[MAP-STARR] MAP - STate Assessment Results Relationship

Washington: Math

280 280
99%
KG Gr 1 Gr 2 Gr 3 Gr 4 Gr 5
270 (61*) (53*) (52*)
85% 95% 270
260 95% 75% 50.00% 260
65%
250 50% 50% 250

240 40% 240

20%
230 230
20%
MAP Score (RIT)

220 220

210 210

200 NWEA National Norms 2008 200

State assessment passage rate
190 190
Expected RIT score corresponding
180 to the “Proficient” cutscore on state 180
%
95
assessment
170 170
%

160 160
50

150 Gr 6 Gr 7 Gr 8 Gr 10 150
(52*) (55*) Gr 9 (41*)
%

(51*)
20

140 140
0.3 1.0 1.7 2.3 3.0 3.7 4.3 5.0 5.7 6.3 7 7.67 8.33 9 9.67 10.33 11 11.67
0.0 0.7 1.3 2.0 2.7 3.3 4.0 4.7 5.3 6.0 6.67 7.33 8 8.67 9.33 10 10.67 11.33

Grade (X.0 = fall benchmark, X.33 = winter benchmark; X.67 = spring benchmark)

This chart depicts the NWEA national norms (black dashed lines) and NWEA published correlation of MAP score to percent of students
scoring "Proficient" or "Advamced" on the spring 2010 Washington State Math Assessment (MSP or HSPE; continuous gray lines).

*Percent of students in Washington that obtained at least a "Proficient" rating on the MSP/HSPE in Spring 2010.

About the NWEA National Median: 50% of students that take the MAP nationally score at or above this line; 50% of students score at or
below this line.

Sources: NWEA Washington Alignment Study 2011; NWEA Complete Norms, 2008; Office of Superintendent of Public Instruction
(Washington).

Lines of constant national percentile ranking are not correctly interpreted as expected trajectories. Students at high percentile tend to drop in
percentile over time; students at low percentile tend to increase in percentile over time. These effects are shown in
http://www.scribd.com/doc/52853912.

Notice that high RIT scores do not guarantee that the student will pass the state assessment; nor do low RIT scores necessarily mean that
the student will fail the state assessment. It is quite possible that a student's score on the preceding year's state assessment is a better
predictor of future performance on state assessments than is RIT score.

This chart suggests that RIT score is not particularly well-correlated to mastery of state grade-level standards. This chart suggests that
students possessing similar levels of mastery of state standards may have very different RIT scores. RIT score is apparently strongly
affected not only by academic achievement, but also by a student's guessing skill and attentiveness on the MAP test.

It may be reasonable to presume that each “passage rate” curve represents, roughly, percentage mastery of grade level state standards.
Students who pass to a higher grade level without having achieved moderate to high mastery of the standards for the preceding grade level
may find the new material overly challenging.