95 results found
-
ORF Spanish Progress Monitoring
I would suggest there being K-2 Progress Monitoring in SPANISH, especially with ORF passages so students can practice on the computer
1 vote -
Unfair scoring practice
Students are complaining that the story stops before it is over. Comprehension questions are then asked of them.
1 vote -
Auto assigned a test I don't want
You have auto assigned Adaptive Oral Reading to my entire school. I do not want this. Can I please delete this test that was just auto assigned "whole building" rather than one student at a time?
1 vote -
Adaptive Oral Reading should "adapt" for older grades, too.
It would be awesome if the Adaptive Oral Reading Assessment was still "adaptive" at upper grades. There are 4th-8th grade students who still need support with foundational skills. You're sidelining the highest needs students by not having the Adaptive Oral Reading Assessment "adapt" to foundational skills for students who need that support.
1 vote -
Spanish
I am curious if NWEA is making progress towards equitable Spanish assessments and reporting. For example, a Spanish dyslexia screener, the ability to progress monitor in Spanish, and screener outcomes data for Spanish assessments.
1 vote -
Microphone issue
We have difficulty with the program hearing the students. The students have to scream "I am ready!" in order to open the assessment.
2 votes -
microphone
The headset with the microphone doesn't work properly at times, hearing the child is ready.
1 vote -
Microphone
The microphones do not always work.
1 vote -
Provide reading passages
Have the passages printable so that we can have the students read from them. The software does not pick up many students' reading because of speech issues or volume. That would make hand scoring much easier.
2 votes -
Counting syllables and counting sounds
Kindergarten students have difficulty when one section is counting syllables and the next section is counting sounds. They get the two confused.
2 votes -
Benchmark Dates Needed
There should be a date provided for benchmark administration.
2 votes -
remind to answer
reminders about marking an answer
2 votes -
Provide direction on the graphic novel for which direction the students should read (across to the next panel or down to the panel below)
On the first passage for the Adaptive Oral Fluency Passages Only, could the students get some direction on which way to go (across or down) for the graphic novels?
1 vote -
Different Progress Monitoring tests
progress monitoring tests on foundational skills should be more diverse and not the same test each administration.
3 votes -
MAP Oral Reading Fluency
The recording of the MAP Reading Fluency oral passages have been extremely sensitive but also very inconsistent. Even if my whole class is quiet, it sometimes leads to a No Score i.e. a retest. It is very unrealistic to a classroom setting and very stressful on the children trying to stay quiet during a time that is supposed to be small group or station time. Is there any setting or trick to help avoid No Scores, despite a completely silent environment and a microphone attached to headphones?
1 vote -
Support please
Hello, we are noticing that some students that are legible in the audio are not receiving a grade and we see insufficient data. Is the suggestion to report each one individually or are there best practices to support getting the audio graded.
3 votes -
Different voices levels
There are different voices for the foundational skills section. Some of the voices are too soft...the volume is different than the other voices.
3 votes -
Touchscreen workaround
Our district recently purchased touchscreen chromebooks for all TK-2 students. While administering the NWEA MAP Early Skills Screener, I noticed that our 4 and 5 year old students are required to "drag and drop" in order to answer questions. This was impossible for most of them and they simply were not able to test without an adult operating the trackpad for them.
In chatting with a support rep, I was told that touchscreen chromebooks are not supported. I can't imagine that we are the only district using these, but I would like to suggest a simple fix: On the ipads,…
2 votes -
Progress Monitoring Frustrations
The idea of having students read using a mic for fluency progress monitoring is a novel idea. However, the practical side is not exactly working for many of our special education students and teachers. We are only looking for them to read for one minute for progress monitoring. Due to the system, they have to read the entire passage, with the comp questions, which ends up with a slew of issues and problems. Many students are timing out due to the length. We are seeing behaviors rise due to the frustrations of the length. Teachers frustration has risen drastically due…
1 vote -
School Proctor and MAP Reading Fluency
As a "School Proctor" I should be able to proctor MAP Reading Fluency to any students at my school just like I can proctor other MAP Growth Tests to any students. Since I am not a homeroom teacher, I am not able to proctor MAP Reading Fluency tests and yet I am one of our school's learning support specialists. Because I don't have a class assigned to me, I cannot administer the MAP Reading Fluency Test. I think NWEA should give the same proctoring permissions for ALL tests (Growth and Reading Fluency) with the "School Proctor" permission. This is very…
1 vote
- Don't see your idea?