map 2009 tech manual

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Tec hnical Manual for

Measures of Ac ademic Prog ress™ and

Measures of Ac ademic Prog ress

for Prima ry Grades™

April 2009



© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Cop yright © 2009 Northwest Eva luation Assoc iation

All rights reserved. No part of this ma nual ma y b e reproduc ed or utilized in any form or

by any m eans, electronic or mec hanical, including p hotocopy ing, rec ording, or by any

informa tion storag e and retrieva l system, without w ritten p ermission from NWEA.

Northwest Eva luation Assoc iation

5885 SW Meadows Road, Suite 200

Lake Osweg o, OR 97035-3256

www.nwea.org

Tel 503-624-1951

Fax 503-639-7873

Email information@nwe a.org




TABLE OF CONTENTS

FOREWORD ................................................................................................................................... 1 ACKNOWLEDGEMENTS ................................................................................................................ 3 INTRODUCTION ............................................................................................................................. 5 Organization of this Manual ........................................................................................................ 5

Overview of Measures of Academic Progress for Primary Grades ............................................ 6 DESIGN PRINCIPLES AND QUALITY INDICATORS .................................................................... 8 ITEM DEVELOPMENT .................................................................................................................. 15

Item Writing and Editing ............................................................................................................ 15 Item Content Category and Cognitive Complexity Assignments .............................................. 17 Provisional Item Difficulties and Field-Testing .......................................................................... 17

MEASUREMENT SCALES AND ITEM CALIBRATION ................................................................ 19 The Measurement Model .......................................................................................................... 19 The RIT Scales.......................................................................................................................... 20 Field-Testing.............................................................................................................................. 20 Item Analysis and Calibration .................................................................................................... 22 Item Bank Overview .................................................................................................................. 25

MAP for PRIMARY GRADES ........................................................................................................ 31 What is Measured? ................................................................................................................... 31 Item Presentation Conventions ................................................................................................. 31 Test Types ................................................................................................................................ 33 Test Construction and Quality Assurance ................................................................................. 34 Administration Characteristics .................................................................................................. 34

TEST ACCOMMODATIONS ......................................................................................................... 37 TEST AND INFORMATION SECURITY PROCEDURES ............................................................. 39

System Security and Confidentiality ......................................................................................... 39 Test Item Security ..................................................................................................................... 40

PSYCHOMETRIC CHARACTERISTICS OF ASSESSMENTS .................................................... 41 Reliability ................................................................................................................................... 41 Validity ..................................................................................................................................... 149

APPENDIX A: SCALE DEVELOPMENT BACKGROUND .......................................................... 175 Original Scale Development .................................................................................................... 175 Phase I: Initial Scale Construction .......................................................................................... 175 Phase 2: Scale Maintenance .................................................................................................. 176

APPENDIX B: ITEM DEVELOPMENT READING LIST .............................................................. 177 Reading ................................................................................................................................... 177 Mathematics ............................................................................................................................ 178

REFERENCES ............................................................................................................................ 180



Tec hnica l Ma nua l for Measures of Ac ad em ic Progress for Prima ry Grad es 1


FOREWORD

For more than five decades the following questions have been central to educational assessment

and research:

How do we efficiently and accurately measure student achievement?

How can assessment results be leveraged to inform instruction?

How can the rate of learning be accelerated using assessment information?

NWEA was founded in 1976 by a group of school districts looking for practical answers to these

central questions. In 2000, NWEA introduced computer-based assessment tools including the

Measures of Academic Progress™ (MAP™). The MAP system enables educational agencies to

measure the achievement of virtually all of their students from late second grade on with a great

deal of accuracy in a short period of time. All MAP assessments are computerized and are

presented adaptively, adjusting in difficulty based on each student’s responses to test questions.

Assessments in reading, language usage, mathematics, general science topics, and science

concepts and processes are provided in a survey structure with content area goal scores

supplementing an overall score.

In 2006, NWEA responded to the growing need for better assessment for younger students by

introducing the Measures of Academic Progress for Primary Grades (MAP™ for Primary Grades)

system. The MAP for Primary Grades system is an integrated collection of computerized

assessments designed for students in kindergarten through second grades. These assessments

include Screening tests, diagnostic Skills Checklist tests, and adaptive Survey with Goals tests inReading and Mathematics. The MAP for Primary Grades system uses the same measurement

scales that are used in the MAP system, which allows a direct connection between the

fundamental skills assessed in the MAP for Primary Grades system and the learning of a student

in later years.

Students enter school with a wide variety of life experiences. Early identification of achievement

levels provides a strong foundation for teachers to use in establishing an environment for

academic success. The assessments in the MAP for Primary Grades system are designed to:

• Provide teachers with an efficient way to assess achievement levels of early learners sothey can spend more time teaching and less time administering individual diagnostictests.

• Provide information to guide instruction during the early stages of a student's academiccareer.

• Identify the needs of a wide variety of primary grades students, from struggling toadvanced learners.



2 Tec hnica l Manua l for Measures of Ac ad em ic Prog ress for Prima ry Grad es


• Use engaging test items, interactive elements, and audio to encourage studentparticipation for more accurate results and to help beginning readers understand the testquestions.

This manual details the technical measurement characteristics of the MAP and MAP for Primary

Grades assessments, including psychometric characteristics, item development processes, test

development processes, and processes for development and maintenance of the measurement

scales. Detailed information concerning the operational psychometric characteristics of the

assessments is also included, with emphasis on reliability, validity, and precision. Test blueprints

for each of the tests in the system are also included to help evaluate the utility of the

assessments for a specific implementation.

As with any technical manual, this one will not answer all questions. In fact, you may find yourself

with many new questions as you use this document. For additional information, please contact

your local NWEA representative or consult the NWEA web site at www.nwea.org.





ACKNOWLEDGEMENTS

The development of this document has been a joint undertaking of the many teams within NWEA.

This manual has enjoyed the thoughts, contributions, support, and review of Dr. Gage Kingsbury,

Dr. Ron Houser, Dr. Carl Hauser, Deb Adkins, Anna Bredahl, Rhonda Boyd, and Dr. Bob Baker.

It is with great appreciation that we recognize the creativity and ingenuity of Dr. George Ingebo in

the development of the reading and mathematics vertical scales. Without these scales, the

development of the MAP and MAP for Primary Grades systems would not have been possible.

And, as with most NWEA documents, much of the inspiration and many of the best ideas and

suggestions have come from individuals in our partner agencies and board of directors. If this

document is useful, it is due to these contributions.





INTRODUCTION

This manual provides technical information for tests included in the Measures of Academic

Progress (MAP) and in the Measures of Academic Progress for Primary Grades (MAP for Primary

Grades). Among the types of technical information provided are the following:

a. Detailed descriptions concerning test content and its research basis

b. Descriptions of the development of the assessments

c. Technical descriptions of the psychometric characteristics of MAP and MAP for Primary

Grades assessments

d. Information concerning procedures for assuring test and data security.

This manual is not an administration guide for the tests or a technical description of the hardware

and software needed for the use of the system. That information can be found in the Test

Administration pages of the Member’s Support section of www.nwea.org.

This document is written for measurement professionals and administrators who will find

information within this document to help them evaluate the quality of NWEA assessments.

Organization of this Manual

The information in this manual is organized as follows:

• The Introduction includes this description and an overview of the MAP and MAP for

Primary Grades systems.

• Design Principals and Quality Indicators introduces the measurement principles used in

the design of these systems.

• The Item Development section discusses how test items are created and edited, how

NWEA designs questions to avoid bias, and the testing process to ensure that these

design goals are met.

• Measurement Scales and Item Calibration defines the measurement model used to

assess student achievement, the RIT scale that is based on this model, and how items

are tested and calibrated against this model.

• Test Types talks about the different types of tests, what information they provide, how the

tests assess performance, and how NWEA ensures that the tests accurately measure

what they purport to measure.

• A discussion of test administration and permitted accommodations is in the

Administration Characteristics of MAP and MAP for Primary Gr ades section.





• Procedures to ensure that security and confidentially of test taker information and test

results are discussed in Test and Information Security Procedures ,

• Psychometric Characteristics of MAP and MAP for Primary Grades Assessments

presents an analysis of the reliability and validity of the tests and test results in both

systems.

• The Test Blueprints section describes the detailed structure and purpose of every test in

both systems.

Much of this information also pertains to NWEA Achievement Level Tests (ALT), the paper/pencil

testing system that was the precursor to MAP. Where the two systems differ in ways that can

lead to important differences in the quality of information, these differences are noted.

Overview of MAP and MAP for Primary Grades

The MAP system measures achievement in reading, language usage, mathematics, general

science topics, and science concepts and processes for students in grades 2 through 12. All

items are in a multiple-choice format and are administered adaptively. Test content domains are

broken down into major blocks that are consistent with a specific instructional content structure.

These blocks are commonly referred to as content goals or strands and commonly range from

three to seven per test, depending on the domain. Two types of tests are commonly used within

the MAP system, as follows:

Survey with goals tests: These adaptive tests are designed to measure achievement of students as they grow through the grades. They commonly consist of more than 40questions. This allows the system to provide educators with sub-scores (representing thecontent goals) and an overall score for each student. The MAP tests are aligned with thecontent standards for each state (and sometimes the individual school district) so thenumber of sub-scores varies from state to state. Seven or more items typically supporteach sub-score. The breadth and depth of the initial item pools allow these tests to beadministered up to four times per academic year. The accuracy of this test allows it to beused to measure student growth as well as current status.

Survey tests: These adaptive tests are designed to identify students’ overall standing in a

subject area. Since the test produces only a single overall score, it is shorter than thesurvey with goals test (commonly less than 30 items.) It can be used to identify astudent’s status at any time during the school year. Since the survey test is relativelyshort, it isn’t recommended for growth measurement.

The MAP for Primary Grades system measures achievement in reading and mathematics for

students in the primary grades (kindergarten to approximately the end of grade 2). It includes

multiple-choice items and a variety of other item types that allow the system to measure a broad





range of student capabilities. All items include audio in their presentation to allow measurement

of a variety of language skills. Audio presentation also prevents differences in students’ reading

skills from decreasing the validity of mathematics results. The system includes three types of

assessments:

1. Survey with goals tests: These adaptive tests are designed to measure achievement of students who have a firm grasp of foundational skills. They provide educators with sixsub-scores and two overall scores. Eight items, with a range of six to 10 items, typicallysupport each sub-score. To allow young students to complete the test without losingfocus or tiring, the test is divided into two segments, each with three sub-scores and oneoverall segment score. If students are given both segments within a 28-day window, theresults from the two segments are combined as if students had taken one test, resultingin a more reliable overall score. Because the combined score is more reliable, it is thescore used to compute student growth. The breadth and depth of the initial item poolsallows these tests to be administered up to three times per academic year.

2. Screening tests: These diagnostic tests are designed to identify students’ strengths in thefoundational skills needed for successful development of reading and mathematics

proficiency. Screening tests are used for students who may not be ready for the surveywith goals tests. These tests include content that is fundamental to developing literacyand numeracy. The reports for these tests do not report a scale score, but rather reportthe percent correct of each element of the identified content. These tests may beadministered as often as is useful for the educator.

3. Skills checklist tests: These diagnostic tests provide educators with percent-correct dataon instructionally-specific content. Educators should use these tests to determinestudent performance relative to many basic reading and mathematics skills. Teachersmay use these tests as unit tests, for instructional planning, or to measure instructionaleffectiveness. These tests may be administered as often as is useful for the educator.





DESIGN PRINCIPLES AND QUALITY INDICATORS

Educators need detailed information about individual student achievement. They use this

information to provide appropriate instruction and to form instructional groups within a class.

They also use it to help parents and other stakeholders understand the strengths of a particular

student’s educational development as well as the areas that need further instruction. When

constructed and used properly, educational assessments are efficient tools that yield consistent,

precise information concerning student achievement and growth.

The MAP and MAP for Primary Grades systems were designed using a small number of guiding

principles. Each principle reflects the educators’ needs and helps us design assessments for a

specific educational purpose. These principles hold that, given its intended purpose, the test

should:

1. Be challenging for a student across all its test items. It should not be frustrating or

boring.

2. Be economical in its use of student time. It should provide as much information as

possible for the time it takes to administer.

3. Provide a reflection of a student’s achievement that is as accurate and reliable as needed

for the decisions to be made based on its results.

4. Consist of content the student should have had an opportunity to learn.

5. Provide information about a student’s change in achievement level from one test

occasion to another as well as the student’s current achievement level.

6. Provide results to educators and other stakeholders as quickly as possible while

maintaining a high level of integrity in the reported results.

The first principle is to keep the student engaged throughout the test event, making it less likely

that the student will respond based on negative psychological reactions to the test. The second

and third principles call for tests that are reliable, accurate, and effective in delivering high levels

of information in the shortest period of time. The fourth principle suggests that a test only has

value for determining a student’s level of learning when it can reasonably be assumed that thestudent had an opportunity to learn the tested content. In the fifth principle, we are reminded that

a single test’s results are a mere snapshot in the life of a student; multiple snapshots are needed

to understand the student’s movement through a content area. Finally, the sixth principle tells us

that test results are most useful when the time between test completion and availability of its

results is minimized.





These design principles are validated when the tests are used in the schools, but that validation

needs to be accompanied with a variety of indicators of test quality. These include traditional

statistical indicators of overall quality such as validity and reliability. They also include other

aspects that have recently become more important, such as the conditional standard error and

information functions. These aspects are discussed briefly here and are addressed more formally

throughout the remainder of this document.

Reliability is a fundamental requirement of any assessment and is central to test design. It can

be defined as the consistency of achievement estimates obtained from the assessment.

Traditionally, reliability has been examined in three primary ways. The first has been to

demonstrate the temporal stability of a test by administering it to a group of students two times

separated by about two to three weeks. This is commonly referred to as “test-retest” reliability.

The question being answered with this type of reliability is, “To what extent does the test

administered to the same students twice yield the same results from one administration to the

next?”

The second way of examining reliability has been to develop another test with different test items

that is equivalent in every way to the test of interest. That is, the two tests would have the same

number and types of items in the same structure, with the same difficulty levels, measuring the

same content within a domain. The two tests are administered to the same students within a short

time frame. This is commonly referred to as parallel forms reliability. The question being

answered with this type of reliability is, “To what extent do two equivalent forms of the test yield

the same results?”

The third traditional way of examining test reliability has been to examine its consistency across

test items. This has been referred to as internal consistency . The question being answered with

this type of reliability is, “To what extent do the items in the test measure the test’s construct(s) in

a consistent manner?” Perhaps the most common method used to answer this question is known

as coefficient alpha or Cronbach’s Alpha . This method is equivalent to splitting the test in half in

every possible way, correlating the raw scores in each half for each split, adjusting for test length,

and then averaging the correlations of all the splits.

Decision consistency is a form of reliability that is being used increasingly in the context of

educational accountability. The focus is not directly on the test score, per se, but rather on the

use of the test score as a decision-making aid. The question being answered with this type of

reliability is, “To what extent would a decision to classify a student into one of several categories

(e.g., proficiency categories), based on a test’s total score, be expected to lead to the same

classification if the student were to take the test again (with no memory of the first test)?”





All these forms of reliability were initially developed to assess the performance of fixed-form tests.

However, for adaptive tests built using Item Response Theory (IRT) (Lord & Novick, 1968; Lord,

1980; Rasch, 1980) these methods need to be adjusted or replaced. Temporal stability, score

consistency, and decision consistency are still extremely important, but the methodology needs to

be adjusted to fit a dynamic testing situation.

Validity is another fundamental requirement of quality that is important in designing and

evaluating assessments. Validity can be generally defined as the degree to which an

assessment measures what it purports to measure. Within this broad statement resides a wide

range of information that can be used as validity evidence, including:

• The extent to which the content of an assessment matches the content area to be

assessed (content validity)

• The extent to which the scores from the assessment allow us to predict student

performance on other assessments of the same content area (concurrent and predictive

validity)

• The extent to which the scores from the assessment generalize and fit into a wider set of

observations and fit the pattern of relations that we would expect among these constructs

(construct validity)

• The extent to which the scores from the assessment can appropriately be used to make

decisions concerning test takers (consequential validity)

• The extent to which an individual student’s test score appropriately reflects that student’s

capabilities within the content area (individual score validity)

While many aspects of validity have been discussed in the past, the student/test interaction

becomes extremely important within an educational context, and requires some explanation. Two

of the most critical elements influencing this interaction include:

1. The degree to which an assessment measures what is expected to be taught in the

classrooms in which the assessment is used, and

2. The degree to which the test taker was engaged with the test so that lack of engagement

can be ruled out as an explanation for the student’s test score.

These two aspects of validity play a key role in several of the assessment design principles noted

earlier. Both warrant further discussion.





The extent to which a measurement is an accurate, complete indicator of the variable to be

measured defines its validity as an expression of the content being assessed. In educational

assessment, this is highly dependent upon the local curriculum. For example, a generic

mathematics assessment may contain content that differs greatly from the content that is likely

taught in the local classroom. On the other hand, a mathematics assessment designed to include

content that is included in the local curriculum fits the content needs of the educational school or

district more completely (design principle 4). The latter assessment is more valid and is clearly

more valuable to educators in understanding student achievement.

All validity arguments rest on a fundamental but usually unspoken assumption; namely, that the

test taker was sufficiently engaged in interacting with the test’s questions so that low engagement

with the test items can be ruled out as a plausible explanation for the test score. Therefore, the

test score is more likely, but not guaranteed, to accurately reflect the student’s status on the

variable being measured. This aspect of validity is also a key to the third design principle.

Moreover, it can be viewed as a prerequisite for validity arguments regarding uses of test scores

for whatever purpose (Hauser, Kingsbury & Wise, 2008).

The relationships of MAP and ALT scores to other indicators of student achievement are

discussed in the section Psychometric Characteristics of the Assessments. These are more

traditional evidentiary forms of validity. Also included in that section is a form of validity evidence

that is pertinent in the context of accountability and other forms of high stakes assessment. In

these situations, the accuracy and consistency of classification decisions based on test scores

becomes a form of validity evidence.

Item targeting is an aspect of tests that is becoming recognized as a critical influence on virtually

all facets of test quality. The object of item targeting is to present test items that, given the

purpose of the test, are well matched to a test taker’s experience, characteristics, or behavior.

For example, a fixed-form test designed to test mathematics for first grade students might be

carefully aligned to some set of first grade mathematics content standards.

If all students in a class were taught to those content standards, we might conclude that the test

items were targeted indirectly to the students through the content. This would be considered a

very low level of item targeting because it is directed exclusively at the test taker’s experience or

presumed experience and ignores other student characteristics and behaviors.

As a higher level of targeting, we might consider a test that is administered adaptively. Items

presented may be selected from a core “grade level” content pool as well as from pools that

extend both above and below the core pool. Items are selected using a specified content

structure. An algorithm is used to estimate the student’s achievement level after the student’s





response to each item, and randomly selects the next item from all available items having

difficulty values that match the estimate of the student’s achievement. Such a test engages the

student by presenting items that are neither too easy (leading to boredom) nor too hard (leading

to frustration) – the first assessment design principle cited earlier.

When a student remains sufficiently engaged in such a test, the measurement error associated

with the test score will be much smaller than a fixed-form test of the same length or even

somewhat longer. Therefore, an adaptive test makes efficient use of the time that the student

spends in the testing environment (the second design principle) by maximizing the level of

information that each test item contributes to the total test score. The result is total test scores

with higher information values, for virtually all students, than would be expected from a fixed-form

test of the same length administered to the same group of students.

Precision is a characteristic of the scores from virtually any test and is a direct demonstration of

the third design principle cited earlier. Test developers, of course, generally seek to maximize

precision. The metric of precision is commonly referred to as the standard error of measurement

(SEM). SEM is an estimate of the amount of error in a test score that is itself an estimate of the

student’s true status on the variable being measured. For educational tests, the variable is

typically academic achievement. Lower values of SEM indicate greater precision in the score. In

a fixed-form test designed using item response theory (IRT) methodology, values of SEM are

generally lowest in the middle of the test’s score distribution and increase as we move away from

the middle. Thus, students functioning well below or well above the middle of the test’s difficulty

will be measured with less precision than those functioning in the middle of the difficulty range.

This suggests that the range of a test’s score precision is as important as the maximum level of

precision that can be obtained. A simple method of evaluating the level of test score precision is

offered in Kingsbury and Hauser (2004).

With greater score precision across a broad range of ability, several benefits follow. Differences

between similar students become more apparent. Because there is a direct mathematical

relationship between test information and SEM, lower SEM indicates greater test information.

This means that the level of test information observed across a group of students from even a

fairly wide grade span (say, grades 2 through 10) should be quite comparable across the

achievement range. When change in student scores from one test occasion to another is of

interest (the fifth assessment design principle), measurement errors accrue with each test

occasion. The greater the precision of individual scores the greater the likelihood of drawing

reliable conclusions about changes in student status over time. Finally, the level of classification

accuracy will be improved as the level of test scores precision is increased. The effects of





greater precision can be seen in the classification accuracy information provided in the

Psychometric Characteristics of the Assessments section.





