98 results found
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Slow Sloth
Slow Sloth
1 vote -
NOT EQUITABLE OR ACCESSIBLE FOR ALL
I would like to speak with a representative about the inequities within this test for MLL students.
1 vote -
answering questions
I have students who click too fast and cannot go back to fix this, students also have reported answering a question wrong, and when they try to return to it, they cannot. Can NWEA make it to where students can go back to one question prior?
1 vote -
Allow Multiple Assessments Run After Each Other
When I need to run both Phonological Awareness and Phonics/Word Reading and I assign both, let the system run them back to back. It is a MAJOR hassle to have to run one assessment, log out, log back in, and do the next assessment.
1 vote -
Locking test access for students
WE have single sign on is there a way to block students from accessing the test on their own?
Can we add a feature to allow the teacher to lock testing so students cannot access on their own?1 vote -
hand scoring
Could you add an option to cross out the whole line for lines that are skipped during the recording?
1 vote -
Integrate with Clever
Integrate with Clever so we can use clever badges to login. Our Kindergarten-2nd grade classes struggle to login using their very long emails and passwords. I have checked on clever and it is not an app option.
1 vote -
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 -
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.
2 votes -
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 microphones do not always work.
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 -
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
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