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MAP Reading Fluency

Thank you for taking time to provide your feedback and ideas for future product enhancements for MAP Reading Fluency. Please take a moment to share your thoughts below or comment on existing ideas posted. 

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MAP Reading Fluency

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331 results found

  1. If there was a print out option of the text reading instead of just a listening option, teachers could more easily analyze the types of errors students are making. This would add a diagnostic element to your universal screener that would notch it up to be more diagnostically useful.

    1 vote

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  2. I wish the quadrant report and the family report were available in the MAP Reading Fluency. I also wish there was a report that showed every score for the whole year to follow their growth or lack thereof on a graph.

    7 votes

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  3. On the reports page, When the idea question marks are clicked, the popup bubble is often hidden and cant be read, especially if it's at the far right of the screen.

    1 vote

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    Under Review  ·  0 comments  ·  Testing  ·  Admin →
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  4. I think phonics/word recognition progress monitoring needs to have different words each time. Some of my EL students keep missing the same words because they don't know what the word means. However, many times they can read the words.

    A few of the words they get stuck on
    pit (peach pit), mug, toss, drain They can read them but they don't know what they mean.

    I feel like that if they were given different words with the same rime, we would know if it was vocabulary or phonics.

    I decided to watch one of my students take the test to…

    2 votes

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  5. It would be great if we could run reports that include both Fall and Winter results. This would help with comparing who continued to be flagged from one administration to another.

    3 votes

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  6. As some of us have to write numerous and or frequent reports, which isn't exactly our favorite way to spend our time, MAP could ease the burden and save users time by making all data easy to copy and past into different formats and/or platforms. The current format seems to be a bit of a pain in the neck. Thank you.

    1 vote

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  7. While the Progress Monitoring test scores do have accompanying dates, the Benchmark scores do not. This omission requires users to look for those dates else and to try to pair them with the correct test. This is time consuming and unreliable. Why can’t the benchmark date be paired under the Benchmark Tab, as are the Progress Monitoring test are under the PM tab?

    1 vote

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  8. where is the domain score breakdown

    1 vote

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  9. It would be nice to have the progress monitoring passages as hard copies so student would read off of the paper versus reading off of a screen.

    1 vote

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  10. Chart benchmark scores over time to show progress- this is helpful with progress monitoring but should also include benchmark data

    2 votes

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  11. Allow to display ONLY Green or Yellow or Red

    1 vote

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  12. It would be great if, after the AI has computed the students oral reading rate/fluency, we, as educators, can see how the system scored the running record. For example, it would show us what the students have omitted, substituted, etc., as well as where the student stopped at or around the 1 minute mark, 2 minute mark, etc. It would help us see what exactly the student did and help us to plan for instruction/target interventions or support.

    1 vote

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  13. In instructional planning report, are students listed in each level by lowest to highest scores in that level?
    Since they are not listed alphabetically. If so, can you list the percentage by their name so educators know if they are a high, medium, or low level 3 for example.

    1 vote

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  14. Helpful to somehow narrow the columns or resize so an individual can see all foundational skills & oral reading scores in the row to the right of the students names, without having to click the right arrow to view the students Literal Comprehension column scores.

    1 vote

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  15. This instrument over-identified our ELL students because on multiple portions of the assessment they had to click every picture to find out what it was before selecting their answer. Our non-ELL students could rapidly identify the pictures and therefore selected more correct answers within the time limit. One way this language bias could be reduced would be to extend the time limit a bit and have every user listen to the computer identifying all the pictures. Without an alteration such as this, MAP Reading Fluency has limited usefulness with ELL students.

    2 votes

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  16. When I click the download button to print the passages, it downloads the student reading recording, not the passage. is there a way to print the passage?

    3 votes

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  17. testing data is not friendly to print at all.

    1 vote

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  18. The section on the dyslexia screener where students have to pick the two pictures that begin with the same sound, does not allow students to change their original selection. I had a kiddo today taking the assessment and he realized the first picture he chose was incorrect. We could not click or drag it back so we could make a new selection. It would be nice if students could finalize their choice or change it when they realize they made a mistake.

    4 votes

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  19. We are currently using MAP Fluency three times a year to measure growth in foundational skills. As an administrator, there is no way for me to compare fall to winter scores in order to determine growth for students and/or classes without pulling reports and sorting through one giant report a million times and merging data to figure out which students belong to which teacher. Is there any way under term comparison report to add separate teacher data that can be turned on for admin and district admin?

    5 votes

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  20. I would really like to be able to see a simple term over term comparison of the Foundational Skills with Dyslexia screener without having to toggle between 2 reports. Some of the other MAP NEWEA tests have line graphs showing growth --- something like that to help easily communicate results with our parents.

    5 votes

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