ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking the Virginia SOL Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Tables (Data),Classification,Standardized Tests,Probability,Common Core State Standards,Computer Assisted Testing,Language Arts,Summative Evaluation,Statistical Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. Recently, NWEA completed a concordance study to connect the scales of the Virginia Standards of Learning (SOL) reading and math tests with those of the MAP Reading and MAP for Mathematics assessments. In this report, we present the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the SOL reading and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 2 (i.e.,&quot;Proficient&quot;) or higher performance designation on the SOL assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the North Carolina EOG Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Tables (Data),Classification,Standardized Tests,Probability,Common Core State Standards,Computer Assisted Testing,Language Arts,Summative Evaluation,Statistical Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. Recently, NWEA completed a concordance study to connect the scales of the North Carolina End-of-Grade (EOG) English language arts (ELA) and math with those of the MAP Reading and MAP for Mathematics assessments. In this report, we present the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the EOG ELA and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 3 (i.e.,&quot;Proficient&quot;) or higher performance designation on the EOG assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Alaska AMP Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Probability,Tables (Data),Computer Assisted Testing,Common Core State Standards,Classification,Statistical Analysis,Summative Evaluation,Language Arts,Standardized Tests

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the Alaska Measures of Progress (AMP) English Language Arts (ELA) and Mathematics assessments with those of the MAP Reading and MAP for Mathematics assessments. This report presents the 3rd through 10th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the AMP ELA and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 3 (i.e., &quot;Proficient&quot;) or higher performance designation on the AMP assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Arizona AZMERIT Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Probability,Tables (Data),Computer Assisted Testing,Common Core State Standards,Classification,Statistical Analysis,Standardized Tests,Language Arts,Summative Evaluation

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the Arizona's Measurement of Educational Readiness to Inform Teaching (AZMERIT) English Language Arts (ELA) and Mathematics with those of the MAP Reading and MAP for Mathematics assessments. In this report, presented are the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the AZMERIT ELA and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 3 (i.e., &quot;Proficient&quot;) or higher performance designation on the AZMERIT assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Kansas KAP Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-02-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Probability,Tables (Data),Computer Assisted Testing,Common Core State Standards,Classification,Statistical Analysis,Summative Evaluation,Language Arts,Standardized Tests

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the Kansas Assessment Program (KAP) English Language Arts (ELA) and Mathematics with those of the MAP Reading and MAP for Mathematics assessments. In this report, presented are the 3rd through 8th and 10th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the KAP ELA and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 3 (i.e., &quot;Proficient&quot;) or higher performance designation on the KAP assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Kentucky K-PREP Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-04-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Tables (Data),Classification,Standardized Tests,Probability,Common Core State Standards,Computer Assisted Testing,Language Arts,Summative Evaluation,Statistical Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the Kentucky Performance Rating for Educational Progress (K-PREP) reading and math with those of the MAP Reading and MAP for Mathematics assessments. In this report, presented are the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the K-PREP reading and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 3 (i.e., &quot;Proficient&quot;) or higher performance designation on the K-PREP assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Nebraska NeSA Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Probability,Tables (Data),Computer Assisted Testing,Common Core State Standards,Classification,Statistical Analysis,Standardized Tests,Language Arts,Summative Evaluation

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the Nebraska State Accountability (NeSA) reading and math tests with those of the MAP Reading and MAP for Mathematics assessments. In this report, presented are the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the NeSA reading and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level 2 (i.e., &quot;Proficient&quot;) or higher performance designation on the NeSA assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
Linking the Texas STAAR Assessments to NWEA MAP Tests
Author: Northwest Evaluation Association
Date: 2016-03-00
Type: Numerical/Quantitative Data
Subjects: Scores,Inferences,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Cutting Scores,Benchmarking,Tables (Data),Classification,Standardized Tests,Probability,Common Core State Standards,Computer Assisted Testing,Language Arts,Summative Evaluation,Statistical Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) interim assessment scores. One important tool is the concordance table between MAP and state summative assessments. Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after the test is redesigned or changed. Concordance tables are helpful for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Recently, NWEA completed a concordance study to connect the scales of the State of Texas Assessments of Academic Readiness™ (STAAR™ reading and math with those of the MAP Reading and MAP for Mathematics assessments. In this report, presented are the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the STAAR reading and math tests. Information about the consistency rate of classification based on the estimated MAP cut scores is also provided, along with a series of tables that predict the probability of receiving a Level II (i.e., &quot;Satisfactory&quot;) or higher performance designation on the STAAR assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used in this study is provided in the Appendix.
A Parent's Guide to MAP. NWEA
Author: Northwest Evaluation Association
Date: 2016-05-00
Type: Guides - General
Subjects: Scores,Academic Achievement,Achievement Tests,Reading Achievement,Mathematics Achievement,Probability,Computer Assisted Testing,Standardized Tests,Language Arts,Summative Evaluation,Progress Monitoring,Reports,School Districts,Elementary Secondary Education,Science Achievement

