January 2003 — Features
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Getting On Board With Online Testing
The system has met, if not exceeded, our expectations for data that demonstrate a student’s individual growth. It has also proven to be more motivating for students who prefer using computers over using a pencil and paper. Rigby teachers have had positive reactions to the MAP system, and have seen more interest and attention from students during testing sessions. Lewis says, “We’re able to analyze the strengths and weaknesses, not only of groups, but of individual students in specific subjects. Also, teachers are able to align their above-average, average and below-average students, so that they can identify what needs to be taught to each specific group.”
Like Blaine and Rigby, teachers in the districts also use the data within parent-teacher conferences, making these events informed by data and focused on results. Reports, such as longitudinal reports, are supplied to parents to give them a full view of their child’s progress, including where they are excelling and where they may need extra help.
Timeliness Enhances Usefulness
Equally important is timeliness of test data, which gives teachers the ability to monitor student progress when it makes sense — at the beginning of the school year and near the end. Data from other tests are often not available until midyear or after students have left for the summer. This ability to get information back almost immediately after the student has finished the test, enables educators to quickly look at scores, see whether students are on track to meet expectations for their grade (whether ahead or behind), and then tailor teaching to address those results.
Hutchins says, “Instead of the half-year time lag waiting for standardized test results, NWEA offers class reports within 72 hours of testing, and growth reports comparing fall and spring tests.” Students also have the option of printing their test results the moment they have completed their tests. This almost instant turnaround on scores and results provides a comprehensive assessment of student achievement levels, enabling teachers to respond to individual needs more quickly than before.
Since MAP data monitors a child’s growth specific to what is being taught, and to expectations set by the district, teachers are able to use results to individualize instruction and to serve as criteria for judging the strengths and weaknesses of class materials. Blaine’s goal is to use the spring data to align all students within their new classes each fall, then use the fall data to make any adjustments that will help students make sufficient growth and meet scholastic targets in the coming year.
NWEA designed the MAP system with the goal of providing high-quality, timely data that could be easily used by educators to improve instruction. Even though Idaho has made technology a requirement for recertification, an in-depth technological background is not a requirement to use MAP. The system is relatively simple; the district’s technology coordinator typically oversees its use in all schools. In addition, the district’s testing coordinator plays a significant role in maintaining test security, explaining results, and assisting teachers in understanding how classroom changes will lead to improved testing results.