ITEM DEVELOPMENT

The test questions used within MAP and MAP for Primary Grades have been developed by

NWEA using a process that has been refined in the development of other assessments over 30

years. Over this period of time, NWEA has created large item banks in reading, mathematics,

language usage, general science, and science concepts and processes. The methods used to

link test items to scales and maintain those scales are widely used throughout the measurement

community, although some aspects of the process are unique to the NWEA item banks.

Procedures used for scale development, item calibration, and scale maintenance are discussed

in the following section. This section outlines the process to create test items for MAP for Primary

Grades.

There are four basic phases of item development:

• Item writing and editing

• Item bias review

• Item content classification and cognitive complexity assignment

• Provisional item difficulties and field testing

Item Writing and Editing

All of the items in the MAP and MAP for Primary Grades assessments are written both by NWEA

content specialists and contracted item writers with extensive classroom and/or curricular and

assessment experience. All item writing is done within the principles of universal design to

ensure that the items and tests are written in such manner that they are accessible to as many

students as possible, including those with disabilities and language difficulties.

In workshops for classroom teachers, the basic principles for constructing multiple-choice items

(Haladyna, 1994; Osterlind, 1998; Roid & Haladyna, 1997) are presented at the outset. Writers

are instructed on item writing terminology, the need for item clarity, and the importance of

creating bias-free item content. They are taught how to make item stems unambiguous and

concise and are directed on how to write parallel distracters. The teachers are encouraged to

use positive wording when writing item stems and to use completely independent distracters. Asitems are written, the peer review process checks for technical accuracy, grammatical accuracy,

completeness, readability, potential for bias, content accuracy, and clarity. All item writers are

required to document the sources of stimulus material(s) and the accuracy of the correct answer

to each question. They are also required to provide a rationale for each of the distracters. Item

writers also specify the grade range for which the item is appropriate and the grade range in

which the item should be field-tested.





All newly authored items are reviewed by NWEA editors and content specialists to ensure that

they adhere to basic principles for constructing quality multiple-choice items (Haladyna, 1994;

Osterlind, 1998; Roid & Haladyna, 1997). Beyond this, reviews are carried out to ensure

accuracy of all content including stimulus materials, displays and graphical representations;

alignment to item specifications; content standards; NWEA item writing guidelines and adherence

to sensitivity and bias guidelines. The review criteria for bias and sensitivity require that:

• Items should not call for background experience or information that, though common to

majority-culture students, may be unknown to students with different cultural

backgrounds.

• All information needed to answer an item correctly should be given in the item (except

the learning for which the item tests).

• Stereotypic references to groups should be eliminated.

• Items should not contain geographically biased references (summer months are different

in Alaska, Florida, and Australia), unless geographic knowledge is being tested.

• Items should be sensitive related to symbolism (e.g., color symbolism such as “yellow-

bellied”).

• Items presenting make-believe situations should depict human situations that are

common to most people (i.e., home, friends, school).

• Item content should be balanced so that non-majority cultural events and perspectives

are also represented.

• Items avoid offensive contrasts in the tone of majority vs. minority-subject items (e.g.,

portraying minority-culture events as “problems” and majority-culture events as

“achievements”).

A unique number is assigned to each item as it is created. This number is used to ensure

inclusion of several critical characteristics including the item writer, the approximate grade level of

the item, the correct answer, the stimulus material to which it is linked, and the date of its origin.





Item Content Category and Cognitive Complexity Assignments

Every item used in MAP and MAP for Primary Grades is associated to an index for the subject

area being measured. This index relates groups of items to the common construct that they

reflect. Index groupings, at their lowest level, contain succinct learning statements that describe

the specific concept/skill of the items. As new items are introduced into item banks, each is

assigned to the appropriate location within the subject area index. This enables the system to

relate student performance to item content structure statements and to provide agencies with

reports that reference student performance to various content classifications.

Provisional Item Difficulties and Field-Testing

After item content is finalized, but before it is administered to students in field tests, content

specialists assign a provisional difficulty level to each item. The provisional estimate of difficulty

is based on the observed difficulty of similar items and the content specialist’s expertise. The

provisional difficulty levels allow items to be chosen for presentation that closely match the

student’s estimated achievement level. This helps to optimize the use of the student’s testing

time by presenting questions that are neither too difficult nor too easy for the particular student.

As the final stage in the item development process, items are field-tested by presenting them to

students in an operational testing environment. The purpose of field testing is to collect item

response data that will be used to analyze the quality of the items and incorporate them into the

measurement scales. Once we have this empirical information, the provisional difficulty estimate

is retired; only information from student samples is used from that point on.

Item development and field testing of additional MAP and MAP for Primary Grades occur

continuously. Items are developed based on changes and revisions in national and state

standards. The details of field-testing and calibration of item difficulties are described in the next

section.





MEASUREMENT SCALES AND ITEM CALIBRATION

The measurement quality of any test – its degree of reliability, validity, and precision – rests

fundamentally on the quality of the scale used to measure the variable of interest. At a minimum,

to be useful a scale’s unit of difficulty must be a constant size throughout the intended

measurement range. If the scale is intended to allow student progress to be monitored, it must

be able to span the ability range of interest for monitoring. The dimensionality of a scale must

also be known and understood. Finally, the scale must be stable with respect to both difficulty

and dimensionality.

Following a brief overview of the measurement model, this section outlines the process that has

been followed to create and maintain the measurement scales used in the MAP and and MAP for

Primary Grades systems. The section also includes two brief demonstrations of scale

characteristics as well as an overview of the item banks.

The Measurement Model

Item Response Theory (IRT) (Lord & Novick, 1968; Lord, 1980; Rasch, 1980) defines models that

guide both the theoretical and practical aspects of NWEA scale development. IRT provides a

basis for measurement scale development that rests on the relationship between a student’s

achievement level and item characteristics. MAP and MAP for Primary Grades use the one-

parameter logistic IRT model (1PL), also known as the Rasch model. This model estimates the

probability, P ij, that a student, j, with an achievement level of θ j, will correctly answer a test

question, i, of difficulty, δi, and can be expressed as:

( )

( )1

j i

j iij

e P

e

θ δ

θ δ

−

−=

+ (1)

A benefit of the use of an IRT model is that values of achievement levels, θ j, and the values of

item difficulties, δi, reside on the same scale. The scale is equal interval in the sense that the

ratio of the log odds of success on dichotomously scored items of the same difficulty for any two

individuals of differing achievement levels is maintained throughout the scale.

The value of the achievement levels and item difficulties in equation (1) is on the logit metric. The

logit metric is an arbitrary scale that is commonly used for academic studies of the Rasch model.

To allow the measurement scale to be easily used in educational settings, a linear transformation

of the logit scale is performed to place it onto the RIT (Rasch unIT) scale. This transformation is:

( *10) 200 j RIT θ = + (2)





This scale has positive scores for all practical measurement applications and is not easily

mistaken for other common educational measurement scales. The RIT scale was developed by

NWEA for use in all MAP tests and MAP for Primary Grades survey with goals tests.

The RIT Scales

The RIT scales, like other IRT measurement scales, have a number of useful characteristics

when applied and maintained properly. The most important characteristics to the development of

the measurement scales and item banks are:

• Item difficulty calibration is sample free. This means that if different sets of students who

have had an opportunity to learn the material answer the same set of questions, the

resulting difficulty estimates for any particular item are estimates of the same parameter

that differ only in the accuracy of the estimate’s value. The accuracy will differ due to the

sample size and the relative achievement of the students compared to the difficulty of the

items.

• Achievement level estimation is sample free. This means that if different sets of

questions are given to a student who has had an opportunity to learn the material, the

scores obtained are estimates of the same student achievement level. Again, accuracy

may differ due to the number of items administered and the relative difficulty of the items

compared to the student’s level of achievement.

• The item difficulty values define the test characteristics. This means that once the

difficulty estimates for the items to be used in a test are known the precision and the

measurement range of the test are determined.

These simple properties of IRT can be used in a variety of test development and delivery

applications. Since IRT enables one to administer different items to different students and obtain

comparable results the development of targeted tests becomes practical. Targeted testing is the

cornerstone for the development of computerized adaptive testing as well as level testing

systems. These IRT properties also facilitate the building of item banks with item content that

extend beyond a single grade level or school district. This enables the development of

measurement scales and item banks that extend from elementary school to high school. By

combining these properties of IRT with appropriate scale development procedures NWEA has

developed scales and item banks that endure across time and generalize to a wide variety of

educational settings.

Field-Testing

Field-testing is the heart of the development of item banks. Student response data from field test

items presented within a set of calibrated items are used to analyze and to calibrate the difficulty





estimate for each new item to the existing measurement scale. Successfully calibrated items are

added to the item banks.

To initiate the calibration process, student achievement is first estimated using only the calibrated

items to anchor them to the original measurement scale. Using the fixed student achievement

estimates as an anchor point, the difficulty of each of the field-test items is estimated using a one-step estimation procedure. This procedure is contained within a proprietary item calibration

program designed for the purpose. Since these item difficulty estimates are based on student

achievement level estimates from items on the original scale, the new item difficulty estimates are

calibrated to the original scale. This procedure allows virtually unlimited expansion of the item

banks within the range of difficulty represented by the original items. It also allows for the careful

extension of the original measurement scale to include easier and more difficult item content.

In fall 2007 we decided to extend downward the RIT scales in reading and mathematics

achievement to include content from kindergarten through grade 2. A downward extension of the

scales allowed MAP for Primary Grades to provide achievement information for young students

using the same measurement scales used for the MAP assessments in higher grades.

Items have been added to the MAP item banks by administering assessments that contain

several field-test items placed within an active assessment so that they are transparent to the

student. When the assessment is scored, only the data from the active items are used, so a

student’s score is not influenced by the presence of field-test items. By constructing and

administering the field tests in this manner, student time is minimally impacted and student scores

are unaffected.

To ensure that the quality of the data is high, field-test items are administered only in the grade

range suggested by the item author. This ensures that the sample of students taking any field-

test item is reflective of the sample of students who will be taking the item after it becomes active.

The size of the student sample also affects the quality of the data. Each item is administered to a

sample of at least 300 students. Ingebo (1997) has shown that this sample size is adequate for

accurate item calibrations.

Another essential aspect of quality data collection is student motivation. By embedding the field-

test items in a line test that is scored and reported, they appear identical to active items. As a

result, students are equally motivated to answer field-test and active items.

Finally, the environment for data collection should be free from the influence of other confounding

variables such as cheating or fatigue. Since the field-test data are collected within the normal test

administration process, which is designed to equalize or minimize the impact of outside

influences, the environment is optimal for data collection. The items are administered to sizable





samples of students and the data students provide are collected in a manner that motivates the

students to work seriously in an environment free from external influences on the data.

These processes have resulted in more than 6,000 reading items, more than 5,000 items each in

language usage and mathematics, and over 1,000 items each in general science topics and

science concepts and processes being made available for use in MAP assessments. Anadditional 3,000 items in reading and mathematics have been made available for use in MAP for

Primary Grades assessments.

Item Analysis and Calibration

A key index in judging item performance is the root mean square fit (RMSF). This index is a

measure of how well the item fits the measurement model and is given by the formula:

RMSF i = (uij − E ij )2

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responded to item i the squared differences between the actual performance, u, of each student j

and the theoretical values that are expected under the measurement model, E ij, where E ij comes

from equation (1). A high value for the RMSF indicates that the item does not fit the model well.

For example, a high RMSF can indicate that high-performing students are missing an item more

often than expected or low-performing students are answering an item correctly more often than

expected.

Items with a high RMSF value are reviewed graphically using the item response function for the

item. The item response function is a plot that shows the probability of correct response to an

item against the achievement level of the student. When reviewing an item, the empirical item

response function (using the achievement estimates of all students who responded to the item) is

plotted on the same scale as the theoretical function. When there are large discrepancies

between the two curves, there is a lack of fit between the item and the scale. A more

comprehensive understanding of item performance can be gained by reviewing the response

functions. If, upon review, it is clear that an item with a high RMSF value (indicating thatperformance on the item does not track well with increases in achievement), the item is flagged

for revision or deletion.

Figures 1 and 2 show theoretical and empirically observed response functions for two items. Both

items were field tested with more than 4,000 students. In these graphs, the smooth curve shows

the theoretical item response function from equation 1, calibrated to the measurement scale



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Item Bank Overview

The following two tables show the detailed content structure of the item banks that are available

for use with MAP and MAP for Primary Grades survey with goals tests and test segments. For

each primary goal within the assessments, these tables show the subgoals related to it, the

number of items currently in use in the item banks, and the average difficulty and standard

deviation of the items for each subgoal. The sets of items summarized in Tables 1 are item pools

used for NWEA MAP tests in reading, language usage, mathematics, general science topics and

science concepts and processes, respectively. These item pools allow the generic survey with

goals tests to provide accurate achievement estimates (standard errors below 3.5 RIT points) for

students in grades 2 through 11 in reading, language usage, and mathematics and for students in

grades 3 through 8 in science areas. Table 2 provides comparable information for items used in

MAP for Primary Grades reading and mathematics tests, respectively. These sets of items allow

the survey with goals tests to provide accurate measurement in a RIT range of approximately 130

to 210 in each content area. This spans the range of student performance for students in

kindergarten through second grade, and overlaps well with the MAP system in second grade.





Table 1.

Domain Goal Sub-goal N Mean SD

Reading Evaluate Author's Technique & Viewpoint 120 214.3 15.29

Evaluate Fact & Opinion 201 199.9 11.32

Evaluate Persuasive Elements 93 218.8 19.13

Compare & Contrast 90 206.5 17.68

Draw Conclusions 194 201.5 20.01

Infer & Predict 430 197.2 19.62

Interpret Author's Purpose 127 207.0 16.25

Summarize 190 206.4 14.77

Determine Cause & Effect 113 196.7 19.47

Locate Information & Read Directions 814 195.2 17.99

Literal Reading Read for Main Idea & Details 316 199.0 16.51

Sequence Events 177 191.7 17.47

Identify Characteristics of Genre 441 199.2 26.57

Identify Literary Devices 443 220.8 18.05

Identify Literary Elements 368 205.1 19.74

Multiple Meanings 111 187.7 16.11

Synonyms & Antonyms 188 196.2 20.30

Word Components 287 198.7 22.15

Word Recognition & Vocabulary 649 189.6 21.76

Spelling 437 198.7 16.60

Use Adjective Forms 92 193.4 19.83

Use Adverb Forms 86 204.1 18.36

Use Basic Sentence Patterns 204 204.0 20.54

Use Conjunctions & Prepositions 25 215.5 17.48

Use Negatives & Interjections 47 207.9 16.07

Use Noun Forms 81 206.7 28.41

Use Phrases & Clauses 78 218.6 17.27

Use Pronoun Forms 115 204.0 20.30

Use Verb Forms 278 193.9 20.21

Capitalization Capitalize Proper Nouns & Adjectives 333 196.6 15.76

Other Rules of Capitalization 248 203.3 15.32

Use Beginning Capitalization 54 182.6 11.41

Prewriting Skills 369 205.8 16.18

Use Drafting & Revising Skills 354 204.5 16.73

Use Editing & Proofreading Processes 130 209.4 15.80

Composition Structure Develop Paragraphs 329 203.7 18.79

Use Composition Forms 784 213.5 17.55

Use Sentence Forms Appropriate to Purpose 399 197.8 18.71

Punctuation Use Appropriate End Punctuation 148 191.5 14.86

Use Commas Appropriately 299 203.3 13.01

Use Other Forms of Punctuation 312 208.8 15.19

Item Bank Content Structure for Generic NWEA MAP Tests for Grades 2 Through 11

Basic Grammar and

Usage

Calibrations

Language

Usage

Literal Reading

Comprehension

Evaluative Reading

Comprehension

Interpretive Reading

Comprehension

Literary Response and

Analysis

Word Analysis and

Vocabulary

Composing and

Writing Process





Table 1 (cont.)


Mathematics Computation with Complex Numbers 6 270.0 11.26Equations & Inequalities 663 239.3 25.41

Evaluate & Simplify Expressions 2 204.5 7.78

Expressions 236 246.9 16.65

Functions 2 262.5 0.71

Functions & Matrices 278 248.4 22.86

Graphs & Graphing Systems 128 251.8 11.74

Number Sense: Complex Numbers 4 224.3 10.90

Patterns & Sequences 176 215.1 29.96

Patterns, Sequences, & Series 3 243.3 11.15

Properties of Complex Numbers 6 219.7 24.74

Ratio & Proportion; Trigonometric Ratios 1 264.0

Systems of Linear Equations & Inequalities 5 242.6 30.58

Computation Estimation 90 213.1 19.55

Fractions, Decimals - Addition & Subtraction 329 208.5 17.64

Fractions, Decimals - Multiplication & Division 174 226.1 15.59

Integers, Rational, Real & Complex Numbers 161 236.3 18.02

Matrices & Recurrence Relations 18 251.3 18.16

Percent, Ratio, & Proportion 96 229.9 10.98

Powers, Roots, & Scientific Notation 83 242.8 16.98

Whole Numbers - Addition & Subtraction 471 188.6 16.09

Whole Numbers - Multiplication & Division 592 205.7 17.25

Geometry 2- & 3-D Identification & Classification 415 220.0 30.62

Points, Lines, Planes, & Angles 2 269.0 7.07

Pythagorean Theorem, Trig., Coordinate Plane 155 243.9 21.05

Similarity, Congruence, & Scale 130 231.3 31.23

Symmetry & Transformations 94 214.4 31.91

Measurement Angles, Perimeter, & Circumference 102 216.8 19.50

Appropriate Units, Tools, & Precision Strategies 36 213.5 26.33

Area, Surface Area, & Volume 239 230.1 25.05

Length, Weight, Mass, & Capacity 234 213.4 20.54

Rate 61 230.1 20.89

Time, Temperature, & Money 140 200.1 22.16

Equivalence 198 219.1 16.81

Fractions & Decimals - Compare & Order 86 219.5 11.78

Fractions & Decimals - Represent & Identify 104 203.4 18.33

Integers, Rational, & Real Numbers 44 227.7 17.41

Number Theory 105 214.4 19.35

Percent, Ratio, & Proportion 47 215.3 14.04

Powers, Roots, & Scientific Notation 44 230.5 12.19

Whole Numbers - Compare, Order, & Round 134 197.9 15.85

Whole Numbers - Represent, Identify & Count 215 192.2 18.92

Problem Solving Reasoning, Logic, Conjecture, & Proofs 72 224.9 19.48

Represent Problems 66 211.0 27.72Solution Strategy 907 220.3 24.17

Underst& Problems 30 204.5 14.03

Verify Results 3 218.3 11.72

Data Collection & Analysis 138 228.8 15.84

Organize, Read & Interpret Graphs 291 207.9 24.75

Permutations & Combinations 36 230.3 15.24

Probability 137 232.1 25.89


(cont.)

Statistics, Probability,

and Graphing

Calibrations

Algebra and AlgebraicConcepts

Number Sense and

Numeration





Table 1 (cont.)


Earth and SpaceDynamic Earth 493 208.5 18.39Earth in Space 225 212.3 16.47

Life Sciences Diversity of Life & Evolution 326 218.0 24.23

Ecology & Interdependence of Living Things 282 211.3 17.29

Form & Function 478 212.1 22.85

Physical Sciences Energy 217 220.4 19.32

Forces & Motion 285 215.2 20.69

Structure & Interactions of Matter 594 219.3 19.22

Analyze Data & Draw Conclusion 269 204.1 16.93

Design & Implement Investigations 251 205.4 14.81

Generate Questions & Hypotheses 146 205.0 14.30

Nature of Science & Technology 195 214.4 21.68

Constancy, Change, & Measurement 383 199.8 16.87

Evidence, Models, & Explanation 65 212.3 13.45

Evolution & Equilibrium 45 215.2 17.75

Systems, Order, & Organization 130 202.7 15.21


(cont.)

Calibrations

Unifying Processes

and Concepts of

General

Science

Develop Abilities

Needed for Scientific

Inquiry

Concepts

and

Processes





Table 2.

