487 results found
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User Friendly data on Learning Continuum
Gathering data from the learning continuum report is very combersome and overwhelming. We previously used STAR and they had a report with all of the grade level standards- each student score was color coded in accordance with their proficiency on each standard. If they were above grade level on that standard- they were blue, on grade level- they were green, slightly below was yellow, and far below was red. It made it very easy to see which standards I need to focus on.
This learning continuum reprt, I have to look at the report, then look at each student to…1 vote -
Add an alert on the proctor console to show the test is invalid once it's completed
It would be helpful if you could add an alert on the proctor console to show the test is invalid once it's completed, especially in cases where the test doesn't meet the minimum test duration requirements.
1 vote -
Family Reports
Please allow us to upload the family reports by school also not just individually by teacher. It will save so much time when we need all the reports alphabetically. Just like we can do in the Student Progress Reports. Thanks
5 votes -
Session name generation
The randomly generated session name included the word "edger" which is an inappropriate slang term. It caused some mayhem when I posted it as I had misread it as being "edgar" and didn't catch it in time. I recommend removing this word from the generation options to avoid this in the future.
2 votes -
desmos graphing calculator
For the Algebra 1, Geometry & Algebra 2 tests, I would like the Desmos graphing calculator to be available for students for all questions. This is how instruction is in the classroom, as well as what's available for all questions on the state end of year test. Please make this available for the MAP growth tests OR make it an accommodation we can turn on for our students since now even the SAT/ACT/AP exams have this built in as well.
3 votes -
Allow students to Listen to answers without it selecting that choice
I have noticed that younger learners with the Read Aloud option have a hard time understanding that they need to go back and and pick an answer. They either listen to the first choice - see that the button popped up and assume they got it right and move on. OR they listen to all 4 choices - answer in their head - and move on leaving the last answer selected.
If the listen button could be unlinked from the multiple choice answers that would really help us get better data.
1 vote -
Total testing time should be the same for all
My daughter (3rd grade) recently gave me feedback about why she doesn't look forward to these tests and I found it important to consider. When she sees her peers finishing the test before her she gets antsy to finish so she can read, draw, or do something else silently at her desk until all of her classmates are finished. The standardized way a test is administered is as important, if not more important, than the actual test questions and results. My daughter thought she was less knowledgeable and slower than the other students because she was taking longer to finish…
4 votes -
Correct Typo in Proctor Guide ie. Do Not Confirm
Page 13 of the Proctor Guide https://teach.mapnwea.org/impl/ProctorGuide.pdf states that selecting "Do Not Confirm: Terminates the original test and restricts the student from taking the test again this term." This is not accurate. My teachers are confused enough as it is with all the different menu options - please maintain accurate documentation to support your users!
1 vote -
Download of standards below student's grade
A downloadable report which lists each student who missed standards below their current grade. For example, a child is in 6th grade, but failed to answer standards from 3rd and 4th grade. The download would consist of the student's name and grade as well as those standards - could be listed by MN Standard's codes - they missed. IXL builds a plan for the student, but that plan is based on their RIT. I need to know the standards they missed which were much lower than the overall RIT.
4 votes -
Universal Enabling for Text-to-Speech
It would be great to have the ability to turn on the text-to-speech accommodation (and select from the current configuration options for text-to-speech) for all schools/sessions/students. As some state assessments move to offering text-to-speech as a universal accommodation, it would be helpful to be able to standardize this for MAP Growth as well. Asking individual proctors to turn on the accommodation leaves room for people to forget and leads to an inconsistent testing experience for students. Having a district/schoolwide option would be very helpful.
7 votes -
Reports and Checkboxes
It is difficult to pull one report at time when looking at a specific teacher's data. We would like a drop down list of teachers that we can check to filter the teachers' names we want to see data for. For example, teachers have 3 blocks listed in the class profile.
1 vote -
Instructors Login Session Details
Dear NWEA Team,
I would like to know how I can find out my Instructors Login Session details(Date\Time) into their MAP accounts.
Being the School MAP Administrator, using the dashboard I would like to see my teachers using their accounts to generate/view reports of their respective students\class.
Which I have checked with your Chat support, and they have acknowledge that this is a great idea, which doesn't exist in the current MAP system.
Hope to have this incorporated, in order to have administrator manage these tasks.
2 votes -
Growth Data on the Class Profile Report
Having the same growth data that appears on District and School Profile appear on the Class Profile report would be extremly benefiical to teachers.
2 votes -
AK Star
It is essential that assessment design aligns with evidence-based instructional practices. When there is a disconnect between how students are taught and how they are assessed, the validity and reliability of the resulting data are compromised (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014).
In classroom instruction, students are explicitly taught research-supported strategies such as previewing questions to establish purpose and flagging items to revisit. These practices are grounded in cognitive science. Research demonstrates that reducing cognitive load improves performance and accuracy (John Sweller, 1988), while metacognitive strategies such as self-monitoring and revisiting…1 vote -
Allow for the option to change text to speech voice
Allow for the option to change the voice for text to speech accommodations. The voice doesn't not accurately read the text, and will say /red/ when we would want /reed/ for the word read. It will also change long and short vowel sounds so that students are unable to understand what is being read to them.
3 votes -
Enable TTS on Graphics and Images
Students who need TTS for all content should be able to use the embedded TTS feature within MAP - they should not have to learn to use a new tool like a screen reader just to access text in images and graphics. Screen readers will also read navigation buttons and other text on the screen that is not a part of the test item potentially creating confusion and adding cognitive load.
Please build images and graphics for test items that can be read aloud by the embedded TTS within MAP.
2 votes -
Test results emailed to parents from NWEA.
Is there a way to send out test results directly from NWEA. ILEARN has this option as a family access page and they just log in and are able to see results. This would save paper and man power for the teachers or office staff
4 votes -
Please add Spanish Lexile levels!
Please add the Lexile levels so that my teachers do not need another tool or time-consuming assessment. I realize there is some debate as to the accuracy of the Lexile levels in Spanish, but starting anywhere would be helpful and more equitable.
1 vote -
Start on higher level of the test
Here is the thing, often times student may have a extremely high understanding of the topic, and starting off low is simply troublesome since you would ever reach your full potential, if you are unlucky enough to be paired with bugged system that won't allow you to get one step near the next RIT range. If we start hard first, then its easier to determine the students' full potential, rather than the base of their knowledge.
1 vote -
Stacked English AND Spanish Math MAP Test (emergent bilingual students)
I love that the MAP Growth tests are offered in both English and Spanish. However, we are noticing a consistent issue in scores from newcomer students (those here between 1-3 years).
When they first come and take the test in Spanish, the scores are fairly accurate to what they are demonstrating in class. However, after that, all future learning is done primarily in English. If we continue testing in Spanish, they show minimal growth because they don't always know the vocabulary in their L1 (native language) and are unable to accurately demonstrate these new concepts on a Spanish test. Yet,…
4 votes
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