Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:Misalignment of MCPS-taught standards to MCAP-tested standards is my understanding. I believe MCPS was trying to adjust, but knew that there would be numbers that appeared lower than expected until they could do so.

Some other MD school districts may have been more nimble in changing to address the MSDE-mandated standards. Pandemic after-effects, though possibly lessening, may also persist.

Isn’t MCAP testing Common Core standards, which is what MCPS is supposed to be teaching? -NP

Yes, it is but MCAP unlike PARCC does a poor job at measuring that because it's an unproven test they made up.

MCAP is PARCC with a new name and fewer questions. Same entity is writing the test.

If it were PARCC it would be called PARCC. The fact is it's a new test that is different than PARCC.

Nope. It’s a shorter version of PARCC. Same company writes the questions.

You just can’t accept that MCPS is doing a terrible job of educating our kids.

Anonymous wrote:

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Anonymous wrote:It isn’t testing the content being taught. This isn’t hard to understand. If I’m reading a text about the Great Depression, I probably wouldn’t do well on questions about the pre-Civil War era. Poor kids have little background knowledge and when the test asks questions about topics they haven’t been taught, it shouldn’t be a surprise that they don’t do well.

Is thought MCAP is Math, Science, English, not Social Studies

The reading passages can be on any random topic including history, science, etc.

The reading passage and subsequent questions anre about comprehension of the passage correct? It’s not requiring you to have comprehensive knowledge of every event in history. Now you may need to be able to use critical thinking skills and draw some connections like the devastating effects of war exist regardless of location, parties, or year. But again that would be testing critical thinking and comprehension.

Let me give an example. Years ago when we were still using PARCC, I had my 3rd graders read a passage used on a previous test that was released to the public. It was an informative passage about sea turtles. I had my students read it (a challenge since it was on a third grade reading level and most were reading below that). Then they answered the comprehension questions. Later, we talked about the vocab they didn't understand (words like coral reef, current, etc). One of my students said she didn't understand the title (Sea Turtles) after we read the text. She didn't understand why the author would tell the reader to "see turtles." I explained the word "see" didn't mean the same thing as the word "sea." None of my students knew that they meant different things. The entire point of the text was over their heads beginning with the title. Needless to say, they got most of the comprehension questions incorrect.


Reading comprehension is deely dependent on background knowledge of the topic and vocabulary. My students had not learned anything about marine animals and habitats so they didn't understand the vocab or even the meaning of the title. So while we teach to the standards, it doesn't mean squat when students encounter unfamiliar topics with unfamiliar vocabulary.

That is a great example and I can say that makes me understand a little more. I would say, that Sea and coral reef seem life science knowledge that a 3rd grader should have already. Habitats are covered in like 1st or 2nd grade.

Anonymous wrote:MCAP English proficient scores across counties:
Calvert: 64.4%
Carroll: 62.8%
Howard 62.7%
Frederick: 60.2%
Harford: 58.6%
Montgomery 57.6%
Anne Arundel 51.1%
Baltimore County: 43.9%
PG 35.5%
Baltimore City: 24.1%

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It isn’t testing the content being taught. This isn’t hard to understand. If I’m reading a text about the Great Depression, I probably wouldn’t do well on questions about the pre-Civil War era. Poor kids have little background knowledge and when the test asks questions about topics they haven’t been taught, it shouldn’t be a surprise that they don’t do well.

Is thought MCAP is Math, Science, English, not Social Studies

The reading passages can be on any random topic including history, science, etc.

The reading passage and subsequent questions anre about comprehension of the passage correct? It’s not requiring you to have comprehensive knowledge of every event in history. Now you may need to be able to use critical thinking skills and draw some connections like the devastating effects of war exist regardless of location, parties, or year. But again that would be testing critical thinking and comprehension.

Let me give an example. Years ago when we were still using PARCC, I had my 3rd graders read a passage used on a previous test that was released to the public. It was an informative passage about sea turtles. I had my students read it (a challenge since it was on a third grade reading level and most were reading below that). Then they answered the comprehension questions. Later, we talked about the vocab they didn't understand (words like coral reef, current, etc). One of my students said she didn't understand the title (Sea Turtles) after we read the text. She didn't understand why the author would tell the reader to "see turtles." I explained the word "see" didn't mean the same thing as the word "sea." None of my students knew that they meant different things. The entire point of the text was over their heads beginning with the title. Needless to say, they got most of the comprehension questions incorrect.


Reading comprehension is deely dependent on background knowledge of the topic and vocabulary. My students had not learned anything about marine animals and habitats so they didn't understand the vocab or even the meaning of the title. So while we teach to the standards, it doesn't mean squat when students encounter unfamiliar topics with unfamiliar vocabulary.

That is a great example and I can say that makes me understand a little more. I would say, that Sea and coral reef seem life science knowledge that a 3rd grader should have already. Habitats are covered in like 1st or 2nd grade.

Maybe but when students are reading below grade level, science and social studies are the first subjects to be shoved to the side to remediate. Add in students who aren't proficient in English and you've got a students who won't do well on any standardized test.