Domain Goal Sub-goal N Mean SDDomain Goal Sub-goal N Mean SD

Reading Comprehension Evaluative Comprehension 79 198.0 18.85

Interpretive Comprehension 80 191.8 19.09

Literal Comprehension 278 186.3 14.53

Concepts of Print Developmental Reading Skills 137 151.8 4.15

Developmental Writing Skills 1 158.0

Phonics Consonants 155 154.3 8.29

Sound Manipulation and Syllabication 21 191.1 12.05

Spelling Patterns and Rhyming 51 169.8 4.34

Vowel Patterns 77 174.2 14.53

Blending 10 152.0 1.49

Phoneme Identification 46 156.9 6.53

Phonemic Manipulation of Sounds and

Syllabication

56 153.4 2.46

Rhyming 30 156.1 9.47Base Words, Prefixes, Suffixes 39 175.8 12.87

Compound Words, Contractions 17 167.1 14.20

Content Vocabulary and Context Clues 212 187.9 16.78

Sight Words 2 149.5 4.95

Synonyms, Antonyms, Homonyms,

Homographs

68 184.1 14.87

Writing Writing Process 47 170.6 18.37

MathematicsAlgebra Application of Algebraic Concepts 66 189.8 17.06

Attributes, Patterns, and Functions 40 184.3 13.86

Understanding Algebraic Concepts 30 209.3 20.23

Computation Addition 324 176.8 19.15

Readiness for Multiplication and Division 150 182.7 12.97

Subtraction 290 183.0 16.75

Attributes, Compare, Order, Tools, Units 12 168.3 19.77Identify, Attributes - Lines, 2-D, 3-D 42 187.2 17.08

Measure and Estimation 75 192.6 17.58

Spatial, Transformations, Symmetry,

Congruence

48 185.9 24.81

Number Sense Count 116 159.5 23.39

Identify, Represent - Whole Numbers,

Fractions

199 167.9 29.45

Place Value and Base-Ten System 95 188.3 14.87

Relative Position and Magnitude 156 183.0 15.51

Problem Solving Logic, Reasoning, Conjectures, and Proof 40 218.6 12.75

Solution Strategies and Verification of

Answers

8 193.4 18.50

Understand and Represent Word Problems 11 196.2 12.42

Data Analysis 61 180.6 11.46

Data Collection, Organization, and Display 4 201.8 20.56Probability and Predictions 8 193.1 14.33

Vocabulary and

Word Structure

Measurement andGeometry

Statistics and

Probability

Phonological

Awareness

Calibrations

Item Bank Content Structure for MAP for Primary Grades Tests for Kindergarten

through Grade 2





MAP for PRIMARY GRADES

The Measures of Academic Progress for Primary Grades assessments were developed in

response to the information needs of kindergarten, first, and second grade teachers to make

more timely instructional decisions. Most educational information systems do not begin to

measure student achievement until grade three. By that point in students’ formal instructional

experiences, many are already “at risk” with respect to reading and math performance standards

required by federal and state accountability systems. Information supporting the refinement of

instructional decisions during the first three years in school could be the critical element

necessary to help all students reach high levels of academic performance.

The Measures of Academic Progress for Primary Grades tests have been available for use in

districts since spring of 2006. Feedback from the schools has allowed us to make revisions and

extensions to the system to allow it to have practical utility and still provide detailed feedback to

use in making instructional decisions. This version of the system was offered beginning in spring,

2008 and is the version of the system described in this document.

What is Measured?

Development of the assessments began by identifying the nature of the information that would

help teachers make critical instructional decisions. K-2 instruction in reading places considerable

emphasis on helping students develop the pre-reading skills (letter recognition, phonemic

awareness, etc.) that enable students to become skilled readers in the years to follow. Thus, the

kind of information that is most helpful in tailoring individual student reading programs should

focus on students’ strengths and weaknesses on those critical pre-reading skills. The Measures

of Academic Progress for Primary Grades system identifies the most instructionally useful content

as the basis for developing each test blueprint.

Item Presentation Conventions

Young students experience many rapid physical and cognitive maturational changes during

kindergarten through second grade. These changes present real challenges in development of

valid, reliable, and economically reasonable assessment tools. Since many beginning readers

lack the reading skills necessary to “read” assessment instructions or passages, the Measures of

Academic Progress for Primary Grades includes assessment tasks that require little or no reading

skills to communicate the nature of the assessment task to the student. This was accomplished

by providing task instructions through audio headphones to capitalize on non-readers’ or early

readers’ much higher level of auditory comprehension than reading comprehension.





Human readers were used to minimize error variance because Measures of Academic Progress

for Primary Grades developers felt that students might find computer-generated audio unnatural

or lacking in fluency. Using human readers introduced another possible confounding element:

inconsistency in audio production. To remedy this inconsistency, a set of audio recording

conventions was developed and readers were selected for their voice timbre, crispness of their

enunciation, and their recording pace.

When recording an item the answer options are read before the question is read. This is done to

prevent unintended verbal cueing. By reading the responses before reading the question, we

assumed that the reader could not provide cues since the question was not known at the time the

responses are recorded. The desired recording pace was identified as slow enough to allow the

student to track the reading of the words with their eyes, but fast enough to not have any

perceptible choppiness. The initial reader was a primary grades speech therapist with more than

20 years of experience.

Audio is used as much as possible except under the following two instances:

1. Where number or letter recognition is being sampled2. Where English reading comprehension is being sampled

The selection of the font that was used in the Measures of Academic Progress for Primary

Grades assessment was selected using two criteria:

1. Excellent computer screen readability2. The font should mimic the one that most teachers use to teach letter formation.

The final selection was a modification of the Geo Sans Light (TrueType) font. The modifications

were to the letters Q, P, V, W, and to the numbers 9 and 7. The result is the “Geo Sans LightNWEA V2 (TrueType)” font.

Another feature of the Measures of Academic Progress for Primary Grades assessment program

is the use of “enhanced” item styles. As indicated above, the assessment of primary student

achievement presents many challenges, but innovations in technology and the development of

many new item styles present unique opportunities for K-2 assessment. Enhanced technological

methods of presenting and responding to items are considered only if they are believed to

significantly contribute to:

1. Greater score reliability

2. Increased efficiency3. Measurement of critical elements of the teaching-learning process that are not

measured with current item styles4. Improving student engagement (motivation) in the assessment process

When we applied these guidelines to the necessary skills a student would need to interact with

any item, we limited it to the ability to use a mouse to navigate across the screen, and a left

mouse click only. Thus, any student of limited experience can negotiate the tasks as easily as





one who is familiar with computers. No click and drag functionality, for instance, is used and the

keyboard can be set aside to prevent distraction.

Test Types

The MAP for Primary Grades assessment system includes 44 different tests, allowing a teacher

to get as much detailed information about a young student as is needed to help that student move

forward. Three different test types are included in the system, each designed to serve a distinct

educational purpose, as follows:

1. Survey with goals tests: These tests provide the educator with six sub-scores and two

overall scores on the RIT scales in reading and mathematics. Eight items typically support

each sub-score, with a range between six and ten items. These tests are divided into two

segments to allow young children to finish them without fatigue or distraction. Each

segment produces three sub-scores and one overall segment score. If students are given

both segments within a 28-day window, the two tests are “combined” as if they had taken

one test. This results in a more reliable overall score, but does not change any of the sub-

scores. Because the combined score is more reliable, it is identified as the student growth

score. These tests use computerized adaptive item selection and scoring algorithms. The

breadth and depth of the initial item pools, allows these tests to be administered up to

three times per academic year.

2. Screening tests: Two diagnostic screening tests are included to identify students’

strengths in the extremely basic skills (foundational skills) that are needed to be

successful in developing reading and mathematics skills. These tests include skills like

number identification and basic concepts of print that each student needs to begin to work

with mathematical concepts and text, respectively. The reports for these tests provide the

percentage correct of each element of the identified content. Because of the nature of

these tests, they can be administered as often as is useful for the educator.

3. Skills checklist tests: These are screening tests that are also diagnostic in nature and

provide the educator with percent correct data on instructionally specific content. These

tests were designed to be used by educators to inform student performance relative to

many basic reading and mathematics skills. Teachers may use them as unit tests, for

instructional planning or for instructional effectiveness. Ten checklist tests are available in

reading, and 28 checklist tests are available in mathematics.

For additional information about the specific makeup of each test, refer to the Test Blueprint

section in this document.





Test Construction and Quality Assurance

For MAP for Primary Grades, test construction entails creation and packaging of several

computer files used by the test administration software during the test event. Among these is the

database that includes the item pool with the text, response options, and calibrated item difficulty

for each of the items in the pool. There are also files containing the test specifications such as the

number of items to be administered, the blueprint, graphics, audio files, and reading passage

files.

Once the test files are created, NWEA staff members check the test by taking three sample tests,

one simulating high performance, one simulating low performance and one simulating average

performance. During these sample tests, the tests’ functionality is thoroughly inspected. Both the

item selection algorithm and the goal scoring routine are checked. In addition, the data being

collected during the test are examined for completeness and accuracy. Upon completion of the

reviews, the test is ready to be administered.

Administration Characteristics

Most pre-kindergarten through second grade students are not yet familiar with computers or they

have very rudimentary computer skills. For this reason, a Test Warm-up application is

administered prior to test administration to help the students learn how to interact with a computer

(mouse and display) plus how to work with the item functionality in the test. Item functionality

does not include using the keyboard and there is no “click and drag” functionality in a test,

because we felt young students’ would find the “drag” functionality to be difficult. So, the studentonly needs to know how to move a mouse across the screen, and how to click on a graphical

object on the screen.

The Test Warm-up contains sufficient instructions to be used independently by students or in a

group setting with the teacher setting the pace and guiding the learning. Both Reading and Math

type familiarization items are presented and audio directions are given to guide the student

through the various test activities they will have to complete. One or more of the same

familiarization items from the Test Warm-up are also presented to the students at the beginning

of the tests to help students recognize what they are expected to do in the various test activities.

After familiarizing the students with the test functionality, the teacher or proctor can administer the

assessments to individual students or to groups of students in a classroom or lab setting. The

assessments randomly present items to the students thus reducing the likelihood that adjacent

students could coach one another and reduce the accuracy of the test. All items were developed

to be visually interesting and engaging to the primary grades student. Plus, the length of the





assessments was reduced to less than 50 items with the majority of the tests ranging in length

from 25 to 30 items. Most students are able to complete an assessment in 20 to 40 minutes.

During the test all the items (with two exceptions) are read to the student, enabling the

measurement of a student’s understanding of various concepts and skills without requiring them

to have well-developed reading skills. If the student misses one or more of the directions in the

item, they can elect to replay the audio by clicking on a picture or an audio icon. The two

exceptions to the rule include items in which 1) number or letter recognition is being sampled, or

2) English reading comprehension is being sampled.

A student knows they have completed the test when the “Good Job” item with the barking puppy

dog is presented. Because every test ends with this same item, proctors can coach the students

to raise their hands when they see the puppy to indicate that they are done. After the “Good Job”

item has appeared, the test results are displayed on the screen and the student is prevented from

moving beyond that point. The proctor then uses a specific hot key sequence to activate the

controls, print the results, and begin setting up for the next student to use the computer.





TEST ACCOMMODATIONS

Special Considerations. The adaptive nature of MAP survey with goals assessments makes

them appropriate assessments for students with a wide range of skills and achievement levels.

MAP and MAP for Primary Grades assessments are designed for administration in an untimed

session. Local schools and districts may determine that certain testing accommodations are

appropriate for individual students. These accommodations include, but are not limited to: reading

the test directions , providing auditory amplification, testing in alternate settings, dictating

responses to a scribe, and so on. Twenty-one separate accommodations to the test are

considered allowable and are listed below. These accommodations impact neither the validity nor

the alignment of the assessments; they do not provide assistance in understanding or solving test

items. Any and all special program students who are administered MAP or MAP for Primary

Grades assessments using one or more of the accommodations listed below are subjected to the

same reporting specifications as regular education students.

Acceptable Accommodations for MAP and MAP for Primary Grades Assessments:

Changes in Timing or Scheduling the Assessment:

Extend time

Offer frequent breaks

Divide testing over several sessions

Administer at time of day most beneficial to student

Changes in the Test Directions Read at the Beginning of the Test:

Read or reread directions to students

Sign directions for the deaf student

Translate directions orally

Simplify language in directions

Clarify directions

Highlight words in directions

Use auditory amplification devices, hearing aids, noise buffers, etc.

Changes in How the Student Responds:

Dictate responses to a scribe *+

Point to responses for a scribe *+

Changes in How the Test Questions are presented:

Read mathematics (not reading or language usage) text portions aloud to students *+

Use visual magnification devices

Use auditory amplification devices or noise buffers





Changes in Test Setting:

Test an individual student in a separate setting

Test a small group of students in a separate, but familiar location; for example, in a Title Iroom or counselor’s office

Minimize distractions; for example, use a study carrel

References and Tools:

Scratch paper and pencil

Masks or markers to limit distractions; for example, the student may use a sticky note tomove down the screen as he or she is reading

* These accommodations are allowable for Special Education students only .

+ Scribes, educational assistants, and other people supporting a student’s test are expected to be

neutral in responding to the student during test administration. Assistance in test administration

must not be “leading” a student to the correct answer. The student’s response must accurately

represent the student’s own choice.





TEST AND INFORMATION SECURITY PROCEDURES

As the stakes around tests have increased so has the need to assure the integrity of test results.

Inadequate security procedures pose obvious risks to assessment systems. Violations of test

security compromise the integrity of results and call into question the trustworthiness of

information from all tests.

A single violation of test security can render entire forms of an assessment useless when fixed

forms are used. Well-designed, computerized adaptive tests and other tests that draw from large

item pools offer several advantages for assuring test and item security. Within MAP and MAP for

Primary Grades system, these advantages include:

A group of students within a classroom or computer lab is likely to view hundreds of different

items in any single administration of the test, making it unlikely that students would see the

same content at the same time, or see items that were used as examples in a classroom.

Once a student has viewed an item, the student will not see that item again for two years.

Large item pools allow minor security breaches to be addressed by simply removing exposed

items from the pool.

With computerized adaptive tests, students within a program can easily be retested using an

entirely new set of items if there are questions about the integrity of their scores.

The MAP and MAP for Primary Grades systems leverage these inherent security advantages and

include additional safeguards.

System Security and Confidentiality

MAP and MAP for Primary Grades assessments have been successfully managed in school

districts with security systems such as Active Directory. Most large school systems have login-

driven access permission systems. The test-taking software, TestTaker , works well in these

systems and can be effectively “pushed” to workstation machines based on login scripts.

All communication of student information between NWEA and schools over the Internet takes

place using Hypertext Transfer Protocol over Secure Socket Layer (HTTPS), Secure Socket

Layer (SSL), and/or encrypted file transfer techniques. In addition to security features for

transmission of data online, data inside the Network Testing Environment (NTE) server are

partially encrypted. Encrypted data include the following: Item display data, correct answer key,

student score data, proctor login credentials, test license data, test execution control data.

All test and student data are downloaded using secure HTTPS. Additionally, the item data on the

local server are also partially encrypted; the item display data and correct answer key are

encrypted.





In addition to the security surrounding each item, the nature of the tests also provides added

security. Since a particular student will see only a few of the thousands of available items, the

amount of test information that can be exposed easily is minimized. Once a student finishes a

test, all data are transmitted through a secure site for final scoring and reporting.

All data shared between the district/school and NWEA are exchanged through a secure HTTPS

web site in order to meet Family Education Rights and Privacy Act (FERPA) and Children’s

Online Privacy Protection Act (COPPA) regulations.

Test Item Security

All MAP and MAP for Primary Grades software applications use login-driven access permission

systems and integrate well with local security systems. All test and item data are downloaded

using secure HTTPS. Additionally, the data on local servers are partially encrypted (item display

data and the correct answer key are encrypted), and are decrypted at runtime, not during the

download. These practices make it nearly impossible for individuals to violate test security by

intercepting items while they are in the process of transmission over a network or the Internet. In

addition, as long as the district/corporation maintains appropriate login and password security,

test items are secured against unauthorized viewing.

All score information for a student is kept on file for a minimum of two years, and as long as is

necessary to facilitate tracking of growth through the student’s entire academic career. No

information relating a score to a student is communicated to anyone but designated

representatives of the educational agency responsible for the student.

The most common criticism of test security relative to computerized adaptive tests is that some

tests do not use sufficiently large item pools to ensure that the majority of content on the test

cannot be “poached” by groups of students or teachers, who memorize large numbers of test

items, compile them, and share them. The item pools used in standard MAP tests are large,

generally ranging in size from 1,500 to 2,500 items in a subject. The MAP for Primary Grades

survey with goals test item pools are slightly smaller, including 1,516 calibrated reading and 1,225

calibrated math items.





PSYCHOMETRIC CHARACTERISTICS OF

ASSESSMENTS

MAP tests, like most other academic achievement tests, present a number of importantcharacteristics once they are made operational. Examining a common set of these

characteristics across tests allows educators to make informed judgments about the strength of a

particular test when it is compared to a set of quality specifications or to other tests under

consideration for a particular use. Some operational characteristics are test-specific or test-type

specific. However, several characteristics have become common focal points of test quality when

a test’s scores are to be used for important student–level or program-level decisions. These

include certain observed test characteristics (e.g., test design, length, item format,

responsiveness to student performance) as well as less obvious characteristics (e.g., various

aspects of validity, reliability). The operational characteristics of MAP assessments that are

presented in this section include those considered to be the most useful for helping to make

decisions about a test’s use and the use of the information it yields.

Reliability

Consistency of MAP and MAP for Primary Grades Tests Across Time. The adaptive nature

of MAP tests requires reliability to be examined using methods that are different than traditional

methods. Test-retest reliability as it has been commonly calculated is not possible not because

the same test cannot be administered to the same student, but because dynamic item selection is

an integral part of the test. In a similar vein, parallel forms are restricted to identical item content

from a common goal structure, but the difficulties of the items presented are dependent on the

student’s responses to the items presented prior to any particular item on the test. In view of

these factors, test-retest reliability of MAP tests is more accurately described as a mix between

test-retest reliability and a type of parallel forms reliability, both of which are spread across

several months – a much longer time frame than the typical two or three weeks. The second test

(or retest) is not the same test. Rather, the second test is one that is comparable to the first, by

virtue of its content and structure, differing only in the difficulty level of its items. Thus, both

temporally-related and parallel forms of reliability are framed here as the consistency of covalentmeasures taken across time. Green, Bock, Humphreys, Linn, and Reckase (1984) suggested the

term “stratified, randomly-parallel form reliability” to characterize this form of reliability (p. 353).

One useful way to express this form of reliability is to frame it in the context of correlations

between two tests administered from two different but related item pools and those administered

twice but from different item pools. Accordingly, one set of evidence of this type of reliability is

taken from the 2008 norms study (NWEA, 2008) and therefore represents the collective





reliabilities across test item pools. These reliabilities appear in Tables 3, 4, and 5 below for

reading, language usage and mathematics, respectively. A second set of similar evidence comes

from the correlations of MAP scores from tests taken in one term (spring or fall 2007) with the

same students tested the following fall or spring term with test items drawn from the same item

pools both terms. These reliabilities are presented in Tables 6, 7, and 8 below. In Tables 3

through 5 and in Tables 6 through 8, spring-fall correlations appear in Part A, fall-spring

correlations appear in Part B and spring-spring correlations appear in Part C.





Table 3, Part A.

State Grd S'07 Spring 2007 Test Fall 2007 Test r N

AR 5 Reading Goals Survey 2-5 AR V2 Reading Goals Survey 6+ AR V2 0.824 988

AZ 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 AZ V3 0.829 1091

5 Reading Goals Survey 2-5 AZ V3 Reading Goals Survey 6+ AZ V3 0.855 2646

CA 5 Reading Goals Survey 2-5 CA V2 Reading Goals Survey 6+ CA V2 0.826 4237

Reading Goals Survey 2-5 Poway Reading Goals Survey 6+ Poway 0.810 2253

CO 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 CO V2 0.725 661

3 Colorado Aligned Reading Survey with Goals 2-5 Reading Goals Survey 2-5 CO V2 0.864 898


5 Colorado Aligned Reading Survey with Goals 2-5 Reading Goals Survey 6+ CO V2 0.861 892

Reading Goals Survey 2-5 CO V2 Reading Goals Survey 6+ CO V2 0.826 11149

6 Colorado Aligned Reading Survey with Goals 6+ Reading Goals Survey 6+ CO V2 0.847 1013




CT 5 Reading Goals Survey 2-5 CT V3 Reading Goals Survey 6+ CT V3 0.864 389

DE 5 Reading Goals Survey 2-5 DE V2 Reading Goals Survey 6+ DE V2 0.848 2962

FL 5 Reading Goals Survey 2-5 FL V3 Reading Goals Survey 6+ FL V3 0.776 689

GA 5 Reading Goals Survey 2-5 GA V2 Reading Goals Survey 6+ GA V2 0.793 3177

IA 2 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.809 656

Reading Goals Survey 2-5 Loess Hills Reading Goals Survey 2-5 Loess Hills V2 0.848 368

Reading Goals Survey 2-5 Mid-Iowa Consortium Reading Goals Survey 2-5 Mid-Iowa Consortium V2 0.809 1468

3 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.812 1195



4 Reading Goals Survey 2-5 College Community Reading Goals Survey 2-5 College Community V2 0.839 319

Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.825 1231



5 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 6+ Eastern Iowa V2 0.795 1240

Reading Goals Survey 2-5 Loess Hills Reading Goals Survey 6+ Loess Hills V2 0.806 529

Reading Goals Survey 2-5 Mid-Iowa Consortium Reading Goals Survey 6+ Mid-Iowa Consortium V2 0.814 4301

Reading Goals Survey 2-5 NWEA V4 Reading Goals Survey 6+ NWEA V4 0.820 1023

6 Reading Goals Survey 6+ College Communi ty Reading Goals Survey 6+ College Community V2 0.814 303

Reading Goals Survey 6+ Eastern Iowa Consortium Reading Goals Survey 6+ Eastern Iowa V2 0.818 1277

Reading Goals Survey 6+ Loess Hills Reading Goals Survey 6+ Loess Hills V2 0.817 533

Reading Goals Survey 6+ Mid-Iowa Consortium Reading Goals Survey 6+ Mid-Iowa Consortium V2 0.819 4611

7 Reading Goals Survey 6+ Eastern Iowa Consortium Reading Goals Survey 6+ Eastern Iowa V2 0.831 1334








Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP READING Tests With Different Item

Pool Structures Administered to a Minimum of 300 Students





Table 3, Part A (cont.)


