86 results found
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progress monitoring
Progress Monitoring options for the language components:
picture vocab and listening comp1 vote -
Adaptive for ALL grades
We would love to have the test be adaptive for ALL grades to determine foundational skill deficits. Students in the upper grades cannot adapt down to foundational skills unless explicitly assigned the foundational skills benchmark but when determining the needs of students we would like to be able to see them move in either direction, based on their needs.
9 votes -
Naseef
uuiui
1 vote -
Dyslexia screener above 3rd grade
I would like to screen for dyslexia above 3rd grade.
2 votes -
Progress Monitoring= Only 1 test should be allowed per week
Having students logging in multiple times to progress monitor is a mess. Students should not be able to take the assessment multiple times in one day. It should be auto-assigned a few days later to avoid this.
1 vote -
Progress Monitoring-
If assigned multiple areas to progress monitor, all areas should be sent to students when they log in. Students should not have to log in multiple times to access each progress monitoring tool.
2 votes -
testing item bank
There needs to be more items in the test bank. Or have 2 test options (i.e pre/post or fall/spring). Our school likes to administer the dyslexia screener twice a year---to have as a pre and post data. This is helpful to see how students are progressing from the beginning of the year to the end of the year. And if the test is exactly the same from kindergarten to 2nd grade, it seems that it would effect the results. ALSO, the dyslexia screener item bank seems to be exactly the same as the benchmarking and progress monitoring pieces....which is also…
1 vote -
test length
It would be nice if the test was divided into 2 parts. It is pretty lengthy for kindergarten and 1st grade students to complete in one sitting. I know you can pause the test, but that would not be as easy as just having the test already petitioned into 2 parts.
5 votes -
No voice after phoneme manipulation prompts
For a few sections, the voice giving directions interrupts the student's thinking. One of the most noticeable places is in the phoneme manipulation section. For example, they will say, "Flame, change the /l/ in flame to /r/." Then the voice will say something like, "Choose the picture," and interrupt the child's thinking on this comparatively more difficult task. This is too much for working memory, I had trouble myself. The directions (if needed at all there) should only be before the prompt.
1 vote -
Expand to include skills beyond decoding one-syllable words
Expand to include skills beyond decoding one-syllable words so that we can have a better idea of what 2nd and 3rd graders need to work on, and when we look at reports not everyone will be red.
1 vote -
Test
Test #2 for TP 724566
1 vote -
Testing
Testing TP 724566
1 vote -
Dyslexia Screener WITH Passages option
I wish there was a version of the Dyslexia Screener that also included Oral Reading Fluency. This would be especially helpful for grades 2 and 3. These students need a dyslexia screener (by law). Obviously, teachers can assign the Passages only, but this requires students to log in a second time. I would prefer students being able to go straight in to the second assessment.
15 votes -
Missouri MAP Reading Fluency and Dyslexia Dates---PLEASE ADJUST TESTING WINDOW TO BETTER FIT SCHOOLS SCHEDULES
MAP Fluency and MAP Dyslexia Screener are both Missouri approved RSP vendors. The issue I am coming across is the testing windows that NWEA has set up does not match the timeline of the testing window that DESE (Department of Elementary and Secondary Education) for the state of Missouri. NWEA MAP Fluency Dates are as followed:
Fall: June-November 30
Winter: December 1-February 28 (Feb 29 on leap years)
Spring: March 1-JuneMissouri Guidelines of when we are REQUIRED to administer the MAP Fluency and Dyslexia Screener are the following:
Fall: grades 1-3 first 30 calendar days of school
Winter:grade K…2 votes -
French Resources
FRENCH TEACHER says - Adding foreign language resources for second language learners (as well as immigrating families) would be a great idea. As things stand today (end of 2023), there are limited resources in/for Spanish. A more full service data management, reporting and skills testing platform would include commonly taught languages (uncommonly taught one too).
1 vote -
Visual of Spoken Words
It would be great to have small video box showing someone saying the words, particularly when the skill is to discriminate phonemes like in skit and sit. Sometimes, it's hard to hear the difference resulting in errors.
1 vote -
Re-do
There are some exercises that students cannot re-do once they click on an answer and realize they made a mistake. Allow for students to change their answer on all or most exercises
2 votes -
Provide more Think Time
Provide more Think Time, the caterpillar repeats the instructions too quickly, while students are still processing
1 vote -
Caterpillar should not congratulate kids when they get the answer wrong
Change the testing so that the caterpillar does not congratulate students when they get an answer wrong as this might encourage guessing and clicking without thinking. Perhaps he might say, "Not quite", or "Not this time, try again next time" or he could just not say anything at all
1 vote -
Larger Text for Oral Reading Fluency
It would be amazing to have the option (or do it for all automatically) for the story text to be larger on the Oral Reading Fluency Progress Monitoring. It is large and readable in the practice but the assessment portion, it is so tiny my kids get lost frequently!!
1 vote
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