map rit scale link?

[Anonymous]

I think you can you the same charts for MAP-P

[Anonymous]

I have always just assumed that the Map-M charts for K, 1, and 2 apply to the MAP-P, but I may be wrong about that.

[Anonymous]

This is a school district site, not the nwea site, but it looks like the 2015 MAP norms. Percentile charts are in appendix c.


http://www.sowashco.org/files/department/rea/2015NormsReport_Reading.pdf

[Anonymous]

Thank you, 14:26.

[Anonymous]

So looks like for math anyways the 2015 scores are lower. So now my 5th grader has above 99% for 11th grade math? Something is amiss here.

[Anonymous]

I hear you 19:53 - according to this scale, my 3rd Grader is above the mean for 11th Grade Reading. I don't get it either. I know all of our snowflakes are super extraordinary in this area, but there's no freaking way my kid actually reads as well as any 11th graders I have known...

[Anonymous]

Yes, they norm that MAP uses for 11th graders must be taken from very low performing school districts or something. My 5th grader scored above the 99th percentile score by a few points, but when he took the SSAT to apply to private middle school, his reading was 85th percentile of those taking the test, which seems about right to me.

[Anonymous]

Anonymous wrote:Yes, they norm that MAP uses for 11th graders must be taken from very low performing school districts or something. My 5th grader scored above the 99th percentile score by a few points, but when he took the SSAT to apply to private middle school, his reading was 85th percentile of those taking the test, which seems about right to me.

Or perhaps the sample size is smaller for the higher grades.
There are over 10 million students nationwide who take the Reading and Math MAP tests. If you look at the report, there are around 600,000 students in grades 3-8 who take these tests but the numbers steadily decline starting in 9th grade until there are only around 120,000 students who take the tests in 11th grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I havent found any new 2015 norms just this:
https://www.nwea.org/content/uploads/2015/06/2015-MAP-Normative-Data-AUG15.pdf

I've long been confused about these scores. My 5th grader got a 263 in the math and I find it hard to believe he's so much above the mean for an 11th grader.

I don't think the 2015 complete norms have been released as they were in the 2011 format, with the many detailed percentile charts by grade. But, you can still calculate a percentile score by using the mean for a particular grade and the standard deviation. Basically, use the standard deviation to figure out how many standard deviations your child's score is away from the mean score for his grade, and then use a bell curve chart like this -- http://www.concordspedpac.org/Bell-curve-ss.htm -- to approximate a percentile.

For the child above 263- 211.4 = 51.6. And, 51.6/14.68 = approximately 3.5. Your child's score is 3.5 standard deviations away from the mean which is 99.9%ile. (This is using the mean and standard deviation for the beginning of the year testing.) 263 is one and a half std deviations away from the 11th grade mean, which is approximately a 90-95%ile score in 11th grade.

For those of us who are Math challenged, how would you do this for a child whose reading score is above the 99th percentile for an 11th grader. DS got 274 and the 99th percentile for an 11th grader is 264. Thanks.

Get your child to humanities magnet.

[Anonymous]

I was looking up some RIT information on the nwea site and found this blurb to be interesting:

Scale Variance by Subject

Why do RIT scales vary from subject to subject (e.g. the mathematics RIT scale goes higher than other subject areas)? A ceiling effect exists when an assessment does not have sufficient range to accurately measure students at the highest performance levels. It has nothing to do with the actual numbers attached to the scale and everything to do with the position of students on it. For example, in reading, the RIT scale measures with relative accuracy up to about 245. This represents the 93rd percentile at grade 10, and the 95th percentile at grade 8. If a student scores above we know that student performed high but may not be able to accurately assess how high they performed. Relative to other tests, therefore, there is very little true ceiling effect in this assessment. Even most high performing 10th graders receive a technically accurate measure of their skill.

This might explain some of the extreme outliers.

[Anonymous]

I am going to have to ask the school for my daughter's scores.... she came home and told me she scored 245, she is in 6th grade, I remember her scoring above 250 (I think in third grade) previously. I wonder if it is possible to go down in score?

Before anyone accuses me of worrying that my snowflake is super special, she is highly gifted with professionally diagnosed learning disabilities, so I am always concerned something else may be popping up a problem.'

As for the other posters assertions that the percentages are skewed, I can tell you when she took the Woodcock-Johnson when she was 8, she scored crazy high like in 8th grade range. I also asked how that was possible the psychologist explained that the WJ was based on National Standards which were abysmally low.

[Anonymous]

Anonymous wrote:I am going to have to ask the school for my daughter's scores.... she came home and told me she scored 245, she is in 6th grade, I remember her scoring above 250 (I think in third grade) previously. I wonder if it is possible to go down in score?

Before anyone accuses me of worrying that my snowflake is super special, she is highly gifted with professionally diagnosed learning disabilities, so I am always concerned something else may be popping up a problem.'

As for the other posters assertions that the percentages are skewed, I can tell you when she took the Woodcock-Johnson when she was 8, she scored crazy high like in 8th grade range. I also asked how that was possible the psychologist explained that the WJ was based on National Standards which were abysmally low.

Sure, it's possible to go down in score--test questions are different, the child might be tired or sick one day.

But it's worth noting that a 245 is still 98th percentile for a child in the fall of 6th grade, according to the link above (MAP norms for 2015). Particularly at that level, I wouldn't be worried about a slight fluctuation--e.g. it's possible she just didn't know a literary term that she was asked about, while last time she was asked about a particular literary term she did know.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am going to have to ask the school for my daughter's scores.... she came home and told me she scored 245, she is in 6th grade, I remember her scoring above 250 (I think in third grade) previously. I wonder if it is possible to go down in score?

Before anyone accuses me of worrying that my snowflake is super special, she is highly gifted with professionally diagnosed learning disabilities, so I am always concerned something else may be popping up a problem.'

As for the other posters assertions that the percentages are skewed, I can tell you when she took the Woodcock-Johnson when she was 8, she scored crazy high like in 8th grade range. I also asked how that was possible the psychologist explained that the WJ was based on National Standards which were abysmally low.

Sure, it's possible to go down in score--test questions are different, the child might be tired or sick one day.

But it's worth noting that a 245 is still 98th percentile for a child in the fall of 6th grade, according to the link above (MAP norms for 2015). Particularly at that level, I wouldn't be worried about a slight fluctuation--e.g. it's possible she just didn't know a literary term that she was asked about, while last time she was asked about a particular literary term she did know.

+1. Mom to a GT/LD kid here, and I agree with this. If my kid is fluctuating in the 90th+ percentiles, I'm not particularly worried. If my kid drops from 99% to 70% over time, then something is wrong....

[Anonymous]

I have using NWEA MAP for years. Using the current test, I routinely see student test scores go down 28-35% of the time.

[Anonymous]

What they don’t exactly make clear is that the test the 3-5 graders take is not the same as the 6-8 or the 9-12. So a child who scores really high in 3rd grade is not being tested on algebra no matter how high the scores. The way they talk about it is confusing though.