IL 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 IL V2 0.804 990

4 Reading Goals Survey 2-5 IL V2 Reading Goals Survey 6+ IL V2 0.832 3975 Reading Goals Survey 2-5 IL V2 Reading Goals Survey 6+ IL V2 0.833 18843

Reading Goals Survey 2-5 IL V2 (NSAE) Reading Goals Survey 6+ IL V2 (NSAE) 0.822 411


6 Reading Goals Survey 2-5 IL V2 Reading Goals Survey 6+ IL V2 0.835 2732

IN 4 Reading Goals Survey 2-5 IN V3 Reading Goals Survey 6+ IN V3 0.780 450

5 Reading Goals Survey 2-5 IN V3 Reading Goals Survey 6+ IN V3 0.806 21437


KS 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 KS V2 0.797 980

5 Reading Goals Survey 2-5 KS V2 Reading Goals Survey 6+ KS V2 0.831 16783

KY 2 Reading Goals Survey 2-5 KY V3 Reading Goals Survey 2-5 KY V4 0.831 3187

3 Reading Goals Survey 2-5 KY V3 Reading Goals Survey 2-5 KY V4 0.845 3349


5 Reading Goals Survey 2-5 KY V3 Reading Goals Survey 6+ KY V3 0.816 1052Reading Goals Survey 2-5 KY V3 Reading Goals Survey 6+ KY V4 0.824 3031


6 Reading Goals Survey 6+ KY V3 Reading Goals Survey 6+ KY V4 0.824 2645




MA 5 Reading Goals Survey 2-5 MA V3 Reading Goals Survey 6+ MA V3 0.854 1322

Reading Goals Survey 2-5 MA V3 (P) Reading Goals Survey 6+ MA V3 (P) 0.844 1426

MD 5 Reading Goals Survey 2-5 MD V3 Reading Goals Survey 6+ MD V3 0.860 9292

ME 5 Reading Goals Survey 2-5 ME V3 Reading Goals Survey 6+ ME V3 0.825 6763

MI 5 Reading Goals Survey 2-5 MI V3 Reading Goals Survey 6+ MI V3 0.819 6857

MN 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 MN V4 0.776 716

Reading Goals Survey 2-5 MN V3 Reading Goals Survey 2-5 MN V4 0.860 313

3 Reading Goals Survey 2-5 MN V3 Reading Goals Survey 2-5 MN V4 0.829 309

4 Reading Goals Survey 2-5 MN V4 Reading Goals Survey 6+ MN V4 0.841 1130



Reading Goals Survey 6+ MN V3 Reading Goals Survey 6+ MN V4 0.831 308

7 Reading Goals Survey 6+ MN V3 Reading Goals Survey 6+ MN V4 0.860 315

MO 5 Reading Goals Survey 2-5 MO V3 Reading Goals Survey 6+ MO V3 0.828 490

MT 5 Reading Goals Survey 2-5 MT V2 Reading Goals Survey 6+ MT V2 0.792 1666

ND 2 Reading Goals Survey 2-5 ND Reading Goals Survey 2-5 ND V2 0.790 385

3 Reading Goals Survey 2-5 ND Reading Goals Survey 2-5 ND V2 0.819 409


5 Reading Goals Survey 2-5 ND V2 Reading Goals Survey 6+ ND V2 0.805 3745

8 Reading Goals Survey 6+ ND Reading Goals Survey 6+ ND V2 0.769 394










NE 2 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.786 380

3 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.815 4314 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.746 423

5 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 6+ NE V2 0.812 458

Reading Goals Survey 2-5 NE V2 Reading Goals Survey 6+ NE V2 0.767 651

6 Reading Goals Survey 6+ ESU #13 V2 Reading Goals Survey 6+ NE V2 0.822 465




NH 2 Reading Goals Survey 2-5 NH V3 Reading Goals Survey 2-5 NH V4 0.825 3277

3 Reading Goals Survey 2-5 NH V3 Reading Goals Survey 2-5 NH V4 0.816 5125


5 Reading Goals Survey 2-5 NH V3 Reading Goals Survey 6+ NH V4 0.810 6300

6 Reading Goals Survey 6+ NH V3 Reading Goals Survey 6+ NH V4 0.817 6181

7 Reading Goals Survey 6+ NH V3 Reading Goals Survey 6+ NH V4 0.802 58508 Reading Goals Survey 6+ NH V3 Reading Goals Survey 6+ NH V4 0.782 2619


NJ 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 NJ V3 0.804 991

5 Reading Goals Survey 2-5 NJ V3 Reading Goals Survey 6+ NJ V3 0.817 3571

NM 5 Reading Goals Survey 2-5 NM V3 Reading Goals Survey 6+ NM V3 0.842 6170

NV 2 Reading Goals Survey 2-5 NV V2 Reading Survey w/ Goals 2-5 NV V3 0.832 1303

3 Reading Goals Survey 2-5 NV V2 Reading Survey w/ Goals 2-5 NV V3 0.820 1153


5 Reading Goals Survey 2-5 NV V2 Reading Goals Survey 6+ NV V2 0.834 1015

Reading Goals Survey 2-5 NV V2 Reading Survey w/ Goals 6+ NV V3 0.814 950

6 Reading Goals Survey 6+ NV V2 Reading Survey w/ Goals 6+ NV V3 0.762 962




NY 5 Reading Goals Survey 2-5 NY V2 Reading Goals Survey 6+ NY V2 0.828 1346

OH 5 Reading Goals Survey 2-5 OH V3 Reading Goals Survey 6+ OH V3 0.803 1628

OR 4 Reading Goals Survey 2-5 Roseburg Reading Goals Survey 2-5 OR V4 0.851 340

5 Reading Goals Survey 2-5 Roseburg Reading Goals Survey 6+ OR V4 0.859 453

6 Reading Goals Survey 6+ Roseburg Reading Goals Survey 6+ OR V4 0.852 446



PA 5 Reading Goals Survey 2-5 PA V2 Reading Goals Survey 6+ PA V2 0.809 1078

SC 2 Reading Goals Survey 2-5 SC V4 Reading Survey w/ Goals 2-5 SC V5 0.827 4164

3 Reading Goals Survey 2-5 SC V4 Reading Survey w/ Goals 2-5 SC V5 0.825 4645


5 Reading Goals Survey 2-5 SC V4 Reading Goals Survey 6+ SC V4 0.826 35914

Reading Goals Survey 2-5 SC V4 Reading Survey w/ Goals 6+ SC V5 0.806 4584

6 Reading Goals Survey 6+ SC V4 Reading Survey w/ Goals 6+ SC V5 0.803 5372











9 Reading Goals Survey 6+ SC V4 Reading Survey w/ Goals 6+ SC V5 0.728 857TN 5 Reading Goals Survey 2-5 TN V4 Reading Goals Survey 6+ TN V4 0.793 760

TX 5 Reading Goals Survey 2-5 TX V3 Reading Goals Survey 6+ TX V3 0.812 442

UT 5 Reading Goals Survey 2-5 UT V3 Reading Goals Survey 6+ UT V3 0.839 551

VA 5 Reading Goals Survey 2-5 VA V2 Reading Goals Survey 6+ VA V2 0.842 403

WA 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 WA V3 0.817 427

Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 WA V4 0.791 328

Reading Goals Survey 2-5 WA V3 Reading Goals Survey 2-5 WA V4 0.862 6862

3 Reading Goals Survey 2-5 WA V3 Reading Goals Survey 2-5 WA V4 0.861 10641


5 Reading Goals Survey 2-5 WA V3 Reading Goals Survey 6+ WA V3 0.844 2220

Reading Goals Survey 2-5 WA V3 Reading Goals Survey 6+ WA V4 0.852 10516

6 Reading Goals Survey 6+ WA V3 Reading Goals Survey 6+ WA V4 0.839 10286

7 Reading Goals Survey 6+ WA V3 Reading Goals Survey 6+ WA V4 0.838 110098 Reading Goals Survey 6+ WA V3 Reading Goals Survey 6+ WA V4 0.824 8435


WI 4 Reading Goals Survey 2-5 WI V2 Reading Goals Survey 6+ WI V2 0.751 320

5 Reading Goals Survey 2-5 WI V2 Reading Goals Survey 6+ WI V2 0.825 11628

WY 5 Reading Goals Survey 2-5 WY V3 Reading Goals Survey 6+ WY V3 0.817 1785



SC

(cont)





Table 3, Part B.

State Grd F'07 Fall 2007 Test Spring 2008 Test r N

IL 6 Reading Goals Survey 2-5 IL V2 Reading Goals Survey 6+ IL V2 0.828 469

IN 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 IN V3 0.788 999KS 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 KS V2 0.798 427



NM 6 Reading Goals Survey 6+ NM V3 Reading Goals Survey 2-5 NM V3 0.808 341

7 Reading Goals Survey 6+ NM V3 Reading Goals Survey 2-5 NM V3 0.803 306

WI 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 WI V2 0.768 1009

Fall 2007 - Spring 2008 Correlations for State Content-Aligned MAP READING Tests With Different Item






Table 3, Part C.

State Grd S'07 Spring 2007 Test Spring 2008 Test r N

AR 5 Reading Goals Survey 2-5 AR V2 Reading Goals Survey 6+ AR V2 0.832 1092

AZ 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 AZ V3 0.790 10225 Reading Goals Survey 2-5 AZ V3 Reading Goals Survey 6+ AZ V3 0.830 2562

CA 5 Reading Goals Survey 2-5 CA V2 Reading Goals Survey 6+ CA V2 0.829 3735

Reading Goals Survey 2-5 Poway Reading Goals Survey 6+ Poway 0.793 2173

CO 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 CO V2 0.746 666



Reading Goals Survey 6+ CO V2 Reading Goals Survey 2-5 CO V2 0.810 380

5 Colorado Aligned Reading Survey with Goals 2-5 Reading Goals Survey 6+ CO V2 0.829 874

Reading Goals Survey 2-5 CO V2 Reading Goals Survey 6+ CO V2 0.804 11094




9 Colorado Aligned Reading Survey with Goals 6+ Reading Goals Survey 6+ CO V2 0.763 1232DE 5 Reading Goals Survey 2-5 DE V2 Reading Goals Survey 6+ DE V2 0.813 2801

FL 5 Reading Goals Survey 2-5 FL V3 Reading Goals Survey 6+ FL V3 0.692 635

GA 5 Reading Goals Survey 2-5 GA V2 Reading Goals Survey 6+ GA V2 0.739 2923

IA 2 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.798 645



3 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.783 1206



4 Reading Goals Survey 2-5 College Community Reading Goals Survey 2-5 College Community V2 0.780 314

Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 2-5 Eastern Iowa V2 0.805 1310



5 Reading Goals Survey 2-5 Eastern Iowa Consortium Reading Goals Survey 6+ Eastern Iowa V2 0.791 1245

Reading Goals Survey 2-5 Loess Hills Reading Goals Survey 6+ Loess Hills V2 0.818 508

Reading Goals Survey 2-5 Mid-Iowa Consortium Reading Goals Survey 6+ Mid-Iowa Consortium V2 0.809 4271













Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP READING Tests With Different

Item Pool Structures Administered to a Minimum of 300 Students





Table 3, Part C (cont.)


IL 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 IL V2 0.792 975





IN 4 Reading Goals Survey 2-5 IN V3 Reading Goals Survey 6+ IN V3 0.747 567



KS 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 KS V2 0.762 916

5 Reading Goals Survey 2-5 KS V2 Reading Goals Survey 6+ KS V2 0.799 11966

KY 2 Reading Goals Survey 2-5 KY V3 Reading Goals Survey 2-5 KY V4 0.793 3186



5 Reading Goals Survey 2-5 KY V3 Reading Goals Survey 6+ KY V3 0.780 987

Reading Goals Survey 2-5 KY V3 Reading Goals Survey 6+ KY V4 0.803 3300






MA 5 Reading Goals Survey 2-5 MA V3 Reading Goals Survey 6+ MA V3 0.843 724

Reading Goals Survey 2-5 MA V3 (P) Reading Goals Survey 6+ MA V3 (P) 0.818 1384

MD 5 Reading Goals Survey 2-5 MD V3 Reading Goals Survey 6+ MD V3 0.832 9193

ME 5 Reading Goals Survey 2-5 ME V3 Reading Goals Survey 6+ ME V3 0.798 6749

MI 5 Reading Goals Survey 2-5 MI V3 Reading Goals Survey 6+ MI V3 0.804 8419


Reading Goals Survey 2-5 MN V3 Reading Goals Survey 2-5 MN V4 0.817 304

3 Reading Goals Survey 2-5 MN V3 Reading Goals Survey 2-5 MN V4 0.807 301




7 Reading Goals Survey 6+ MN V3 Reading Goals Survey 6+ MN V4 0.821 309

MO 5 Reading Goals Survey 2-5 MO V3 Reading Goals Survey 6+ MO V3 0.819 499

MT 5 Reading Goals Survey 2-5 MT V2 Reading Goals Survey 6+ MT V2 0.752 1647

ND 2 Reading Goals Survey 2-5 ND Reading Goals Survey 2-5 ND V2 0.785 431



5 Reading Goals Survey 2-5 ND Reading Goals Survey 6+ ND V2 0.751 394

Reading Goals Survey 2-5 ND V2 Reading Goals Survey 6+ ND V2 0.780 4814













NE 2 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.724 352

3 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.794 400

4 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 2-5 NE V2 0.715 393

5 Reading Goals Survey 2-5 ESU #13 V2 Reading Goals Survey 6+ NE V2 0.779 426

Reading Goals Survey 2-5 NE V2 Reading Goals Survey 6+ NE V2 0.760 616





NH 2 Reading Goals Survey 2-5 NH V3 Reading Goals Survey 2-5 NH V4 0.794 4662



5 Reading Goals Survey 2-5 NH V3 Reading Goals Survey 6+ NH V4 0.776 8195






5 Reading Goals Survey 2-5 NJ V3 Reading Goals Survey 6+ NJ V3 0.798 3884

NM 5 Reading Goals Survey 2-5 NM V3 Reading Goals Survey 6+ NM V3 0.818 5862

NV 2 Reading Goals Survey 2-5 NV V2 Reading Survey w/ Goals 2-5 NV V3 0.766 1241



5 Reading Goals Survey 2-5 NV V2 Reading Goals Survey 6+ NV V2 0.809 994

Reading Goals Survey 2-5 NV V2 Reading Survey w/ Goals 6+ NV V3 0.768 1009





NY 5 Reading Goals Survey 2-5 NY V2 Reading Goals Survey 6+ NY V2 0.807 1316

OH 5 Reading Goals Survey 2-5 OH V3 Reading Goals Survey 6+ OH V3 0.771 1488

OR 4 Reading Goals Survey 2-5 Roseburg Reading Goals Survey 2-5 OR V4 0.801 355

5 Reading Goals Survey 2-5 OR V4 Reading Goals Survey 6+ OR V4 0.789 577

Reading Goals Survey 2-5 Roseburg Reading Goals Survey 6+ OR V4 0.823 403




PA 5 Reading Goals Survey 2-5 PA V2 Reading Goals Survey 6+ PA V2 0.721 1076

SC 2 Reading Goals Survey 2-5 SC V4 Reading Survey w/ Goals 2-5 SC V5 0.784 4273



5 Reading Goals Survey 2-5 SC V4 Reading Goals Survey 6+ SC V4 0.804 33505

Reading Goals Survey 2-5 SC V4 Reading Survey w/ Goals 6+ SC V5 0.783 4684













TN 5 Reading Goals Survey 2-5 TN V4 Reading Goals Survey 6+ TN V4 0.739 1723

TX 5 Reading Goals Survey 2-5 TX V3 Reading Goals Survey 6+ TX V3 0.760 411

UT 5 Reading Goals Survey 2-5 UT V3 Reading Goals Survey 6+ UT V3 0.806 456

VA 5 Reading Goals Survey 2-5 VA V2 Reading Goals Survey 6+ VA V2 0.839 386

WA 2 Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 WA V3 0.778 422

Primary Grades Reading (Combined Tests-all Goals) Reading Goals Survey 2-5 WA V4 0.724 328

Reading Goals Survey 2-5 WA V3 Reading Goals Survey 2-5 WA V4 0.816 6892



5 Reading Goals Survey 2-5 WA V3 Reading Goals Survey 6+ WA V3 0.816 2116

Reading Goals Survey 2-5 WA V3 Reading Goals Survey 6+ WA V4 0.835 11403





WI 4 Reading Goals Survey 2-5 WI V2 Reading Goals Survey 6+ WI V2 0.806 451

5 Reading Goals Survey 2-5 WI V2 Reading Goals Survey 6+ WI V2 0.807 14619

WY 5 Reading Goals Survey 2-5 WY V3 Reading Goals Survey 6+ WY V3 0.779 1862



SC

(cont)





Table 4, Part A.


CO 4 Colorado Aligned Language Survey with Goals Language Goals Survey CO V2 0.836 353

IA 2 Language Goals Survey Mid-Iowa Consortium Language Goals Survey Mid-Iowa Consortium V2 0.807 1244

3 Language Goals Survey Eastern Iowa Consortium Language Goals Survey Eastern Iowa V2 0.836 325

Language Goals Survey Mid-Iowa Consortium Language Goals Survey Mid-Iowa Consortium V2 0.816 2876





6 Language Goals Survey College Community Language Goals Survey College Community V2 0.820 306

Language Goals Survey Eastern Iowa Consortium Language Goals Survey Eastern Iowa V2 0.830 656








KY 2 Language Goals Survey KY V3 Language Goals Survey KY V4 0.837 2487

3 Language Goals Survey KY V3 Language Goals Survey KY V4 0.840 2403







NE 2 Language Goals Survey ESU #13 V2 Language Goals Survey NE V2 0.758 345

3 Language Goals Survey ESU #13 V2 Language Goals Survey NE V2 0.792 387







NH 2 Language Goals Survey NH V3 Language Goals Survey NH V4 0.805 1936

3 Language Goals Survey NH V3 Language Goals Survey NH V4 0.792 3501







Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With

Different Item Pool Structures Administered to a Minimum of 300 Students







NV 2 Language Goals Survey NV V2 Language Survey w/ Goals NV V3 0.791 932

3 Language Goals Survey NV V2 Language Survey w/ Goals NV V3 0.785 771







SC 2 Language Goals Survey SC V4 Language Survey w/ Goals SC V5 0.798 2042

3 Language Goals Survey SC V4 Language Survey w/ Goals SC V5 0.828 2293







WA 2 Language Goals Survey WA V3 Language Goals Survey WA V4 0.852 550

3 Language Goals Survey WA V3 Language Goals Survey WA V4 0.836 877







Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With

Different Item Pool Structures Administered to a Minimum of 300 Students (cont.)





Table 4, Part B.


CO 4 Colorado Aligned Language Survey with Goals Language Goals Survey CO V2 0.832 339

IA 2 Language Goals Survey Mid-Iowa Consortium Language Goals Survey Mid-Iowa Consortium V2 0.764 1231















KY 2 Language Goals Survey KY V3 Language Goals Survey KY V4 0.817 2093








NE 2 Language Goals Survey ESU #13 V2 Language Goals Survey NE V2 0.776 354








NH 2 Language Goals Survey NH V3 Language Goals Survey NH V4 0.791 3141












Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With






Table 4, Part B (cont.)






SC 2 Language Goals Survey SC V4 Language Survey w/ Goals SC V5 0.766 2422








WA 2 Language Goals Survey WA V3 Language Goals Survey WA V4 0.831 441








Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With






Table 5, Part A.


