Reply to How common is a math or reading MAP score at the 99th percentile in this area?

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Reply to "How common is a math or reading MAP score at the 99th percentile in this area?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Very common and I’m a teacher[/quote]

Strange, I’ve heard the opposite from teachers who actually administer the tests. [/quote]

Recent MCPS data has been published. They also share their district averages, which are, as it turns out, very similar to national norms. You can go with known facts or believe in gossip. This is a simple choice.[/quote]

Recent MCPS data has been published...where?  (Please provide a direct link or specific, easily replicable steps for access.)  For which year?  About which measures?  In what level of detail?

If the only [i]new[/i] piece of data that is being bandied, here, is an MCPS average, it severely limits the conclusions that might be drawn.  It certainly does not allow reliable conclusions about the distributuon or associated changes from year to year.

MAP scores call attention for a few reasons.  Among them are:

-- Pride about high scores, whether about one's child or one's school (this can be misplaced, especially when interpreting it directly as indicative of ability, rather than achievement, and I'd suggest folks keep that to themselves in any case).

-- Concern about low scores (while I wouldn't advise ignoring that, and would suggest touching ground with a student's teacher, I'd also cushion this with an understanding of the inherent variability of individual, single-point-in-time scores for such tests, among the reasons for the "misplaced" note, above)

-- Interest in subscores and growth (which might guide more individualized teaching; this is among the most appropriate uses of MAP testing, but may not be well implemented across schools and classes)

-- Interest in average scores and distributions on a school- or county-wide basis (another relatively appropriate use, as long as large enough data sets are considered, especially longitudinally across several test periods, and evaluated in the light of other, idiosyncratic factors, especially for individual schools)

-- Concern about how a student's score might be evaluated as part of MCPS criteria-based decisions such as GT designation, magnet placement and eligibility for enriched/accelerated programming (this is usually the sticky wicket, here and elsewhere; MCPS tries very hard to keep from disclosure of related information because of the high levels of interest in these decisions, given the known limitations of their approaches, both to identification and to programming)[/quote]

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