This guide was created as a resource to help families better understand &quot;Measures of Academic Progress&quot;® (MAP®), and their child's results. The guide provides answers to a variety of questions such as: &quot;What is MAP?&quot;; &quot;What does MAP measure?&quot;; &quot;How do schools and teachers use MAP scores?&quot;; &quot;Can MAP tell me if my child is working at grade level?&quot;; and more. The guide also includes a &quot;Quick Reference&quot; sample report to help parents understand the Student Progress Report. The Student Progress Report will contain the child's NWEA MAP test results and provide information to show how the child is doing compared to other students in the same grade, in the child's school district, and across the United States
How to Make Formative Assessment a Habit: Beyond the Classroom Practices
Author: Northwest Evaluation Association
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Educational Environment,Evaluation Methods,Student Evaluation,Educational Practices,Communities of Practice,Teacher Collaboration

Guiding student growth minute-by-minute--aka classroom formative assessment--has a track record of boosting student and teacher engagement. Discover concrete ways leaders can support this high-impact instructional practice throughout your school or district. Learn: (1) how to clarify who owns the learning and who is responsible for the learning environment; (2) six specific ways leaders can support teachers' ongoing, embedded use of formative assessment; and (3) how to help teachers sustain their learning via collaborative settings like professional learning communities (PLCs). [For the second article in this series, &quot;4 Formative Assessment Practices That Make a Difference in Classrooms,&quot; see ED567811.]
Boosting Engagement and Growth with Formative Assessment: Leaders Share Their Lessons
Author: Northwest Evaluation Association
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Student Evaluation,Evaluation Methods,School Districts,Teacher Leadership,Learner Engagement,Faculty Development,Teaching Methods,Achievement Gains

Our featured leaders saw big gains when their teachers began using formative assessment practice to guide student growth minute-by-minute. Read the fourth article in our five-part series for the scoop on how committing to this high-impact instructional practice paid off for a regional agency, district, and school. Learn: (1) why our featured leaders made formative assessment practice a team priority; (2) practical tips for creating an environment and culture that supports and enriches teachers' ongoing use of formative assessment practice; and (3) how formative assessment contributed to increased student engagement and growth--while invigorating teachers. [For the third article in this series, &quot;How to Make Formative Assessment a Habit: Beyond the Classroom Practices,&quot; see ED567831.]
NWEA Guidance on the Creation of Student Learning Objectives
Author: Northwest Evaluation Association
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Student Educational Objectives,Guidance,Professional Associations,Educational Policy,Accountability,Teacher Evaluation,Definitions,Goal Orientation,Program Implementation

Over the past few years, federal and state education policies have shifted to require teachers to set student growth goals. This was intended, in part, to focus more attention on and strengthen accountability for improving student outcomes. These goals are typically part of a teacher evaluation process that combines a teacher's attainment of student growth goals with observations of the teacher's performance. Some evaluation systems also require teacher professional development goals. These policies then determine a teacher's rating based on a predetermined combination of the student growth goals and the observations, while putting minimal (if any) weight on any professional development goals. Since the majority of teachers do not teach in subjects and grades where students are required to take state tests, these teachers are required to set student growth goals using other rigorous evidence of student growth. These goals are often referred to as Student Learning Objectives (SLOs). In general, the creation of SLOs requires: (1) An understanding of how setting goals can improve educator performance; (2) A moderate level of assessment literacy for teachers and administrators; (3) A commitment to collaborative discussions between teachers and principals within the SLOsetting process; and, (4) A similar level of challenge across all the SLOs created, as well as similarity between the difficulty of SLOs and difficulty of achieving the results determined by other means (e.g., value-added ratings generated with state test data). Not only do the definitions of SLOs vary across the country, the requirements for the content of SLOs vary as well, with some more aligned than others with the body of research on how goal setting can improve performance. This document focuses on the research, policies, and practices necessary for appropriate development and implementation of SLOs. A bibliography is included.
Leading Formative Assessment Change: A 3-Phase Approach
Author: Northwest Evaluation Association
Date: 2016-05-00
Type: Guides - Non-Classroom
Subjects: Formative Evaluation,Educational Change,Instructional Leadership,Educational Practices,Classroom Techniques,Needs Assessment,Curriculum Implementation,Sustainability,Lesson Plans

If you are seeking greater student engagement and growth, you need to integrate high-impact formative assessment practices into daily instruction. Read the final article in our five-part series to find advice aimed at leaders determined to bring classroom formative assessment practices district wide. Learn: (1) what you MUST consider when conducting your needs assessment; (2) what to keep in mind to ensure a smooth implementation; and (3) what it really takes to make a &quot;system change&quot; when it comes to formative assessment practice. [For the fourth articles in this series, &quot;Boosting Engagement and Growth with Formative Assessment: Leaders Share Their Lessons,&quot; see ED567832.]
Comparative Data to Inform Instructional Decisions. 2015 Comparative Data. NWEA Research
Author: Northwest Evaluation Association
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Benchmarking,College Entrance Examinations,Educational Assessment,Statistical Data,Evidence Based Practice,Charts,Mathematics Achievement,Reading Achievement,Language Usage,Science Achievement,Norms,Decision Making,Scores

To help provide context to Measures of Academic Progress® (MAP®) normative percentiles, this document includes multiple College and Career Readiness (CCR) benchmarks, including those from ACT® and Smarter Balanced Assessment Consortium (Smarter Balanced).