AZ 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 AZ V3 0.838 1064

CA 5 Math Goals Survey 3-5 Poway Math Goals Survey 6-8 Poway 0.891 2121

7 Math Goals Survey 6+ CA V2 NWEA Algebra I V2 0.881 614

CO 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 CO V2 0.784 668

6 Colorado Aligned Math Survey with Goals 6+ Math Goals Survey 6+ CO V2 0.920 1009




IA 2 Math Goals Survey 2-5 Eastern Iowa Consortium Math Goals Survey 2-5 Eastern Iowa Consortium V2 0.786 604

Math Goals Survey 2-5 Mid-Iowa Consort ium Math Goals Survey 2-5 Mid-Iowa Consortium V2 0.774 1553

3 Math Goals Survey 2-5 Eastern Iowa Consortium Math Goals Survey 2-5 Eastern Iowa Consortium V2 0.814 1200




5 Math Goals Survey 2-5 Eastern Iowa Consortium Math Goals Survey 6+ Eastern Iowa Cornsortium V2 0.857 1245

Math Goals Survey 2-5 Mid-Iowa Consort ium Math Goals Survey 6+ Mid-Iowa Consort ium V2 0.860 4580

6 Math Goals Survey 6+ Eastern Iowa Consortium Math Goals Survey 6+ Eastern Iowa Cornsortium V2 0.869 1285

Math Goals Survey 6+ Mid-Iowa Consort ium Math Goals Survey 6+ Mid-Iowa Consortium V2 0.878 4901







IL 2 Math Spanish Sound Goals Survey 2-5 NWEA Math Goals Survey 2-5 IL V2 0.840 507

Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 IL V2 0.821 997

3 Math Spanish Sound Goals Survey 2-5 NWEA Math Goals Survey 2-5 IL V2 0.826 557


5 Math Spanish Sound Goals Survey 2-5 NWEA Math Goals Survey 6+ IL V2 0.882 367

6 Math Goals Survey 6+ IL V2 NWEA Algebra I V2 0.883 357

IN 8 Math Goals Survey 6+ IN V3 NWEA Algebra I V2 0.826 1249

KS 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 KS V2 0.829 915

KY 2 Math Goals Survey 2-5 KY V3 Math Goals Survey 2-5 KY V4 0.799 3271

3 Math Goals Survey 2-5 KY V3 Math Goals Survey 2-5 KY V4 0.824 3349


5 Math Goals Survey 2-5 KY V3 Math Goals Survey 6+ KY V4 0.836 3063

6 Math Goals Survey 6+ KY V3 Math Goals Survey 6+ KY V4 0.873 2834




ME 9 NWEA Algebra I - End of Course Test Math Goals Survey 6+ ME V3 0.802 501

MN 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 MN V4 0.803 722

8 NWEA Algebra I - End of Course Test Math Goals Survey 6+ MN V4 0.858 660

9 NWEA Algebra I - End of Course Test Math Goals Survey 6+ MN V4 0.802 404

Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP MATHEMATICS Tests With Different






Table 5. Part A (cont)


ND 5 Math Goals Survey 2-5 ND V2 Math Goals Survey 6+ ND V2 0.854 3793

NH 2 Math Goals Survey 2-5 NH V3 Math Goals Survey 2-5 NH V4 0.772 3288

3 Math Goals Survey 2-5 NH V3 Math Goals Survey 2-5 NH V4 0.812 5056


5 Math Goals Survey 2-5 NH V3 Math Goals Survey 6+ NH V4 0.863 6154

6 Math Goals Survey 6+ NH V3 Math Goals Survey 6+ NH V4 0.879 6310




NJ 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 NJ V3 0.816 995

NV 2 Math Goals Survey 2-5 NV V2 Math Goals Survey 2-5 NV V3 0.779 1299

3 Math Goals Survey 2-5 NV V2 Math Goals Survey 2-5 NV V3 0.802 1154


5 Math Goals Survey 2-5 NV V2 Math Goals Survey 6+ NV V3 0.849 1149

6 Math Goals Survey 6+ NV V2 Math Goals Survey 6+ NV V3 0.862 1212




OH 5 Math Goals Survey 2-5 OH V3 Math Goals Survey 6+ OH V3 0.853 1582

PA 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 PA V2 0.788 356

SC 2 Math Goals Survey 2-5 SC V4 Math Survey w/ Goals 2-5 SC V5 0.807 4046

3 Math Goals Survey 2-5 SC V4 Math Survey w/ Goals 2-5 SC V5 0.829 4599


5 Math Goals Survey 2-5 SC V4 Math Survey w/ Goals 6+ SC V5 0.864 4660

6 Math Goals Survey 6+ SC V4 Math Survey w/ Goals 6+ SC V5 0.864 5488


Math Goals Survey 6+ SC V4 NWEA Algebra I V2 0.778 395


Math Goals Survey 6+ SC V4 NWEA Algebra I - End of Course Test 0.807 332



WA 2 Math Goals Survey 2-5 WA V3 Math Goals Survey 2-5 WA V4 0.828 6502

Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 WA V3 0.823 426

3 Math Goals Survey 2-5 WA V3 Math Goals Survey 2-5 WA V4 0.860 10934


5 Math Goals Survey 2-5 WA V3 Math Goals Survey 6+ WA V4 0.883 10771

6 Math Goals Survey 6+ WA V3 Math Goals Survey 6+ WA V4 0.891 10578




Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP MATHEMATICS Tests With Different

Item Pool Structures Administered to a Minimum of 300 Students (cont.)





Table 5, Part B.

State Grd F'07 Fall 2007 Test Spring 2008 Test r N

CO 8 Math Goals Survey 6+ CO V2 NWEA Algebra I V2 0.874 434

9 Math Goals Survey 6+ CO V2 NWEA Algebra I V2 0.841 308

IN 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 IN V3 0.797 947

ME 9 Math Goals Survey 6+ ME V3 NWEA Algebra I V2 0.820 787


7 Math Goals Survey 6+ MN V4 NWEA Algebra I V2 0.860 311




8 Math Goals Survey 6+ NJ V3 NWEA Algebra I V2 0.871 1111

SC 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 SC V4 0.762 304

WA 3 Math Goals Survey 2-5 WA V4 Math Spanish Sound Goals Survey 2-5 NWEA 0.824 419

4 Math Goals Survey 2-5 WA V4 Math Spanish Sound Goals Survey 2-5 NWEA 0.861 351

8 Math Goals Survey 6+ WA V4 NWEA Algebra I V2 0.863 398

WI 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 WI V2 0.766 1053

Fall 2007 - Spring 2008 Correlations for State Content-Aligned MAP MATHEMATICS Tests With Different

Item Pool Structures Administered to a Minimum of 300 Students (cont.)





Table 5, Part C.


AZ 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 AZ V3 0.792 1009

CA 5 Math Goals Survey 3-5 Poway Math Goals Survey 6-8 Poway 0.869 2159

7 Math Goals Survey 6+ CA V2 NWEA Algebra I - End of Course Test 0.856 549

Math Goals Survey 6+ CA V2 NWEA Algebra I V2 0.833 666

CO 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 CO V2 0.769 648




Math Goals Survey 6+ CO V2 NWEA Algebra I V2 0.812 407


IA 2 Math Goals Survey 2-5 Eastern Iowa Consortium Math Goals Survey 2-5 Eastern Iowa Consortium V2 0.772 593






5 Math Goals Survey 2-5 Mid-Iowa Consortium Math Goals Survey 6+ Mid-Iowa Consortium V2 0.837 4545

Math Goals Survey 6+ Eastern Iowa Consortium Math Goals Survey 6+ Eastern Iowa Cornsortium V2 0.845 1254


Math Goals Survey 6+ Mid-Iowa Consortium Math Goals Survey 6+ Mid-Iowa Consortium V2 0.853 4908





9 Math Goals Survey 6+ Eastern Iowa Consortium Math Goals Survey 6+ Eastern Iowa Cornsort ium V2 0.883 919


IL 2 Math Spanish Sound Goals Survey 2-5 NWEA Math Goals Survey 2-5 IL V2 0.804 552

Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 IL V2 0.810 986




IN 7 Math Goals Survey 6+ IN V3 NWEA Algebra I V2 0.798 317

8 Math Goals Survey 6+ IN V3 NWEA Algebra I - End of Course Test 0.735 472

Math Goals Survey 6+ IN V3 NWEA Algebra I V2 0.807 1304

KS 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 KS V2 0.805 847

KY 2 Math Goals Survey 2-5 KY V3 Math Goals Survey 2-5 KY V4 0.764 3290



5 Math Goals Survey 2-5 KY V3 Math Goals Survey 6+ KY V4 0.831 3337




Math Goals Survey 6+ KY V3 NWEA Algebra I V2 0.826 350


Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP MATHEMATICS Tests With








ME 8 Math Goals Survey 6+ ME V3 NWEA Algebra I V2 0.788 661





ND 5 Math Goals Survey 2-5 ND V2 Math Goals Survey 6+ ND V2 0.840 4844

NH 2 Math Goals Survey 2-5 NH V3 Math Goals Survey 2-5 NH V4 0.752 4933



Math Goals Survey 2-5 NH V3 Math Goals Survey 6+ NH V4 0.817 320




Math Goals Survey 6+ NH V3 NWEA Algebra I V2 0.765 404




7 Math Goals Survey 6+ NJ V3 NWEA Algebra I V2 0.847 1020

NM 8 Math Goals Survey 6+ NM V3 NWEA Algebra I V2 0.798 324

NV 2 Math Goals Survey 2-5 NV V2 Math Goals Survey 2-5 NV V3 0.732 1248








OH 5 Math Goals Survey 2-5 OH V3 Math Goals Survey 6+ OH V3 0.834 1479

PA 2 Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 PA V2 0.743 346

SC 2 Math Goals Survey 2-5 SC V4 Math Survey w/ Goals 2-5 SC V5 0.775 4161



5 Math Goals Survey 2-5 SC V4 Math Survey w/ Goals 6+ SC V5 0.851 4783







WA 2 Math Goals Survey 2-5 WA V3 Math Goals Survey 2-5 WA V4 0.807 6409

Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 WA V3 0.804 417











5 Math Goals Survey 2-5 WA V3 Math Goals Survey 6+ WA V4 0.857 11460



Math Goals Survey 6+ WA V3 NWEA Algebra I V2 0.837 442



WA

(cont)







Table 6, Part A

State Test 2 3 4 5 6 7 8 9 10

AR Reading Goals Survey 2-5 AR V2 r 0.840 0.846 0.828

N 1273 1367 1241

Reading Goals Survey 6+ AR V2 r 0.869 0.858 0.799

N 812 1058 581

AZ Reading Goals Survey 2-5 AZ V3 r 0.853 0.868 0.879

N 1756 2847 2829

Reading Goals Survey 6+ AZ V3 r 0.859 0.862 0.846 0.790

N 2664 2716 1065 463

CA Reading Goals Survey 2-5 CA V2 r 0.833 0.842 0.841

N 5066 5552 5588

Reading Goals Survey 2-5 Poway r 0.812 0.786 0.819

N 2254 2288 2244

Reading Goals Survey 6+ CA V2 r 0.827 0.829 0.776 0.773

N 3887 3971 1715 1725

Reading Goals Survey 6+ Poway r 0.813 0.794

N 1943 2214

CO Reading Goals Survey 2-5 CO V2 r 0.841 0.835 0.834 0.858

N 10282 12554 12266 356

Reading Goals Survey 6+ CO V2 r 0.815 0.818 0.782 0.775

N 10604 10949 8750 6407

CT Reading Goals Survey 2-5 CT V3 r 0.851 0.841

N 414 397

Reading Goals Survey 6+ CT V3 r 0.801 0.834 0.784

N 396 420 536

DE Reading Goals Survey 2-5 DE V2 r 0.845 0.844 0.861

N 2695 2809 3187

Reading Goals Survey 6+ DE V2 r 0.839 0.838 0.793 0.783

N 3421 3547 2218 2178

FL Reading Goals Survey 2-5 FL V3 r 0.787 0.786 0.783

N 795 754 724

Reading Goals Survey 6+ FL V3 r 0.700 0.725 0.689 0.753

N 1356 1376 610 1604

GA Reading Goals Survey 2-5 GA V2 r 0.820 0.812 0.807

N 3351 3411 3481

Reading Goals Survey 6+ GA V2 r 0.789 0.811 0.804

N 3167 3312 1976IL Reading Goals Survey 2-5 IL V2 r 0.854 0.845 0.845 0.844

N 17083 20930 19983 3453

Reading Goals Survey 6+ IL V2 r 0.811 0.836 0.836 0.809 0.813

N 342 19577 21948 3983 2255

Spring 2007 - Fall 2007 Test-Retest Correlations for State Content-Aligned MAP READING Tests With

Common Item Pool Structures Administered to a Minimum of 300 Students

Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

IN Reading Goals Survey 2-5 IN V3 r 0.804 0.808 0.809 0.834

N 23127 22989 22711 532

Reading Goals Survey 6+ IN V3 r 0.791 0.811 0.814 0.799 0.789

N 445 21914 21676 13097 4550

KS Reading Goals Survey 2-5 KS V2 r 0.814 0.835 0.829

N 8969 14948 14579

Reading Goals Survey 6+ KS V2 r 0.833 0.836 0.821 0.821

N 16741 16700 12547 10916

KY Reading Goals Survey 2-5 KY V3 r 0.883 0.849 0.827

N 952 1076 1011

Reading Goals Survey 6+ KY V3 r 0.824 0.803 0.793 0.782

N 1000 921 915 1163

MA Reading Goals Survey 2-5 MA V3 r 0.819 0.852 0.828

N 861 1218 1302

Reading Goals Survey 2-5 MA V3 (P) r 0.839 0.850 0.845

N 1565 1482 1453

Reading Goals Survey 6+ MA V3 r 0.828 0.820 0.770

N 1313 1293 528

Reading Goals Survey 6+ MA V3 (P) r 0.817 0.833 0.794 0.805

N 1318 1323 1319 1432

MD Reading Goals Survey 2-5 MD V3 r 0.869 0.868

N 8929 9224

Reading Goals Survey 6+ MD V3 r 0.865 0.857 0.813

N 9381 9349 1960

ME Reading Goals Survey 2-5 ME V3 r 0.845 0.827 0.826

N 2168 6598 5615

Reading Goals Survey 6+ ME V3 r 0.813 0.806 0.793 0.781

N 7124 7745 5466 5131

MI Reading Goals Survey 2-5 MI V3 r 0.831 0.830 0.826

N 5901 6856 6913

Reading Goals Survey 6+ MI V3 r 0.819 0.816 0.796 0.782

N 7229 7319 3277 2340

MN Reading Goals Survey 2-5 MN V4 r 0.846 0.840 0.841 0.872

N 27551 32062 30054 444

Reading Goals Survey 6+ MN V4 r 0.853 0.826 0.821 0.815 0.820

N 836 29199 27754 15076 8461MO Reading Goals Survey 2-5 MO V3 r 0.873 0.821 0.879

N 387 543 509

Reading Goals Survey 6+ MO V3 r 0.814 0.807 0.852

N 531 472 388


Common Item Pool Structures Administered to a Minimum of 300 Students (cont.)

Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

MT Reading Goals Survey 2-5 MT V2 r 0.811 0.793 0.794

N 1021 1820 1597

Reading Goals Survey 6+ MT V2 r 0.791 0.777 0.777 0.799

N 1689 1552 695 676

NC Reading Goals Survey 2-5 NC V3 r 0.771 0.813 0.787

N 345 328 349

ND Reading Goals Survey 2-5 ND V2 r 0.797 0.792 0.811

N 2282 3128 3839

Reading Goals Survey 6+ ND V2 r 0.809 0.801 0.773 0.783

N 3516 3264 3173 2307

NE Reading Goals Survey 2-5 NE V2 r 0.841 0.778 0.791

N 335 688 633

Reading Goals Survey 6+ NE V2 r 0.808 0.807 0.767

N 632 648 372

NJ Reading Goals Survey 2-5 NJ V3 r 0.808 0.809 0.814

N 1031 4028 3881

Reading Goals Survey 6+ NJ V3 r 0.839 0.836 0.758

N 3248 3414 677

NM Reading Goals Survey 2-5 NM V3 r 0.857 0.854 0.855

N 3997 6229 6414

Reading Goals Survey 6+ NM V3 r 0.828 0.834 0.802 0.785

N 6258 6476 4555 3218

NV Reading Goals Survey 2-5 NV V2 r 0.791 0.843 0.842

N 590 1014 983

Reading Goals Survey 6+ NV V2 r 0.793 0.780 0.731

N 451 350 440

NY Reading Goals Survey 2-5 NY V2 r 0.817 0.838 0.848

N 1164 1096 1151

Reading Goals Survey 6+ NY V2 r 0.815 0.837

N 1039 942

OH Reading Goals Survey 2-5 OH V3 r 0.806 0.801 0.787

N 1341 1898 1798

Reading Goals Survey 6+ OH V3 r 0.822 0.802 0.770 0.774

N 1690 1568 828 2100

OK Reading Goals Survey 2-5 OK V2 r 0.809 0.815 0.845

N 349 646 522OR Reading Goals Survey 2-5 OR V4 r 0.805 0.859

N 695 723

Reading Goals Survey 6+ OR V4 r 0.775

N 335



Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

PA Reading Goals Survey 2-5 PA V2 r 0.801 0.834 0.798

N 1040 1153 1170

Reading Goals Survey 6+ PA V2 r 0.793 0.818 0.787 0.730

N 1026 1008 498 1138

SC Reading Goals Survey 2-5 SC V4 r 0.856 0.847 0.841

N 36154 37758 36938

Reading Goals Survey 6+ SC V4 r 0.820 0.821 0.790 0.762 0.667

N 37420 37775 22549 9407 415

TN Reading Goals Survey 2-5 TN V4 r 0.756 0.789 0.804

N 1071 1031 683

TX Reading Goals Survey 2-5 TX V3 r 0.783 0.862

N 512 524

UT Reading Goals Survey 2-5 UT V3 r 0.826 0.834 0.820

N 555 592 521

Reading Goals Survey 6+ UT V3 r 0.790 0.796 0.792

N 457 459 356

VA Reading Goals Survey 2-5 VA V2 r 0.863 0.867

N 444 402

Reading Goals Survey 6+ VA V2 r 0.812 0.820

N 539 507

VT Reading Goals Survey 2-5 VT V2 r 0.802

N 364

Reading Goals Survey 6+ VT V2 r 0.799

N 393

WA Reading Goals Survey 2-5 WA V3 r 0.865 0.857 0.862

N 602 2241 2186

Reading Goals Survey 6+ WA V3 r 0.831 0.814 0.788 0.867

N 2117 2101 1416 1113

WI Reading Goals Survey 2-5 WI V2 r 0.840 0.833 0.837

N 8260 11112 11120

Reading Goals Survey 6+ WI V2 r 0.811 0.826 0.826 0.795 0.792

N 523 12133 11769 7651 3672

WY Reading Goals Survey 2-5 WY V3 r 0.792 0.812 0.814

N 1834 1747 1735

Reading Goals Survey 6+ WY V3 r 0.843 0.838 0.796 0.776

N 908 887 428 689

Fall 2007 Grade







Table 6, Part B.

State Test 2 3 4 5 6 7 8 9 10

AK Reading Goals Survey 2-5 AK V4 r 0.806 0.813 0.813 0.828

N 627 962 957 949

Reading Goals Survey 6+ AK V4 r 0.842 0.808 0.813

N 976 863 882

AR Reading Goals Survey 2-5 AR V2 r 0.774 0.812 0.831 0.823

N 1338 1391 1347 1256

Reading Goals Survey 6+ AR V2 r 0.825 0.831 0.827 0.818

N 1055 1102 1020 534

AZ Reading Goals Survey 2-5 AZ V3 r 0.773 0.821 0.849 0.867

N 1888 3181 3000 3055

Reading Goals Survey 6+ AZ V3 r 0.849 0.832 0.850 0.823 0.813

N 2986 2942 2763 1064 435

CA Reading Goals Survey 2-5 CA V2 r 0.801 0.811 0.823 0.825

N 6278 7321 7723 7384

Reading Goals Survey 2-5 Poway r 0.793 0.805 0.771 0.798

N 2199 2389 2384 2312

Reading Goals Survey 6+ CA V2 r 0.816 0.804 0.793 0.745 0.716

N 6268 5301 5044 3018 1346

Reading Goals Survey 6+ Poway r 0.814 0.798 0.791

N 2335 2357 2302


N 12482 19225 18801 18173

Reading Goals Survey 6+ CO V2 r 0.812 0.803 0.799 0.778 0.778

N 16485 15266 14610 11210 8650

CT Reading Goals Survey 2-5 CT V3 r 0.809 0.818 0.78

N 483 491 303

Reading Goals Survey 6+ CT V3 r 0.801

N 462

DE Reading Goals Survey 2-5 DE V2 r 0.785 0.817 0.828 0.858

N 2795 2779 3325 3344

Reading Goals Survey 6+ DE V2 r 0.813 0.818 0.81 0.772 0.803

N 3583 3816 3788 2316 1957

FL Reading Goals Survey 2-5 FL V3 r 0.744 0.767 0.759 0.783

N 1118 1157 1028 1071

Reading Goals Survey 6+ FL V3 r 0.731 0.705 0.720 0.691 0.714

N 5500 5210 4848 2077 1645

Fall 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP READING Tests With

Common Item Pool Structures Administered to a Minimum of 300 Students

Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

GA Reading Goals Survey 2-5 GA V2 r 0.769 0.780 0.763 0.799

N 3955 4004 3832 3953

Reading Goals Survey 6+ GA V2 r 0.771 0.787 0.801 0.745

N 3411 3378 3095 2258

IA r 0.838 0.798

N 319 330

r 0.773 0.807 0.821 0.841

N 454 1300 1302 1410

r 0.813 0.795 0.816

N 579 530 575

r 0.800 0.812 0.807 0.831

N 613 5176 5122 5612

r 0.764 0.807 0.818 0.825

N 455 1103 1069 1067

r 0.823 0.846

N 312 308

r 0.808 0.830 0.827 0.798 0.793

N 1409 1372 1385 1158 857

r 0.804 0.787 0.815 0.815

N 570 596 569 361

r 0.810 0.825 0.835 0.809 0.797

N 5418 5995 6337 5575 5809

Reading Goals Survey 6+ NWEA V4 r 0.833 0.827 0.814 0.778

N 1075 1021 922 421

ID Reading Survey w/ Goals 2-5 ID V3 r 0.743 0.746 0.804

N 380 414 361

Reading Survey w/ Goals 6+ ID V3 r 0.797

N 358

IL Reading Goals Survey 2-5 IL V2 r 0.809 0.829 0.823 0.826 0.836

N 17271 27170 27945 28300 3070

Reading Goals Survey 6+ IL V2 r 0.829 0.820 0.822 0.824 0.812 0.790

N 685 24860 29163 26448 4968 3439

Reading Goals Survey 6+ NWEA V4 r 0.799 0.800

N 1412 1411

IN Reading Goals Survey 2-5 IN V3 r 0.764 0.783 0.790 0.794 0.842

N 23441 25049 24923 24406 361Reading Goals Survey 6+ IN V3 r 0.731 0.797 0.806 0.810 0.784 0.785

