In the fall of 2016, NWEA publicly released their accessible version of the MAP growth assessments. Discussions with educators initially focused on the accessibility piece of taking the MAP growth assessments. Now let’s take a look at the information that the MAP growth assessments provide. The goal of the MAP assessment is not to determine if the student has passed or failed a class, but rather to determine what the student knows and what they are ready to learn next. With adaptive tests, the test automatically adjusts the next question according to the student’s previous answer to measure the student’s current level. The MAP growth assessment provides detailed information that is then used by educators and administrators. The MAP growth assessments tracks students throughout the school year and over multiple years. Through the MAP growth assessments, NWEA has gleaned important information about reading growth for students with visual impairments. Take a look!
Boroson, Beth; Barker, Elizabeth, Li, Xueming
Little is known about growth in reading for students with visual impairments. Understanding reading development for students with visual impairments as they progress through school provides expectations for academic growth and informs instructional practices. Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3 – 10, in four states over an eight-year time period. Reading growth for students with visual impairments were compared with a nationally normed group of students from the general population. Findings indicate students with visual impairments initial performance in reading achievement in third grade is lower than the national norm. While this population’s growth trajectories in reading are trending upward at a steady pace, the gap between students with visual impairments and the national norm is wide. However, the initial review of the data suggests that the rate of growth for students with visual impairments is greater. In particular, the results indicate accelerated growth between 9th and 10th grade, whereas students at the same grade level in the nationally normed group tend to drop in reading growth at this time. Study limitations and recommendations for future research are discussed.
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By Diane Brauner