MAP scores.. is this weird?
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Anonymous
Look 239 in fall 5th grade is about 98 percentile. Kid was clearly taking it seriously all along. |
Anonymous
I’m not sure that my info is actually that helpful. The teacher didn’t clear anything up for me other than to let me know that some other kids also had big jumps (not all kids - a few, as in my kid wasn’t the only one, though maybe was the only one with quite such a high score). I got no explanation as to why, just my own guesses. |
Anonymous
It’s still helpful to know that this kind of stuff happens. The only anomaly here is that most kids had a big jump. Pretty much everyone my DC talked to and from what he gathered by the teachers comments. |
Anonymous
If they're using the MAP test for 6+ higher scores should be 10-15 points lower than the 2-5 test. |
Anonymous
When DC was at a focus school, I remember their MAP-M going from 222 to 248 when they were 8 and again from 265-275 in 5th. In 6th they were scoring around 285 but didn't get picked by the lottery. |
Anonymous
That's the experience of some, but not all. There is higher variation/less consistency in individual scores when going from the 2-5 test to the 6+ test. That's part of the nature of such adaptive tests, which pitch up semi-random initial questions trying to identify a level at which a test taker starts to achieve a certain correct response rate. The 6+ test includes subject matter that the 2-5 test never presents, and that paradigm, then, with the larger set of potential questions, introduces variation versus the 2-5 test on an individual basis. NWEA conducts analyses and constructs the assessments accordingly to try to ensure continuity between the two versions on larger scales, like averages across a whole school or district. The underlying probability/statistics theory on which such tests rely can't provide reasonable certainty of continuity for individuals, though. This potential for individual discontinuity from the one test to the other is why MCPS decided to shift to use either this year's fall MAP-M or last spring's. Otherwise, they would be making comparisons for the MS math magnet pool among individuals based on results for some (those in Math 5/6 taking the 6+ version) solely bound to that expected uncertainty. I'm not saying that approach is foolproof -- there's an expectation of a high swing in score for some when moving to the 6+ test, and they might benefit -- but it offers some improvement. |
Anonymous
Maybe you underestimate your kid's latent ability. |
Anonymous
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I teach compacted 5/6 at a Title 1 school. A child earning under a 225 in the winter of 5th is going to struggle in the class (unless the winter score was an anomaly). I really can't imagine that children scoring that made their way into a math magnet and are successful.
OP- jumps happen. Ask for the breakdown of scores. In 4th grade, we skip almost all geometry and that category often is the lowest scoring for students not receiving outside enrichment. Once it's taught, scores do often take a huge jump. Same with other topics- if your child has very little fraction knowledge and then receives instruction, that section of the test will go way up. |
Anonymous
| How long until the scores are posted on ParentVUE? |
Anonymous
WPES, dontcha know! |