N 441 24044 23598 23266 14017 3695



Fall 2007 Grade

Reading Goals Survey 2-5 College

Community V2

Reading Goals Survey 2-5 Eastern Iowa V2

Reading Goals Survey 2-5 Loess Hills V2

Reading Goals Survey 2-5 Mid-Iowa

Consortium V2

Reading Goals Survey 2-5 NWEA V4

Reading Goals Survey 6+ College

Community V2

Reading Goals Survey 6+ Eastern Iowa V2

Reading Goals Survey 6+ Loess Hills V2

Reading Goals Survey 6+ Mid-Iowa

Consortium V2






State Test 2 3 4 5 6 7 8 9 10

KS Reading Goals Survey 2-5 KS V2 r 0.768 0.810 0.811 0.817

N 7410 19122 16234 15620

Reading Goals Survey 6+ KS V2 r 0.822 0.823 0.818 0.818 0.811

N 14773 13904 13985 12834 11038

KY Reading Goals Survey 2-5 KY V3 r 0.824 0.840 0.821 0.842

N 1008 1114 1029 1042

Reading Goals Survey 2-5 KY V4 r 0.802 0.815 0.815 0.827

N 3763 4208 4927 4806

Reading Goals Survey 6+ KY V3 r 0.798 0.802 0.817 0.798 0.735

N 1072 1035 1065 1077 710


N 4392 3494 3610 4663 2646

Reading Goals Survey 6+ NWEA V4 r 0.802 0.781 0.816

N 741 707 709

MA Reading Goals Survey 2-5 MA V3 0.780 0.802 0.839 0.844

N 472 1163 1688 1121

Reading Goals Survey 2-5 MA V3 (P) r 0.800 0.800 0.826 0.838

N 1680 1519 1505 1464

Reading Goals Survey 6+ MA V3 r 0.854 0.858 0.858 0.802 0.812

N 1298 955 709 904 594

Reading Goals Survey 6+ MA V3 (P) r 0.828 0.831 0.799 0.793 0.763

N 1444 1372 1259 1166 745

MD Reading Goals Survey 2-5 MD V3 r 0.857 0.852 0.851

N 9464 9537 9676

Reading Goals Survey 6+ MD V3 r 0.851 0.855 0.846 0.825 0.817

N 9897 9896 9797 1688 950

ME Reading Goals Survey 2-5 ME V3 r 0.777 0.810 0.817 0.814

N 2434 7932 8493 8606

Reading Goals Survey 6+ ME V3 r 0.819 0.812 0.802 0.785 0.775

N 8995 9530 9633 6950 5619

MI Reading Goals Survey 2-5 MI V3 r 0.767 0.814 0.820 0.822

N 7238 8834 8836 8974

Reading Goals Survey 6+ MI V3 r 0.810 0.804 0.803 0.777 0.767

N 8634 8626 8345 3457 2315


N 29407 34832 34693 32910Reading Goals Survey 6+ MN V4 r 0.835 0.826 0.817 0.817 0.818 0.805

N 1419 30193 29684 27103 16048 8015



Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

MO Reading Goals Survey 2-5 MO V3 r 0.780 0.826 0.809 0.856

N 441 830 913 592

Reading Goals Survey 6+ MO V3 r 0.821 0.789 0.779 0.808

N 562 562 551 921

MT Reading Goals Survey 2-5 MT V2 r 0.756 0.793 0.802 0.798

N 711 2306 2371 2169

Reading Goals Survey 6+ MT V2 r 0.792 0.800 0.799 0.762 0.783

N 2083 2197 1787 863 722

NC Reading Goals Survey 2-5 NC V3 r 0.782 0.795 0.804 0.757

N 381 480 444 467

Reading Goals Survey 6+ NC V3 r 0.792 0.793 0.755 0.765 0.722

N 500 493 445 2286 1488

ND Reading Goals Survey 2-5 ND V2 r 0.777 0.773 0.789 0.790

N 1818 4546 4698 4940

Reading Goals Survey 6+ ND V2 r 0.794 0.811 0.802 0.773 0.777

N 4481 4510 4521 4606 3689

NE Reading Goals Survey 2-5 NE V2 r 0.797 0.797 0.791 0.785

N 770 1340 1347 1319

Reading Goals Survey 6+ NE V2 r 0.806 0.829 0.810 0.801 0.816

N 1398 1356 1397 1038 707

NH Reading Goals Survey 2-5 NH V4 r 0.781 0.788 0.791 0.794

N 3157 5670 5747 6172

Reading Goals Survey 6+ NH V4 r 0.804 0.796 0.810 0.777 0.790

N 7219 6600 5826 2630 1868

NJ Reading Goals Survey 2-5 NJ V3 r 0.765 0.794 0.793 0.807

N 1490 4687 5171 5047

Reading Goals Survey 6+ NJ V3 r 0.820 0.829 0.834 0.793 0.755

N 4903 4455 3552 1262 1062

NM Reading Goals Survey 2-5 NM V3 r 0.777 0.833 0.830 0.840

N 3687 8358 8211 8188

Reading Goals Survey 6+ NM V3 r 0.833 0.811 0.814 0.787 0.769

N 9451 9335 9505 7199 4670

NV Reading Goals Survey 2-5 NV V2 r 0.775 0.792 0.829 0.822

N 564 1093 1030 972

Reading Goals Survey 6+ NV V2 r 0.818 0.813 0.821 0.755

N 1031 955 875 768Reading Survey w/ Goals 2-5 NV V3 r 0.756 0.787 0.806 0.810

N 1446 1620 1598 1413

Reading Survey w/ Goals 6+ NV V3 r 0.799 0.788 0.751 0.760 0.794

N 1600 1393 1397 1469 774



Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

NY Reading Goals Survey 2-5 NY V2 r 0.793 0.808 0.842 0.850

N 1158 1372 1341 1615

Reading Goals Survey 6+ NY V2 r 0.786 0.783 0.806

N 2208 1795 1360

OH Reading Goals Survey 2-5 OH V3 r 0.771 0.799 0.805 0.800

N 1930 2392 2346 2271

Reading Goals Survey 6+ OH V3 r 0.801 0.812 0.814 0.781 0.780

N 1996 1751 1492 2470 1962

OK Reading Goals Survey 2-5 OK V2 r 0.765 0.775 0.771 0.812

N 401 815 884 752

Reading Goals Survey 6+ OK V2 r 0.782 0.758 0.809

N 896 891 550

OR Reading Goals Survey 2-5 OR V4 r 0.818 0.824 0.825

N 1233 1259 1202

Reading Goals Survey 6+ OR V4 r 0.808 0.797 0.809 0.763

N 854 854 779 996

PA Reading Goals Survey 2-5 PA V2 r 0.791 0.811 0.812 0.786

N 1318 1423 1452 1484

Reading Goals Survey 6+ PA V2 r 0.778 0.801 0.768 0.774 0.787

N 1392 1765 1420 1591 1388

SC Reading Goals Survey 2-5 SC V4 r 0.806 0.829 0.833 0.837

N 37854 39112 39087 38092


N 37268 37339 36072 19344 5563

Reading Survey w/ Goals 2-5 SC V5 r 0.800 0.809 0.813 0.813

N 4339 5248 5259 5807

Reading Survey w/ Goals 6+ SC V5 r 0.801 0.797 0.797 0.753 0.757

N 6446 6138 5744 3308 649

TN Reading Goals Survey 2-5 TN V4 r 0.738 0.744 0.740 0.784

N 1789 1231 1125 834

Reading Goals Survey 6+ TN V4 r 0.808

N 871

TX Reading Goals Survey 2-5 TX V3 r 0.819 0.809 0.819

N 4258 4184 4697

Reading Goals Survey 6+ TX V3 r 0.811 0.804 0.824 0.772 0.767

N 4085 4083 3954 879 548UT Reading Goals Survey 2-5 UT V3 r 0.802 0.775 0.816 0.803

N 583 864 878 800

Reading Goals Survey 6+ UT V3 r 0.819 0.812 0.817 0.804

N 567 536 413 481



Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

VA Reading Goals Survey 2-5 VA V2 r 0.806 0.838 0.840

N 554 579 515

Reading Goals Survey 6+ VA V2 r 0.866 0.796 0.847 0.762

N 585 553 520 391

VT Reading Goals Survey 2-5 VT V2 r 0.818 0.809 0.838

N 342 363 340

Reading Goals Survey 6+ VT V2 r 0.854 0.808 0.780

N 349 401 351

WA Reading Goals Survey 2-5 WA V3 r 0.848 0.836 0.844 0.851

N 454 2262 2318 2193

Reading Goals Survey 2-5 WA V4 r 0.797 0.825 0.842 0.846

N 5384 11728 12478 12512

Reading Goals Survey 6+ WA V3 r 0.844 0.818 0.807 0.816 0.807N 2261 2094 2103 1492 935

Reading Goals Survey 6+ WA V4 r 0.845 0.834 0.832 0.794 0.800

N 13209 13262 12708 9570 4345

WI Reading Goals Survey 2-5 WI V2 r 0.803 0.812 0.819 0.827

N 10097 14566 15470 15330

Reading Goals Survey 6+ WI V2 r 0.776 0.823 0.812 0.808 0.787 0.779

N 332 15298 15489 14296 11460 4011

WY Reading Goals Survey 2-5 WY V3 r 0.771 0.770 0.786 0.795

N 749 2646 2495 2490

Reading Goals Survey 6+ WY V3 r 0.806 0.825 0.824 0.781 0.743

N 2434 1711 1692 1506 1302



Fall 2007 Grade





Table 6, Part C.

State Test 2 3 4 5 6 7 8 9 10

AR Reading Goals Survey 2-5 AR V2 r 0.819 0.824 0.822

N 1197 1267 1284

Reading Goals Survey 6+ AR V2 r 0.822 0.821 0.791

N 884 1085 579

AZ Reading Goals Survey 2-5 AZ V3 r 0.801 0.838 0.852

N 1682 2613 2689

Reading Goals Survey 6+ AZ V3 r 0.834 0.824 0.806 0.757

N 2482 2460 865 487

CA Reading Goals Survey 2-5 CA V2 r 0.799 0.818 0.828

N 4279 4913 4815

Reading Goals Survey 2-5 Poway r 0.777 0.771 0.782

N 2198 2223 2187

Reading Goals Survey 6+ CA V2 r 0.786 0.789 0.704 0.795

N 3578 3504 1494 1198

Reading Goals Survey 6+ Poway r 0.786 0.749

N 1898 2130

CO Reading Goals Survey 2-5 CO V2 r 0.811 0.810 0.809

N 9693 12123 11835


N 345 10556 10608 7081 5073

CT Reading Goals Survey 6+ CT V3 r 0.742

N 407

DE Reading Goals Survey 2-5 DE V2 r 0.818 0.816 0.843

N 2579 2687 3041

Reading Goals Survey 6+ DE V2 r 0.815 0.812 0.791 0.779

N 3283 3297 2007 1984

FL Reading Goals Survey 2-5 FL V3 r 0.770 0.785 0.768

N 731 704 688

Reading Goals Survey 6+ FL V3 r 0.628 0.645 0.708 0.730

N 1257 1245 517 1177

GA Reading Goals Survey 2-5 GA V2 r 0.779 0.769 0.774

N 3221 3293 3399

Reading Goals Survey 6+ GA V2 r 0.76 0.783 0.736

N 2914 2679 1873

IL Reading Goals Survey 2-5 IL V2 r 0.815 0.819 0.815 0.819

N 16831 20760 19780 3016Reading Goals Survey 6+ IL V2 r 0.766 0.809 0.816 0.812 0.762

N 337 19318 20063 4077 2022

IN Reading Goals Survey 2-5 IN V3 r 0.786 0.788 0.797 0.820

N 26505 26947 26768 748


N 445 25478 25319 14318 4543

Spring 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP READING Tests

With Common Item Pool Structures Administered to a Minimum of 300 Students

Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

KS Reading Goals Survey 2-5 KS V2 r 0.785 0.804 0.805

N 7242 15196 14855

Reading Goals Survey 6+ KS V2 r 0.803 0.807 0.811 0.804

N 10860 10987 11612 11581

KY Reading Goals Survey 2-5 KY V3 r 0.846 0.821 0.818

N 906 1036 968

Reading Goals Survey 6+ KY V3 r 0.782 0.781 0.759 0.788

N 954 889 876 687

MA Reading Goals Survey 2-5 MA V3 r 0.795 0.821 0.807

N 408 728 785

Reading Goals Survey 2-5 MA V3 (P) r 0.779 0.799 0.817

N 1511 1455 1397

Reading Goals Survey 6+ MA V3 r 0.810 0.825

N 747 494

Reading Goals Survey 6+ MA V3 (P) r 0.797 0.778 0.803 0.793

N 1269 1226 1029 745

MD Reading Goals Survey 2-5 MD V3 r 0.847 0.842

N 8707 9047

Reading Goals Survey 6+ MD V3 r 0.843 0.831 0.810

N 9199 9141 2648

ME Reading Goals Survey 2-5 ME V3 r 0.789 0.794 0.801

N 2098 6395 5279

Reading Goals Survey 6+ ME V3 r 0.792 0.768 0.76 0.742

N 7176 7647 5622 5191

MI Reading Goals Survey 2-5 MI V3 r 0.803 0.814 0.808

N 6746 8417 8486

Reading Goals Survey 6+ MI V3 r 0.800 0.800 0.763 0.744

N 8835 8538 3434 2010


N 27102 31222 30249 381

Reading Goals Survey 6+ MN V4 r 0.815 0.802 0.809 0.801 0.782

N 1409 27035 26061 14330 7336

MO Reading Goals Survey 2-5 MO V3 r 0.844 0.806 0.856

N 365 547 505

Reading Goals Survey 6+ MO V3 r 0.786 0.804 0.813 0.751

N 465 421 345 432

MT Reading Goals Survey 2-5 MT V2 r 0.769 0.777 0.771

N 906 1681 1460

Reading Goals Survey 6+ MT V2 r 0.771 0.764 0.753 0.777

N 1634 1390 776 652

NC Reading Goals Survey 2-5 NC V3 r 0.766 0.824 0.772

N 319 308 330


With Common Item Pool Structures Administered to a Minimum of 300 Students (cont.)

Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

ND Reading Goals Survey 2-5 ND V2 r 0.767 0.781 0.789

N 2999 4064 4674

Reading Goals Survey 6+ ND V2 r 0.786 0.797 0.770 0.781

N 4795 4628 4435 3989

NE Reading Goals Survey 2-5 NE V2 r 0.821 0.763 0.757

N 314 674 611

Reading Goals Survey 6+ NE V2 r 0.793 0.775 0.786

N 619 628 358

NJ Reading Goals Survey 2-5 NJ V3 r 0.778 0.796 0.787

N 1229 4587 4216

Reading Goals Survey 6+ NJ V3 r 0.812 0.813 0.784 0.747

N 3196 2773 392 887


N 3953 6195 6429 492

Reading Goals Survey 6+ NM V3 r 0.800 0.811 0.769 0.724

N 5827 6288 4185 3113

NV Reading Goals Survey 2-5 NV V2 r 0.782 0.809 0.811

N 570 982 924

Reading Goals Survey 6+ NV V2 r 0.794 0.802 0.775

N 375 336 306

NY Reading Goals Survey 2-5 NY V2 r 0.783 0.797 0.824

N 1129 1060 1124

Reading Goals Survey 6+ NY V2 r 0.812 0.809

N 1263 801

OH Reading Goals Survey 2-5 OH V3 r 0.754 0.779 0.770

N 1215 1631 1596

Reading Goals Survey 6+ OH V3 r 0.781 0.787 0.726 0.727

N 1239 1138 772 1585

OK Reading Goals Survey 2-5 OK V2 r 0.778 0.782 0.819

N 323 612 476

OR Reading Goals Survey 2-5 OR V4 r 0.779 0.83

N 599 639

Reading Goals Survey 6+ OR V4 r 0.815 0.803

N 531 585

PA Reading Goals Survey 2-5 PA V2 r 0.741 0.781 0.759

N 1023 1136 1268

Reading Goals Survey 6+ PA V2 r 0.764 0.769 0.724 0.722

N 1009 982 490 1243

SC Reading Goals Survey 2-5 SC V4 r 0.82 0.822 0.823

N 33878 35405 34586

Reading Goals Survey 6+ SC V4 r 0.799 0.802 0.762 0.746

N 34128 33592 20245 7679



Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

TN Reading Goals Survey 2-5 TN V4 r 0.722 0.74 0.729

N 2079 1870 1817

TX Reading Goals Survey 2-5 TX V3 r 0.722 0.783

N 505 493

UT Reading Goals Survey 2-5 UT V3 r 0.780 0.806 0.835

N 458 511 431

Reading Goals Survey 6+ UT V3 r 0.812 0.734

N 386 362

VA Reading Goals Survey 2-5 VA V2 r 0.830 0.821

N 402 370

Reading Goals Survey 6+ VA V2 r 0.789 0.805

N 518 493

VT Reading Goals Survey 2-5 VT V2 r 0.803

N 359

Reading Goals Survey 6+ VT V2 r 0.800

N 382

WA Reading Goals Survey 2-5 WA V3 r 0.831 0.835 0.838

N 588 2179 2064

Reading Goals Survey 6+ WA V3 r 0.802 0.778 0.772 0.817

N 1998 1954 1468 1014

WI Reading Goals Survey 2-5 WI V2 r 0.804 0.813 0.814

N 10308 13471 13287

Reading Goals Survey 6+ WI V2 r 0.778 0.793 0.796 0.779 0.766

N 520 14992 15453 8495 4005

WY Reading Goals Survey 2-5 WY V3 r 0.754 0.808 0.776

N 1834 1887 1874

Reading Goals Survey 6+ WY V3 r 0.792 0.799 0.768 0.747

N 1738 1800 1016 665



Spring 2007 Grade





Table 7, Part A.

