Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Yep. MAP is not a Math proficiency test. It’s purely a test of what a student has been exposed to. If your first grader answered every 1st grade level correctly but nothing else, they wouldn’t come close to the top percentiles. For that, you need to teach how to tell time on a clock, how to count money and coins, how to multiply and divide, etc.

The kid has to actually solve problems. That sounds like proficiency.

Sure - maybe I should have been more clear and said that it's not simply a "grade level" proficiency test. But my point stands - your first grader is not going to score at the top of the test unless you teach them what a quadrilateral is, how to identify an isosceles triangle, what the difference between obtuse and acute angles are, etc. At first grade, they are merely expected to be able to add and subtract per the MCPS curriculum. One could be quite proficient at that, but would yield a pretty pedestrian score.

OP, my kid kept worrying/complaining that she was bad at the MAP math tests, because she took the longest to finish them and she didn't know the answers. She scored in the 99th percentile. Like others have said, this is because it's adaptive. She took the longest to finish because she kept getting questions right. And she inferred she was "bad at" the test because she had to work really hard to answer the questions toward the end.... because those questions became very advanced, because she was actually quite "good" at the test.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Apparently mcps skipped the tellibg time, geometry and money units in Eureka and and teachers are supposed to backtrack and do them at the end of the year. I guess they made this decision to give kids more time to work on remedial skills or work on number bonds

Apparently they've been skipping the time unit for a while. Many of the MS kids I work with can't read an analog clock.

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Apparently mcps skipped the tellibg time, geometry and money units in Eureka and and teachers are supposed to backtrack and do them at the end of the year. I guess they made this decision to give kids more time to work on remedial skills or work on number bonds

Anonymous wrote:

Anonymous wrote:So my first grader had her math assessment today for map and she told me that she did fine but then test asked her questions and she didn't understand the symbol and it sounded like the test was asking her multiplication questions which seems like something that was not at all covered in first grade (at least judging by her homework). Why was the test covering material that is not part of her curriculum?

this is a test used for K-2 and precocious many 2nd graders will know this already in fact even my 1st grader has a limited understanding...

OP here yes she sort of understands multiplication because I've explained the concept to her and I've explained that it's sort of like skip counting or creating sets or groupings of numbers (she really loves math so we have conversations about it every so often) but don't know if she's ever seen a multiplication problem before.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Yep. MAP is not a Math proficiency test. It’s purely a test of what a student has been exposed to. If your first grader answered every 1st grade level correctly but nothing else, they wouldn’t come close to the top percentiles. For that, you need to teach how to tell time on a clock, how to count money and coins, how to multiply and divide, etc.

The kid has to actually solve problems. That sounds like proficiency.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Yep. MAP is not a Math proficiency test. It’s purely a test of what a student has been exposed to. If your first grader answered every 1st grade level correctly but nothing else, they wouldn’t come close to the top percentiles. For that, you need to teach how to tell time on a clock, how to count money and coins, how to multiply and divide, etc.

^this

Anonymous wrote:

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

Yep. MAP is not a Math proficiency test. It’s purely a test of what a student has been exposed to. If your first grader answered every 1st grade level correctly but nothing else, they wouldn’t come close to the top percentiles. For that, you need to teach how to tell time on a clock, how to count money and coins, how to multiply and divide, etc.

Anonymous wrote:In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

Yes! My kid is great at math but I guess we never taught her to tell time because on her first MAP she ended up getting a million questions about clocks…she was annoyed at us.

In about third grade, mine came home asking about something that turned out to be square roots (lots of weird scratchings and awkward explanations went into figuring THAT out!).

They’ll always hit something totally unfamiliar before their test ends. That’s the entire point of it: it keeps getting progressively harder, until it hits a level where your kid misses more than 50% of the questions.

My first grader knows most multiplication facts and some division. So tests need to account for kids like that. It’s perfectly fine that your child didn’t know it (most don’t).

Anonymous wrote:MAP is a test that is an adaptable test so the better your child does the harder questions it gives. It basically gives those challenging questions to see if your child can do it and changes the test when she can or cannot. She probably did very well if she was getting really difficult test questions.

This. It learns what you know and every child will always end on questions they have no idea how to answer. It’s designed that way, and she is clearly above grade level if she got those questions.

Anonymous wrote:So my first grader had her math assessment today for map and she told me that she did fine but then test asked her questions and she didn't understand the symbol and it sounded like the test was asking her multiplication questions which seems like something that was not at all covered in first grade (at least judging by her homework). Why was the test covering material that is not part of her curriculum?

this is a test used for K-2 and precocious many 2nd graders will know this already in fact even my 1st grader has a limited understanding...

MAP is a test that is an adaptable test so the better your child does the harder questions it gives. It basically gives those challenging questions to see if your child can do it and changes the test when she can or cannot. She probably did very well if she was getting really difficult test questions.

So my first grader had her math assessment today for map and she told me that she did fine but then test asked her questions and she didn't understand the symbol and it sounded like the test was asking her multiplication questions which seems like something that was not at all covered in first grade (at least judging by her homework). Why was the test covering material that is not part of her curriculum?