Is MAP M & MAP R test untimed?

[Anonymous]

I tell my kids that I hear that MAP M & MAP R test are untimed for elementary school kids, is that true? My kid told me he finished MAP M test in 30 min & MAP R test in less than an hour something like that as a 3rd grader, and he sees other kids were still working on them after he was done. Can someone confirm that it is untimed?

[Anonymous]

Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.

[Anonymous]

Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.

How long is each block of time, between setup and tear down during class period?

[Anonymous]

Top scoring kids take longer because they enjoy working hard to solve novel problems above their educational level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.

How long is each block of time, between setup and tear down during class period?

I've always allocated 1hr 45 to each test. Those who don't finish have to complete it a different day or after lunch/recess if we started in the morning.

[Anonymous]

Anonymous wrote:Top scoring kids take longer because they enjoy working hard to solve novel problems above their educational level.

To some extent, yes. However, I've had some very bright kids over-analyze questions, freeze, and then just stare at a question for endless amounts of time. There is a point where too much time is not going to be beneficial.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.

How long is each block of time, between setup and tear down during class period?

I've always allocated 1hr 45 to each test. Those who don't finish have to complete it a different day or after lunch/recess if we started in the morning.

Oh, ES

In our MS they cram it into multiple days' single periods.

[Anonymous]

My 3rd grader told me that by the end the reading passages on the MAP-3 are 20+ paragraphs (she scored at the 99th percentile in the fall). It took her 2 days to finish then. She started the winter test last week and again didn’t finish it in the class period. I’m hoping her score stays the same or improves (hoping to get in lottery for CES)

[Anonymous]

The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Top scoring kids take longer because they enjoy working hard to solve novel problems above their educational level.

To some extent, yes. However, I've had some very bright kids over-analyze questions, freeze, and then just stare at a question for endless amounts of time. There is a point where too much time is not going to be beneficial.

This.

[Anonymous]

Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.

As far as I’m concerned the CES program should be limited to those who have no cohort or a very limited cohort in their home school. Everyone else can get the instruction at their home school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.

As far as I’m concerned the CES program should be limited to those who have no cohort or a very limited cohort in their home school. Everyone else can get the instruction at their home school.

Except apparently they’re doing away with ELC outside the CES so our bright and bored students get some worksheets and that’s it. My kid tells me that the only extras are for those who are struggling and need things read to them. I really can’t afford private school and hate the snobbery that brings but I don’t know what else to do for my gifted kid (and yes, we have the WISC scores showing she’s in the highly gifted range)

[Anonymous]

Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.

That's what a lottery does.
But ability isn't really what matter for CES. Interest matters. No one is hurt by writing a bad essay or not fully understanding a book. But when a highly literate kid who doesn't enjoy reading and writing goes to CES just because they are smart, they are miserable.

[Anonymous]

It is unitimed but occasionally the school denies additional time to really slow test takers, like my kid. He’s not been allowed to finish a couple times and didn’t get scores. Generally, 95th%+ and wants to get them all correct.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.

As far as I’m concerned the CES program should be limited to those who have no cohort or a very limited cohort in their home school. Everyone else can get the instruction at their home school.

Except apparently they’re doing away with ELC outside the CES so our bright and bored students get some worksheets and that’s it. My kid tells me that the only extras are for those who are struggling and need things read to them. I really can’t afford private school and hate the snobbery that brings but I don’t know what else to do for my gifted kid (and yes, we have the WISC scores showing she’s in the highly gifted range)

No one has said anything about ELC not being offered.