State Test 2 3 4 5 6 7 8 9 10

AR Language Goals Survey AR V2 r 0.820 0.856 0.833 0.828 0.859 0.884 0.851

N 946 1203 1094 642 633 837 524

AZ Language Goals Survey AZ V3 r 0.825 0.846 0.883 0.885 0.876 0.878

N 455 796 810 602 852 878

CA Language Goals Survey CA V2 r 0.835 0.838 0.844 0.823 0.808 0.826 0.788 0.785

N 3588 3817 3929 2795 2582 2564 1087 799

Language Goals Survey Poway r 0.812 0.816 0.814 0.835 0.842 0.832

N 2260 2285 2230 2231 1536 1577

CO Language Goals Survey CO V2 r 0.845 0.827 0.835 0.832 0.823 0.836 0.811 0.813

N 6623 9323 9142 8295 8114 7835 6297 5257

CT Language Goals Survey CT V3 r 0.894 0.836 0.863 0.845 0.815 0.756

N 415 399 389 402 412 513GA Language Goals Survey GA V2 r 0.841 0.832 0.828 0.826 0.812 0.831 0.803

N 3385 3414 3504 3263 3149 3238 2206

IL Language Goals Survey IL V2 r 0.850 0.845 0.850 0.845 0.843 0.849 0.843 0.846

N 4866 7944 7442 8622 8189 7900 762 1156

IN Language Goals Survey IN V3 r 0.825 0.820 0.822 0.824 0.833 0.831 0.823 0.808

N 22569 22940 23100 22083 21961 21492 12403 3832

KS Language Goals Survey KS V2 r 0.786 0.805 0.798 0.790 0.801 0.810 0.803 0.819

N 2692 3892 3946 4225 4701 4818 4118 4365

KY Language Goals Survey KY V3 r 0.877 0.840 0.842 0.845

N 324 400 576 336

ME Language Goals Survey ME V3 r 0.824 0.802 0.823 0.805 0.828 0.810 0.758 0.799

N 1099 2360 2253 3356 3446 3764 2300 2413

MI Language Goals Survey MI V3 r 0.831 0.836 0.853 0.839 0.841 0.831 0.821 0.801

N 4757 5405 5466 4991 5362 5110 1977 1372

MN Language Goals Survey MN V4 r 0.844 0.844 0.830 0.838 0.834 0.829 0.829 0.877

N 8977 10271 10373 9284 8771 8077 4728 2817

MO Language Goals Survey MO V3 r 0.862 0.859 0.854 0.860 0.846 0.828 0.853

N 388 556 502 504 432 385 393

MT Language Goals Survey MT V2 r 0.783 0.779 0.778 0.799 0.796 0.822 0.779 0.811

N 865 1620 1561 1380 1446 1505 698 668

NC Language Goals Survey NC V3 r 0.831 0.824 0.756

N 344 325 351

ND Language Goals Survey ND V2 r 0.804 0.808 0.81 0.819 0.814 0.843 0.820 0.827

N 1516 2510 3193 3192 2669 2385 2225 2065

NE Language Goals Survey NE V2 r 0.859 0.802 0.814 0.789 0.820 0.809 0.760

N 337 698 633 658 638 648 371

NJ Language Goals Survey NJ V3 r 0.789 0.818 0.810 0.792 0.817 0.819 0.810

N 779 2414 2444 2305 2033 2168 379

NM Language Goals Survey NM V3 r 0.799 0.826 0.838 0.833 0.828 0.832 0.811 0.785

N 2745 4573 4844 4610 4591 4418 3500 2550

Spring 2007 - Fall 2007 Test-Retest Correlations for State Content-Aligned MAP LANGUAGE USAGE

Tests With Common Item Pool Structures Administered to a Minimum of 300 Students

Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

NV Language Goals Survey NV V2 r 0.775 0.833 0.782 0.814 0.817 0.806

N 328 307 342 306 404 436

NY Language Goals Survey NY V2 r 0.797 0.798 0.848

N 694 693 631

OH Language Goals Survey OH V3 r 0.852 0.819 0.804 0.814 0.817 0.811

N 895 1152 890 797 816 751

OK Language Goals Survey OK V2 r 0.829 0.868

N 326 338

SC Language Goals Survey SC V4 r 0.85 0.845 0.843 0.827 0.82 0.836 0.798 0.805

N 21146 22483 22246 21560 22601 23048 12500 6093

UT Language Goals Survey UT V3 r 0.785 0.815 0.821 0.824 0.823 0.814

N 374 537 435 487 448 430

VA Language Goals Survey VA V2 r 0.876 0.879 0.862 0.831 0.817

N 448 408 410 425 386

VT Language Goals Survey VT V2 r 0.829 0.838 0.84 0.831

N 335 302 303 354

WI Language Goals Survey WI V2 r 0.833 0.818 0.829 0.818 0.833 0.823 0.833 0.819

N 4071 5331 5866 6046 6980 6932 3044 2083

WY Language Goals Survey WY V3 r 0.779 0.757 0.824 0.771 0.735 0.775 0.713 0.757

N 1227 1054 1058 1097 489 565 351 375

Spring 2007 - Fall 2007 Test-Retest Correlations for State Content-Aligned MAP LANGUAGE USAGE

Tests With Common Item Pool Structures Administered to a Minimum of 300 Students (cont.)

Spring 2007 Grade





Table 7, Part B.

State Test 2 3 4 5 6 7 8 9 10

AK Language Goals Survey AK V4 r 0.786 0.819 0.813 0.818 0.849 0.783 0.810

N 551 957 955 956 937 857 812

AR Language Goals Survey AR V2 r 0.779 0.812 0.835 0.811 0.826 0.818 0.833 0.877

N 959 1219 1217 822 471 810 756 333

AZ Language Goals Survey AZ V3 r 0.788 0.824 0.839 0.868 0.874 0.829 0.828 0.812

N 577 1049 942 1013 1117 1029 998 335

CA Language Goals Survey CA V2 r 0.815 0.815 0.831 0.832 0.801 0.808 0.799 0.770 0.766

N 3724 5020 5333 5115 3710 3047 2752 1383 674

Language Goals Survey Poway r 0.809 0.805 0.797 0.803 0.828 0.801 0.799

N 2188 2380 2380 2315 2277 2382 2325

CO Language Goals Survey CO V2 r 0.803 0.806 0.809 0.815 0.818 0.805 0.821 0.795 0.774

N 8341 13013 13008 12810 11531 10091 9771 7231 6289

CT Language Goals Survey CT V3 r 0.787 0.772 0.798

N 450 471 418

GA Language Goals Survey GA V2 r 0.809 0.811 0.793 0.811 0.798 0.793 0.801 0.771

N 3799 3956 3769 3924 3359 3330 3090 2506

IALanguage Goals Survey College

Community V2r 0.796 0.841

N 316 307

Language Goals Survey Eastern Iowa V2 r 0.801 0.854 0.801 0.818 0.832 0.848 0.820 0.834

N 353 326 485 727 748 781 691 646

Language Goals Survey Mid-Iowa

Consortium V2r 0.693 0.792 0.792 0.810 0.807 0.831 0.852 0.828 0.827

N 318 3629 3700 3737 3924 4403 4676 3796 3920

ID Language Survey w/ Goals ID V3 r 0.782 0.808 0.786 0.823

N 382 417 362 363

IL Language Goals Survey IL V2 r 0.819 0.837 0.838 0.838 0.831 0.829 0.837 0.808 0.826

N 5320 9235 10380 10815 10812 11095 10671 1942 1556

IN Language Goals Survey IN V3 r 0.778 0.804 0.812 0.813 0.820 0.829 0.825 0.814 0.772

N 22766 24977 24761 24893 23927 23510 22717 12583 2925

KS Language Goals Survey KS V2 r 0.777 0.798 0.806 0.797 0.819 0.818 0.814 0.807 0.806

N 2466 5002 5147 5110 5620 5272 5253 3941 3801

KY Language Goals Survey KY V3 r 0.836 0.841 0.849 0.835 0.811 0.859 0.859

N 482 686 549 715 344 346 410

Language Goals Survey KY V4 r 0.807 0.819 0.806 0.812 0.830 0.837 0.839 0.786 0.807

N 2207 2574 3119 3146 3762 2399 2618 2694 1930

MA Language Goals Survey MA V3 r 0.799

N 323

Fall 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP LANGUAGE USAGE


Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

ME Language Goals Survey ME V3 r 0.766 0.812 0.801 0.819 0.816 0.813 0.799 0.778 0.780

N 1028 3606 4094 4308 4993 5283 5226 3692 2687

MI Language Goals Survey MI V3 r 0.779 0.818 0.832 0.830 0.830 0.839 0.826 0.801 0.788

N 5665 7183 7044 7031 6873 6617 6219 2338 1524

MN Language Goals Survey MN V4 r 0.797 0.821 0.832 0.828 0.833 0.834 0.824 0.828 0.834

N 8261 11340 10730 10682 9912 9131 8314 5287 2568

MO Language Goals Survey MO V3 r 0.819 0.830 0.840 0.812 0.823 0.831 0.856

N 696 782 437 443 457 390 816

MT Language Goals Survey MT V2 r 0.773 0.786 0.796 0.785 0.777 0.803 0.797 0.775 0.796

N 656 1928 2071 1887 1444 1544 1557 859 723

NC Language Goals Survey NC V3 r 0.806 0.805 0.806 0.769 0.785 0.840 0.856 0.738 0.770

N 377 480 447 478 416 436 352 2066 1351

ND Language Goals Survey ND V2 r 0.785 0.795 0.784 0.816 0.823 0.824 0.827 0.807 0.813N 1106 3391 3528 3749 3759 3265 3389 3190 2860

NE Language Goals Survey NE V2 r 0.790 0.777 0.777 0.787 0.791 0.809 0.783 0.758 0.782

N 527 1119 1146 1111 1194 1191 1231 859 539

NH Language Goals Survey NH V4 r 0.794 0.799 0.787 0.799 0.809 0.811 0.812 0.810 0.789

N 2044 3662 3922 4601 4777 4442 3898 2052 1445

NJ Language Goals Survey NJ V3 r 0.803 0.809 0.808 0.819 0.808 0.809 0.801 0.812 0.766

N 1018 2866 3158 3020 2985 2687 1792 894 763

NM Language Goals Survey NM V3 r 0.783 0.815 0.813 0.822 0.833 0.838 0.832 0.786 0.780

N 2285 6060 5747 5747 5995 5504 5306 4502 3056

NV Language Goals Survey NV V2 r 0.814 0.809 0.759 0.790 0.799 0.737

N 492 446 448 491 395 383

Language Survey w/ Goals NV V3 r 0.748 0.789 0.785 0.794 0.794 0.785 0.754 0.794 0.815

N 1256 1346 1331 1313 1453 1111 1130 735 523

NY Language Goals Survey NY V2 r 0.807 0.796 0.800 0.807 0.796 0.785

N 663 741 725 704 701 643

OH Language Goals Survey OH V3 r 0.796 0.824 0.811 0.833 0.799 0.812 0.844 0.837 0.818

N 1302 1671 1573 1384 1217 1157 994 784 441

OK Language Goals Survey OK V2 r 0.768 0.774 0.807 0.730 0.818 0.829 0.813

N 324 300 347 346 327 339 343

SC Language Goals Survey SC V4 r 0.809 0.836 0.835 0.840 0.833 0.829 0.834 0.777 0.810

N 22835 22649 22208 21543 23217 22522 22063 11109 3254

Language Survey w/ Goals SC V5 r 0.787 0.816 0.824 0.788 0.794 0.791 0.800 0.785 0.716

N 2174 2622 2642 3394 3813 3874 3758 3124 540

TX Language Goals Survey TX V3 r 0.860 0.850 0.855 0.851 0.837 0.829 0.784 0.791

N 1239 841 1487 2436 2700 2717 625 424

UT Language Goals Survey UT V3 r 0.819 0.802 0.809 0.825 0.816 0.850 0.810 0.821 0.806

N 520 793 798 738 732 708 644 634 311



Fall 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

VA Language Goals Survey VA V2 r 0.840 0.853 0.875 0.888 0.852 0.845

N 446 454 402 590 557 530

VT Language Goals Survey VT V2 r 0.815 0.804 0.843 0.864 0.855 0.854 0.818

N 333 365 350 336 349 401 301

WA Language Goals Survey WA V4 r 0.806 0.832 0.815 0.834 0.832 0.826 0.812 0.810 0.690

N 586 1105 1236 1161 1628 2013 1461 1361 574

WI Language Goals Survey WI V2 r 0.807 0.813 0.811 0.819 0.828 0.820 0.820 0.814 0.812

N 5265 7270 8158 8018 9196 9941 8766 5920 2532

WY Language Goals Survey WY V3 r 0.763 0.763 0.763 0.785 0.788 0.819 0.803 0.796 0.776

N 432 1789 1685 1633 1733 1006 1085 1358 1101



Fall 2007 Grade





Table 7, Part C.

State Test 2 3 4 5 6 7 8 9 10

AR Language Goals Survey AR V2 r 0.823 0.836 0.791 0.834 0.857 0.831 0.835

N 867 1128 860 556 640 811 387

AZ Language Goals Survey AZ V3 r 0.757 0.843 0.856 0.854 0.824 0.843

N 434 732 696 622 853 817

CA Language Goals Survey CA V2 r 0.825 0.813 0.828 0.792 0.799 0.805 0.690

N 2685 3027 2995 1783 1843 1599 642

Language Goals Survey Poway r 0.791 0.789 0.793 0.816 0.795 0.807

N 2203 2220 2188 2155 1501 1513

CO Language Goals Survey CO V2 r 0.810 0.797 0.806 0.806 0.798 0.809 0.776 0.759

N 6011 8894 8745 8000 7679 7621 5099 4172

CT Language Goals Survey CT V3 r 0.750

N 375

GA Language Goals Survey GA V2 r 0.791 0.783 0.794 0.769 0.764 0.794 0.751

N 3229 3264 3364 3008 2883 2739 1921

IL Language Goals Survey IL V2 r 0.827 0.832 0.815 0.820 0.814 0.823 0.834 0.839

N 4104 7208 7315 7827 8029 7536 619 909

IN Language Goals Survey IN V3 r 0.804 0.802 0.809 0.813 0.816 0.822 0.787 0.780

N 25165 26200 26509 25972 25264 24887 12515 3626

KS Language Goals Survey KS V2 r 0.765 0.774 0.774 0.759 0.771 0.801 0.789 0.802

N 2363 3351 3276 3266 3323 3273 2869 2948

KY Language Goals Survey KY V3 r 0.830 0.806 0.834

N 306 512 313

ME Language Goals Survey ME V3 r 0.790 0.786 0.794 0.760 0.797 0.785 0.796 0.776

N 1051 2221 2085 3162 3301 3677 2402 2489

MI Language Goals Survey MI V3 r 0.821 0.820 0.83 0.818 0.826 0.821 0.798 0.783

N 5108 6456 6457 6254 6729 6096 2314 1336

MN Language Goals Survey MN V4 r 0.815 0.823 0.811 0.831 0.82 0.813 0.819 0.851

N 8211 8953 8891 7728 6729 6916 3462 2098

MO Language Goals Survey MO V3 r 0.842 0.800 0.808 0.811

N 409 354 370 340

MT Language Goals Survey MT V2 r 0.755 0.750 0.753 0.768 0.781 0.803 0.772 0.789

N 633 1393 1323 1239 1282 1330 784 658

NC Language Goals Survey NC V3 r 0.736 0.790 0.767

N 320 305 333

ND Language Goals Survey ND V2 r 0.772 0.786 0.799 0.805 0.807 0.820 0.791 0.809

N 1859 2951 3581 3391 2940 2713 2525 2331

NE Language Goals Survey NE V2 r 0.831 0.791 0.777 0.757 0.778 0.779 0.689

N 315 676 617 626 623 627 359

NJ Language Goals Survey NJ V3 r 0.806 0.804 0.799 0.759 0.807 0.787 0.807 0.834

N 784 2757 2828 2584 2309 1637 398 597

NM Language Goals Survey NM V3 r 0.750 0.787 0.806 0.806 0.809 0.809 0.758 0.742

N 2722 4556 4799 4581 4430 4300 3312 2416

NV Language Goals Survey NV V2 r 0.732 0.762 0.723

N 310 337 313

NY Language Goals Survey NY V2 r 0.777 0.806 0.811

N 664 660 611

Spring 2007 Grade

Spring 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP LANGUAGE

USAGE Tests With Common Item Pool Structures Administered to a Minimum of 300 Students






State Test 2 3 4 5 6 7 8 9 10

OH Language Goals Survey OH V3 r 0.810 0.763 0.766 0.808 0.816 0.811

N 810 1051 831 716 741 671

SC Language Goals Survey SC V4 r 0.826 0.825 0.827 0.811 0.811 0.818 0.770 0.787

N 18533 19189 18898 18658 19425 19734 10306 4168

UT Language Goals Survey UT V3 r 0.820 0.825 0.797 0.823 0.727

N 449 338 403 381 329

VA Language Goals Survey VA V2 r 0.839 0.861 0.839 0.814 0.774

N 407 373 393 405 371

VT Language Goals Survey VT V2 r 0.779 0.791

N 326 343

WI Language Goals Survey WI V2 r 0.798 0.797 0.817 0.803 0.800 0.820 0.805 0.797

N 6050 7367 7554 7916 8594 8644 3867 2363

WY Language Goals Survey WY V3 r 0.740 0.771 0.789 0.722 0.761 0.794 0.749 0.803

N 1222 1049 1085 954 1160 1145 712 335

Spring 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP LANGUAGE

USAGE Tests With Common Item Pool Structures Administered to a Minimum of 300 Students

Spring 2007 Grade





Table 8, Part A.

State Test 2 3 4 5 6 7 8 9 10

AR Math Goals Survey 2-5 AR V2 r 0.809 0.846 0.851 0.856 0.901

N 1273 1374 1244 1011 1071

Math Goals Survey 6+ AR V2 r 0.901 0.877

N 995 565

AZ Math Goals Survey 2-5 AZ V3 r 0.842 0.872 0.895 0.889

N 1782 2848 2819 2776

Math Goals Survey 6+ AZ V3 r 0.91 0.92 0.877 0.809

N 2704 2748 983 470

CA Math Goals Survey 2-5 CA V2 r 0.822 0.85 0.874

N 4797 5141 5071

Math Goals Survey 3-5 Poway r 0.826 0.848 0.886

N 2267 2256 2211

Math Goals Survey 6-8 Poway r 0.866 0.886

N 1481 988

Math Goals Survey 6+ CA V2 r 0.888 0.886 0.878 0.8 0.846

N 3595 3936 3729 1297 1356

CO Math Goals Survey 2-5 CO V2 r 0.825 0.852 0.864 0.876

N 10596 12666 12523 12275

Math Goals Survey 6+ CO V2 r 0.889 0.898 0.885 0.881

N 10793 10603 8126 5639

CT Math Goals Survey 2-5 CT V3 r 0.872 0.89 0.869

N 412 398 387

Math Goals Survey 6+ CT V3 r 0.889 0.902 0.826

N 402 422 484

DE Math Goals Survey 2-5 DE V2 r 0.848 0.85 0.882 0.892

N 2477 2662 3143 2969

Math Goals Survey 6+ DE V2 r 0.89 0.905 0.894 0.853

N 3549 3504 2183 2227

FL Math Goals Survey 2-5 FL V3 r 0.812 0.83 0.846 0.808

N 787 766 726 707

Math Goals Survey 6+ FL V3 r 0.852 0.853 0.868 0.831

N 1462 1405 650 1565

GA Math Goals Survey 2-5 GA V2 r 0.84 0.842 0.854 0.868

N 3337 3472 3500 3282

Math Goals Survey 6+ GA V2 r 0.873 0.893 0.862

N 3170 3310 2132IL Math Goals Survey 2-5 IL V2 r 0.829 0.864 0.884 0.89 0.901

N 15669 20703 20483 22558 22272

Math Goals Survey 6+ IL V2 r 0.906 0.898 0.887

N 21493 4024 2198

Spring 2007 - Fall 2007 Test-Retest Correlations for State Content-Aligned MAP MATHEMATICS


Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

IN Math Goals Survey 2-5 IN V3 r 0.79 0.821 0.848 0.863

N 23295 23205 23408 22766

Math Goals Survey 6+ IN V3 r 0.874 0.889 0.889 0.866

N 22160 21553 10995 3536

KS Math Goals Survey 2-5 KS V2 r 0.807 0.841 0.867 0.873

N 8961 14963 14520 16979

Math Goals Survey 6+ KS V2 r 0.887 0.897 0.895 0.9

N 17298 17104 12538 10944

KY Math Goals Survey 2-5 KY V3 r 0.853 0.863 0.871 0.865

N 955 1074 1006 1051

Math Goals Survey 6+ KY V3 r 0.876 0.891 0.886 0.895

N 991 925 944 1246

MA Math Goals Survey 2-5 MA V3 r 0.811 0.857 0.855 0.884

N 2443 2854 2835 2879

Math Goals Survey 6+ MA V3 r 0.891 0.894 0.893 0.888

N 2686 2609 1889 1604

ME Math Goals Survey 2-5 ME V3 r 0.783 0.827 0.854 0.873

N 2309 6799 5779 6838

Math Goals Survey 6+ ME V3 r 0.887 0.888 0.878 0.883

N 7217 7595 5292 4092

MI Math Goals Survey 2-5 MI V3 r 0.799 0.83 0.847 0.864

N 5917 6779 7006 7169

Math Goals Survey 6+ MI V3 r 0.879 0.891 0.874 0.865

N 7530 7369 3090 1981

MN Math Goals Survey 2-5 MN V4 r 0.811 0.834 0.866 0.875

N 27674 32046 31305 29846

Math Goals Survey 6+ MN V4 r 0.886 0.897 0.888 0.899

N 29495 28042 13755 6314

MO Math Goals Survey 2-5 MO V3 r 0.848 0.812 0.89 0.843

N 385 562 484 506

Math Goals Survey 6+ MO V3 r 0.827 0.888 0.886

N 522 499 492

MT Math Goals Survey 2-5 MT V2 r 0.761 0.803 0.829 0.85

N 1093 1933 1744 1709

Math Goals Survey 6+ MT V2 r 0.881 0.884 0.872 0.899

N 1783 1552 694 556NC Math Goals Survey 2-5 NC V3 r 0.808 0.81 0.829

N 343 361 384

Math Goals Survey 6+ NC V3 r 0.885 0.898

N 322 317



Spring 2007 Grade






State Test 2 3 4 5 6 7 8 9 10

ND Math Goals Survey 2-5 ND V2 r 0.761 0.803 0.833

N 2295 3181 3883

Math Goals Survey 6+ ND V2 r 0.862 0.876 0.881 0.883

N 3518 3232 3268 2285

NE Math Goals Survey 2-5 NE V2 r 0.853 0.785 0.856 0.856

N 320 659 618 645

Math Goals Survey 6+ NE V2 r 0.885 0.885 0.86

N 630 647 366

NJ Math Goals Survey 2-5 NJ V3 r 0.807 0.848 0.852 0.869

N 1450 4101 4001 3630

Math Goals Survey 6+ NJ V3 r 0.896 0.905 0.859

N 3219 3379 548NM Math Goals Survey 2-5 NM V3 r 0.793 0.826 0.856 0.865

N 3781 5975 6268 6145

Math Goals Survey 6+ NM V3 r 0.865 0.881 0.869 0.867

N 5894 6103 4068 3146

NV Math Goals Survey 2-5 NV V2 r 0.811 0.847 0.868 0.868

N 593 1016 988 1046

Math Goals Survey 6+ NV V2 r 0.899 0.892 0.866

N 483 469 626

NY Math Goals Survey 2-5 NY V2 r 0.813 0.83 0.862 0.859

N 1513 1549 1524 1640

Math Goals Survey 6+ NY V2 r 0.858 0.878 0.824

N 1174 1053 374

OH Math Goals Survey 2-5 OH V3 r 0.789 0.82 0.843

N 1250 1850 1747

Math Goals Survey 6+ OH V3 r 0.868 0.886 0.879 0.863

N 1599 1377 709 1874

PA Math Goals Survey 2-5 PA V2 r 0.792 0.857 0.87 0.894

N 982 1236 1421 1086

Math Goals Survey 6+ PA V2 r 0.86 0.893 0.874 0.882

N 1028 1142 656 1181

SC Math Goals Survey 2-5 SC V4 r 0.835 0.852 0.873 0.871

N 37013 38222 37076 36165

Math Goals Survey 6+ SC V4 r 0.883 0.889 0.879 0.845 0.701

N 37111 37132 19926 8583 449

TN Math Goals Survey 2-5 TN V4 r 0.799 0.841 0.854 0.889

N 1070 1039 684 765

TX Math Goals Survey 2-5 TX V3 r 0.785 0.879 0.811

N 532 565 500

UT Math Goals Survey 2-5 UT V3 r 0.778 0.812 0.857 0.858

N 479 604 520 556

Spring 2007 Grade








State Test 2 3 4 5 6 7 8 9 10

Math Goals Survey 6+ UT V3 r 0.871 0.904 0.858

N 478 455 370

VA Math Goals Survey 2-5 VA V2 r 0.844 0.877 0.878

N 445 404 406

Math Goals Survey 6+ VA V2 r 0.888 0.891

N 547 518

VT Math Goals Survey 2-5 VT V2 r 0.827

N 334

Math Goals Survey 6+ VT V2 r 0.897

N 350

WA Math Goals Survey 2-5 WA V3 r 0.826 0.85 0.89 0.899

N 550 2227 2189 2272

Math Goals Survey 6+ WA V3 r 0.897 0.913 0.895 0.887

N 2181 2061 1699 1332

WI Math Goals Survey 2-5 WI V2 r 0.819 0.834 0.858 0.873

N 7970 11373 11753 12306

Math Goals Survey 6+ WI V2 r 0.887 0.896 0.901 0.883

N 12120 11462 7196 3442

WY Math Goals Survey 2-5 WY V3 r 0.756 0.794 0.84 0.835

N 1796 1740 1702 1799

Math Goals Survey 6+ WY V3 r 0.873 0.874 0.864 0.862

N 949 970 640 524



Spring 2007 Grade

UT

(cont)





Table 8, Part B.

