measure; that should be the MAP Math 6+.

• It is appropriate/reasonable to use as part of student growth comparing the overall RITfrom th

Math 6+ to the RITfrom the NWEA Algebra EOC.

• It is part of Seattle's available tests, and can be chosen as the MAP Math option for middle and

high school students finishing Algebra 1 at no additional cost.

rther information:

fore we can discuss the use of NWEA End of Course tests to measure growth, we must first discuss

purpose of the End of Course tests. They were originally designed as tests to be taken at the end o

high school course - to measure content that a student knows in one specialty of math after

ruction is complete.

e EOCshould not be used as tests at the beginning for Algebra and Geometry as they largely coverntent that would be introduced during the course and, therefore would simply frustrate students.

ese tests would not provide an accurate estimate of their prior math achievement. The general math

t (6+) provides the most robust assessment of what students know in the broader discipline and thu

the best instrument to use to establish starting performance.

e Math 6+ and NWEA End of Course Math tests use the same, unidimensional scale. However, the

d of Course measures one strand, whereas the 6+ test measures multiple Washington strands for

th. These differences often unnecessarily complicate understanding of what growth in math meansen moving from the Math 6+ test to the End of Course Math tests. We need to compare two scores

a student. The first is the student's score from a test that is appropriate given the student's level of

truction in the content domain of interest; the 6+ test. The second is the student's score from



comprised of content that was covered in instruction: These are two very good estimates of the

student's achievement in math. It is, therefore, entirely appropriate and defensible to determine

change by subtracting the (overall) Math 6+ RITfrom the End of Course Math RIT.

Using a 6+ math test in the Winter (or from the prior spring) before instruction in Algebra 1 begins and

following up with an Algebra EOCtest in the spring, of course, is reasonable and it would be reasonable

to apply your value-added approach to that data.

Caution - Individual goal strand scores from Math 6+ tests should not be used for measuring growth. If

they are used at all, 6+ goal scores could be used to help guide understanding of the growth observed

calculated from the total test scores. Use of goal scores in the calculation of growth is not

recommended at either the group or individual student level. Using goal scores rather than total scores

to calculate growth cuts the precision of the growth estimates by more than half at the individual level

and increases the variance around group mean estimates by more than a third.

***

Updated March, 2013 - Research, Evaluation and Assessment, Seattle Schools I P il g e

New Map Test Policy

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