Anonymous wrote:

Anonymous wrote:MCAP is especially valuable because it allows the state to compare scores across every county. I know many value MAP scores, but most counties in MD no longer give MAP assessments. Parents, understand the MAP is an adaptive test so no student is taking the same test. If you want to compare your child’s progress against the progress of their peers, use MCAP over MAP.

Yes, you can compare counties, but the scores of students are completely different. MCPS may be the highest in the state, but most schools are barely proficient.

Anonymous wrote:

Anonymous wrote:MCAP is especially valuable because it allows the state to compare scores across every county. I know many value MAP scores, but most counties in MD no longer give MAP assessments. Parents, understand the MAP is an adaptive test so no student is taking the same test. If you want to compare your child’s progress against the progress of their peers, use MCAP over MAP.

So 96% on MAP equates to barely a three on MCAP?

Anonymous wrote:MCAP is especially valuable because it allows the state to compare scores across every county. I know many value MAP scores, but most counties in MD no longer give MAP assessments. Parents, understand the MAP is an adaptive test so no student is taking the same test. If you want to compare your child’s progress against the progress of their peers, use MCAP over MAP.

Anonymous wrote:MCAP is especially valuable because it allows the state to compare scores across every county. I know many value MAP scores, but most counties in MD no longer give MAP assessments. Parents, understand the MAP is an adaptive test so no student is taking the same test. If you want to compare your child’s progress against the progress of their peers, use MCAP over MAP.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It isn’t testing the content being taught. This isn’t hard to understand. If I’m reading a text about the Great Depression, I probably wouldn’t do well on questions about the pre-Civil War era. Poor kids have little background knowledge and when the test asks questions about topics they haven’t been taught, it shouldn’t be a surprise that they don’t do well.

Is thought MCAP is Math, Science, English, not Social Studies

The reading passages can be on any random topic including history, science, etc.

The reading passage and subsequent questions anre about comprehension of the passage correct? It’s not requiring you to have comprehensive knowledge of every event in history. Now you may need to be able to use critical thinking skills and draw some connections like the devastating effects of war exist regardless of location, parties, or year. But again that would be testing critical thinking and comprehension.

Let me give an example. Years ago when we were still using PARCC, I had my 3rd graders read a passage used on a previous test that was released to the public. It was an informative passage about sea turtles. I had my students read it (a challenge since it was on a third grade reading level and most were reading below that). Then they answered the comprehension questions. Later, we talked about the vocab they didn't understand (words like coral reef, current, etc). One of my students said she didn't understand the title (Sea Turtles) after we read the text. She didn't understand why the author would tell the reader to "see turtles." I explained the word "see" didn't mean the same thing as the word "sea." None of my students knew that they meant different things. The entire point of the text was over their heads beginning with the title. Needless to say, they got most of the comprehension questions incorrect.


Reading comprehension is deely dependent on background knowledge of the topic and vocabulary. My students had not learned anything about marine animals and habitats so they didn't understand the vocab or even the meaning of the title. So while we teach to the standards, it doesn't mean squat when students encounter unfamiliar topics with unfamiliar vocabulary.

That is a great example and I can say that makes me understand a little more. I would say, that Sea and coral reef seem life science knowledge that a 3rd grader should have already. Habitats are covered in like 1st or 2nd grade.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It isn’t testing the content being taught. This isn’t hard to understand. If I’m reading a text about the Great Depression, I probably wouldn’t do well on questions about the pre-Civil War era. Poor kids have little background knowledge and when the test asks questions about topics they haven’t been taught, it shouldn’t be a surprise that they don’t do well.

Is thought MCAP is Math, Science, English, not Social Studies

The reading passages can be on any random topic including history, science, etc.

The reading passage and subsequent questions anre about comprehension of the passage correct? It’s not requiring you to have comprehensive knowledge of every event in history. Now you may need to be able to use critical thinking skills and draw some connections like the devastating effects of war exist regardless of location, parties, or year. But again that would be testing critical thinking and comprehension.

Let me give an example. Years ago when we were still using PARCC, I had my 3rd graders read a passage used on a previous test that was released to the public. It was an informative passage about sea turtles. I had my students read it (a challenge since it was on a third grade reading level and most were reading below that). Then they answered the comprehension questions. Later, we talked about the vocab they didn't understand (words like coral reef, current, etc). One of my students said she didn't understand the title (Sea Turtles) after we read the text. She didn't understand why the author would tell the reader to "see turtles." I explained the word "see" didn't mean the same thing as the word "sea." None of my students knew that they meant different things. The entire point of the text was over their heads beginning with the title. Needless to say, they got most of the comprehension questions incorrect.


Reading comprehension is deely dependent on background knowledge of the topic and vocabulary. My students had not learned anything about marine animals and habitats so they didn't understand the vocab or even the meaning of the title. So while we teach to the standards, it doesn't mean squat when students encounter unfamiliar topics with unfamiliar vocabulary.

Anonymous wrote:At the elementary level, MCAP ELA and Math tests look identical to the PARCC assessments we used to give kids. Those had 4 days of ELA and 4 days of math and so does MCAP.
The test takes way too much instructional time when we can get real-time, useful data from just giving MAP three times a year. As a classroom teacher, I never used my students' PARCC scores because we received them so late.