State Test 2 3 4 5 6 7 8 9 10

AK Math Goals Survey 2-5 AK V4 r 0.794 0.803 0.835 0.86

N 624 951 957 950

Math Goals Survey 6+ AK V4 r 0.867 0.887 0.865

N 947 889 896

AR Math Goals Survey 2-5 AR V2 r 0.768 0.813 0.859 0.849

N 1320 1384 1364 1253

Math Goals Survey 6+ AR V2 r 0.884 0.888 0.884 0.915

N 1044 1098 978 371


N 1905 3168 2965 3044

Math Goals Survey 6+ AZ V3 r 0.879 0.893 0.905 0.875 0.865

N 3084 2956 2772 1003 421

CA Math Goals Survey 2-5 CA V2 r 0.785 0.809 0.843 0.869

N 5554 6698 6992 7074


N 5358 4807 3521 1756 1121

Math Goals Survey 3-5 Poway r 0.809 0.829 0.84 0.865

N 2189 2395 2383 2324


N 2274 1717 1041


N 12219 18884 18656 17907

Math Goals Survey 6+ CO V2 r 0.868 0.882 0.886 0.885 0.881

N 17893 16208 15097 11032 8159

CT Math Goals Survey 6+ CT V3 r 0.905

N 397

DE Math Goals Survey 2-5 DE V2 r 0.782 0.828 0.854 0.888 0.878

N 2671 2693 3277 3312 3771


N 3616 3751 2200 1931


N 1109 1134 1030 1059

Math Goals Survey 6+ FL V3 r 0.827 0.832 0.843 0.773 0.814

N 5400 5234 4764 2070 1601


N 3955 4009 3824 3988Math Goals Survey 6+ GA V2 r 0.852 0.853 0.879 0.837

N 3521 3362 3178 2434

Spring 2007 Grade

Fall 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP MATHEMATICS







State Test 2 3 4 5 6 7 8 9 10

IA r 0.801

N 6482

r 0.876 0.891 0.892

N 7508 7675 6151

r 0.738 0.775 0.845

N 1029 6516 7030

r 0.859 0.898

N 7266 6024

Math Goals Survey 2-5 Loess Hills V2 r 0.769 0.795 0.831

N 583 539 594

Math Goals Survey 6+ Loess Hills V2 r 0.856 0.884 0.859

N 575 594 575

IL Math Goals Survey 2-5 IL V2 r 0.794 0.828 0.856 0.871

N 17041 27111 27908 29132

Math Goals Survey 6+ IL V2 r 0.886 0.894 0.895 0.892 0.879

N 28937 29218 25590 5038 3700


N 23811 25622 25208 25399

Math Goals Survey 6+ IN V3 r 0.862 0.875 0.889 0.881 0.853

N 24625 23572 22910 11509 2888


N 7448 18994 16190 15427

Math Goals Survey 6+ KS V2 r 0.868 0.876 0.883 0.898 0.894

N 15110 13992 14092 12408 10178


N 1008 1110 1016 1012

Math Goals Survey 6+ KY V3 r 0.862 0.862 0.9 0.901 0.886

N 1075 1031 1030 1044 1009

Math Goals Survey 2-5 KY V4 r 0.789 0.797 0.825 0.847

N 3744 4307 4929 4834


N 4426 3479 3515 3761 2239


N 2204 2726 3280 2763

Math Goals Survey 6+ MA V3 r 0.874 0.898 0.902 0.879 0.859

N 2872 2425 1925 2156 1527


N 2749 8286 8734 9054

Math Goals Survey 6+ ME V3 r 0.861 0.883 0.884 0.886 0.872

N 8932 9394 9268 5456 4743

Spring 2007 Grade



Math Goals Survey 2-5 Eastern Iowa

Consortium V2

Math Goals Survey 6+ Eastern Iowa

Cornsortium V2

Math Goals Survey 2-5 Mid-Iowa

Consortium V2

Math Goals Survey 6+ Mid-Iowa

Consortium V2






State Test 2 3 4 5 6 7 8 9 10


N 7112 8785 8837 9151

Math Goals Survey 6+ MI V3 r 0.861 0.873 0.889 0.879 0.848

N 9145 8847 8300 3570 2135


N 29552 34759 34782 34426

Math Goals Survey 6+ MN V4 r 0.871 0.877 0.891 0.893 0.900

N 30627 29002 26223 13208 6718


N 441 821 930 588

Math Goals Survey 6+ MO V3 r 0.844 0.851 0.880 0.868 0.863

N 587 566 537 453 492


N 723 2327 2393 2327

Math Goals Survey 6+ MT V2 r 0.839 0.868 0.864 0.864 0.886

N 2128 2293 1817 956 736

NC Math Goals Survey 2-5 NC V3 r 0.792 0.822 0.830 0.841

N 380 482 460 477

Math Goals Survey 6+ NC V3 r 0.846 0.885 0.907 0.846 0.786

N 551 558 481 1340 781

ND Math Goals Survey 2-5 ND V2 r 0.758 0.773 0.798 0.833

N 1956 4529 4745 4944

Math Goals Survey 6+ ND V2 r 0.849 0.863 0.883 0.879 0.877

N 4509 4508 4549 4421 3214

NE Math Goals Survey 2-5 NE V2r

0.730 0.787 0.810 0.842N 754 1335 1342 1325

Math Goals Survey 6+ NE V2 r 0.867 0.883 0.883 0.890 0.901

N 1426 1372 1418 1046 709

NH Math Goals Survey 2-5 NH V4 r 0.732 0.769 0.803 0.838 0.874

N 3310 5456 5786 6255 433

Math Goals Survey 6+ NH V4 r 0.848 0.876 0.884 0.885 0.857

N 6610 6614 5661 2524 1648


N 1897 5222 5202 5239

Math Goals Survey 6+ NJ V3 r 0.877 0.886 0.899 0.874 0.851

N 5067 4472 2437 1246 962

NM Math Goals Survey 2-5 NM V3 r 0.745 0.800 0.825

N 3522 7898 7831

Math Goals Survey 6+ NM V3 r 0.846 0.859 0.866 0.876 0.854 0.852

N 7907 9431 9247 8901 6440 4440

Spring 2007 Grade








State Test 2 3 4 5 6 7 8 9 10


N 564 1094 1035 997

Math Goals Survey 6+ NV V2 r 0.872 0.884 0.878 0.879

N 1074 1069 937 783

Math Goals Survey 2-5 NV V3 r 0.756 0.763 0.799 0.807

N 1455 1638 1622 1604

Math Goals Survey 6+ NV V3 r 0.828 0.852 0.868 0.840 0.863

N 1542 1345 1307 1390 783


N 1529 1713 1696 2007

Math Goals Survey 6+ NY V2 r 0.866 0.868 0.889 0.897

N 2371 2088 1514 540

OH Math Goals Survey 2-5 OH V3 r 0.763 0.818 0.829 0.844

N 1755 2457 2460 2253

Math Goals Survey 6+ OH V3 r 0.856 0.876 0.899 0.880 0.878

N 2125 1961 1489 2345 1836


N 1324 1421 1458 1490

Math Goals Survey 6+ PA V2 r 0.863 0.880 0.860 0.881 0.892

N 1386 1709 1340 1504 1498

SC Math Goals Survey 2-5 SC V4 r 0.785 0.827 0.854 0.874 0.893

N 38910 39677 39252 38306 36052

Math Goals Survey 6+ SC V4 r 0.877 0.886 0.869 0.876

N 37537 37502 18350 5459

Math Survey w/ Goals 2-5 SC V5 r 0.815 0.845 0.847

N 5358 5244 5868

Math Survey w/ Goals 6+ SC V5 r 0.765 0.860 0.869 0.883 0.864 0.851

N 4411 6487 5914 5789 3456 735

TN Math Goals Survey 2-5 TN V4 r 0.735 0.824 0.874

N 1791 1159 844

Math Goals Survey 6+ TN V4 r 0.759 0.882

N 1229 897


N 1023 1418 1299

Math Goals Survey 6+ TX V3 r 0.888 0.880 0.895 0.894 0.902

N 4033 4052 3777 2938 1047UT Math Goals Survey 2-5 UT V3 r 0.738 0.733 0.796 0.84

N 590 863 872 809

Math Goals Survey 6+ UT V3 r 0.851 0.871 0.863 0.882

N 785 762 604 459

Spring 2007 Grade








State Test 2 3 4 5 6 7 8 9 10


N 446 454 399

Math Goals Survey 6+ VA V2 r 0.883 0.87 0.905 0.86

N 587 560 528 439

VT Math Goals Survey 2-5 VT V2 r 0.747 0.815 0.845

N 354 363 346

Math Goals Survey 6+ VT V2 r 0.880 0.894

N 330 401


N 433 2241 2290 2184

Math Goals Survey 6+ WA V3 r 0.884 0.892 0.902 0.862 0.792

N 2298 2149 2053 1497 841

Math Goals Survey 2-5 WA V4 r 0.776 0.816 0.846 0.861

N 5589 11751 12496 13156


N 13648 13779 12792 9063 4154


N 10541 14864 15588 15523

Math Goals Survey 6+ WI V2 r 0.877 0.882 0.891 0.894 0.881

N 15525 15262 13947 10007 3762


N 735 2610 2495 2452

Math Goals Survey 6+ WY V3 r 0.831 0.863 0.880 0.857 0.870

N 2482 1748 1731 1439 1207



Spring 2007 Grade





Table 8, Part C.

State Test 2 3 4 5 6 7 8 9

AR Math Goals Survey 2-5 AR V2 r 0.792 0.821 0.844 0.845 0.868

N 1193 1293 1278 1106 1122

Math Goals Survey 6+ AR V2 r 0.878 0.861

N 1040 409


N 1709 2641 2696 2592

Math Goals Survey 6+ AZ V3 r 0.897 0.905 0.833 0.846

N 2503 2503 824 513

CA Math Goals Survey 2-5 CA V2 r 0.792 0.831 0.852

N 4016 4516 4489


N 2213 2186 2181

Math Goals Survey 6-8 Poway r 0.844 0.855

N 1827 1197


N 3405 3593 2508 790 923


N 9981 12239 12272 11843

Math Goals Survey 6+ CO V2 r 0.871 0.883 0.863 0.857

N 10624 10137 6642 4499

CT Math Goals Survey 6+ CT V3 r 0.850

N 367


N 2402 2553 3002 2805


N 3388 3371 1996 1947


N 733 707 682 633

Math Goals Survey 6+ FL V3 r 0.802 0.803 0.731 0.831

N 1352 1296 575 1145


N 3227 3337 3391 3080

Math Goals Survey 6+ GA V2 r 0.844 0.865 0.858

N 2884 2722 1829

IL Math Goals Survey 2-5 IL V2 r 0.811 0.846 0.863 0.868

N 15462 20576 20207 22107Math Goals Survey 6+ IL V2 r 0.883 0.883 0.874 0.879

N 22081 19285 3662 1854


N 26423 27011 27353 27281

Spring 2007 Grade

Spring 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP MATHEMATICS







State Test 2 3 4 5 6 7 8 9

Math Goals Survey 6+ IN V3 r 0.870 0.886 0.874 0.856

N 26120 25279 11421 3578


N 7068 15141 14683 12166

Math Goals Survey 6+ KS V2 r 0.859 0.872 0.889 0.888

N 11253 11322 11466 10970


N 902 1026 942 987

Math Goals Survey 6+ KY V3 r 0.857 0.871 0.900 0.893

N 948 871 857 961


N 1925 2346 2310 2191

Math Goals Survey 6+ MA V3 r 0.868 0.883 0.884 0.856

N 2072 1660 1358 1003


N 2230 6649 5433 7105

Math Goals Survey 6+ ME V3 r 0.868 0.868 0.869 0.870

N 7271 7439 4627 3731


N 6701 8335 8643 8992

Math Goals Survey 6+ MI V3 r 0.876 0.882 0.869 0.840

N 9108 8357 3545 1842


N 27292 31244 31480 28714

Math Goals Survey 6+ MN V4 r 0.870 0.881 0.887 0.885

N 27170 25254 11524 6200


N 362 547 475 503

Math Goals Survey 6+ MO V3 r 0.881 0.869 0.917 0.872

N 473 429 388 425


N 968 1795 1608 1691

Math Goals Survey 6+ MT V2 r 0.858 0.871 0.844 0.889

N 1708 1389 746 546

NC Math Goals Survey 2-5 NC V3 r 0.807 0.837 0.842

N 321 308 333ND Math Goals Survey 2-5 ND V2 r 0.764 0.796 0.835

N 2987 4135 4730

Math Goals Survey 6+ ND V2 r 0.854 0.870 0.885 0.870

N 4767 4433 4521 4079

Spring 2007 Grade

IN

(cont)








State Test 2 3 4 5 6 7 8 9


N 305 653 605 612

Math Goals Survey 6+ NE V2 r 0.872 0.871 0.862

N 619 626 367


N 1622 4606 4293 3819

Math Goals Survey 6+ NJ V3 r 0.871 0.891 0.847 0.882

N 3748 2121 401 766

NM Math Goals Survey 2-5 NM V3 r 0.752 0.795 0.835 0.843

N 3672 5916 6142 6007

Math Goals Survey 6+ NM V3 r 0.849 0.867 0.837 0.820

N 5706 6026 3827 2729


N 569 980 946 1018

Math Goals Survey 6+ NV V2 r 0.872 0.893 0.759

N 463 341 391


N 1461 1399 1584 1592

Math Goals Survey 6+ NY V2 r 0.867 0.867 0.841

N 1405 922 367

OH Math Goals Survey 2-5 OH V3 r 0.758 0.808 0.824

N 1130 1584 1497

Math Goals Survey 6+ OH V3 r 0.874 0.880 0.825 0.820

N 1249 1131 644 1354


N 970 1216 1521 1080

Math Goals Survey 6+ PA V2 r 0.859 0.872 0.830 0.875

N 1008 1012 462 1263


N 34669 35669 34605 33797

Math Goals Survey 6+ SC V4 r 0.876 0.884 0.861 0.839

N 34099 33334 18783 7300


N 2073 1917 1821 1753


N 405 324 469UT Math Goals Survey 2-5 UT V3 r 0.748 0.805 0.784 0.855

N 382 509 426 453

Math Goals Survey 6+ UT V3 r 0.881 0.882 0.903

N 411 413 308

Spring 2007 Grade








Internal Consistency of MAP and MAP for Primary Grades Tests

Determining internal consistency of MAP and MAP for Primary Grades tests is also challenging

because traditional methods depend on all test takers to take a common test consisting of the

same test items. Application of these methods to adaptive tests is both statistically cumbersome

and inaccurate. Fortunately, an equally valid alternative is available in the marginal reliability

coefficient (Samejima, 1977, 1994). This coefficient incorporates measurement error as a function

of the test score. In effect, it is the result of combining measurement error estimated at different

points on the achievement scale into a single index. This method of calculating internal

consistency, θ ρ , yields results that are nearly identical to coefficient alpha when both methods

are applied to the same fixed-form tests. The approach taken here was suggested by Wright

(1999) and is given by:

ρ θ =σ θ

2 − M sθ

2

σ θ 2

(4)

State Test 2 3 4 5 6 7 8 9


N 407 370 389

Math Goals Survey 6+ VA V2 r 0.864 0.877

N 518 493

VT Math Goals Survey 2-5 VT V2 r 0.817

N 329

Math Goals Survey 6+ VT V2 r 0.898

N 338


N 525 2126 2049 2147

Math Goals Survey 6+ WA V3 r 0.880 0.889 0.855 0.817

N 2072 1932 1432 982


N 10376 14160 14460 15441

Math Goals Survey 6+ WI V2 r 0.876 0.886 0.885 0.865

N 15223 15126 8247 3814


N 1816 1893 1851 1863

Math Goals Survey 6+ WY V3 r 0.854 0.859 0.841 0.853

N 1681 1425 724 464

Spring 2007 Grade







where: σ θ 2 is the observed error variance of the achievement estimates, θ , (the RIT score) and

sθ 2 is the observed mean of the score’s conditional error variances at each value of θ .

These estimates may be made from the pooled results of covalent assessments administeredfrom the same item pools. While the vast majority of MAP tests administered are aligned to

specific state content standards, generic content area tests are also widely administered. These

include MAP for Primary Grades tests, end-of-course mathematics tests in Algebra 1, Algebra 2,

and Geometry as well as mathematics tests with Spanish audio.

Table 9, below contains the marginal reliabilities for the MAP for Primary Grades Tests. Further

estimates of this type of reliability are provided for other generic MAP tests in Tables 10. These

tables reveal marginal reliabilities that are consistently at in the low to mid .90’s. These high

levels of reliability are expected due to the adaptive delivery of the tests and the large item pools

supporting them. It will be noted that the marginal reliabilities for general science and for science

concepts and processes are somewhat lower than they are for the other content areas. This is

also the case for the state content-aligned versions presented later (Tables 14 and 14). There

differences are due to the shorter test lengths of the science tests. They are 30 items in length,

25% fewer than reading tests and 40% fewer than mathematics tests.

Table 9.

Content Area K 1 2

Reading r 0.897 0.931 0.957

N 21038 46558 65852

Mathematics r 0.910 0.943 0.959

N 29525 75629 66917

Grade

Marginal Reliabilities of MAP for Primary Grades Survey

With Goals Test in Reading and Mathematics





Table 10.

Test Name 2 3 4 5 6 7 8 9 10

Reading Goals Survey 2-5 V4 r 0.949 0.945 0.937 0.930

N 7794 14447 14707 14534

Reading Goals Survey 6+ V4 r 0.940 0.943 0.942 0.952 0.958

N 14426 13284 10931 6365 4002

Language Goals Survey V4 r 0.958 0.950 0.937 0.929 0.935 0.937 0.936 0.945 0.957

N 4400 8776 8889 8610 6994 5678 5042 4220 2523

Math Goals Survey 2-5 V4 r 0.944 0.943 0.949 0.957

N 7898 12160 12295 11864

Math Goals Survey 6+ V4 r 0.961 0.966 0.969 0.971 0.976

N 11964 10919 10057 5586 3567

Algebra I - End of Course Test r 0.950 0.945 0.959 0.963

N 1861 8811 13974 3613

Algebra I V2 r 0.961 0.964 0.964 0.967

N 2722 12201 15635 4530

Algebra II - End of Course Test r 0.968

N 2214

Algebra II V2 r 0.959

N 1945

Geometry - End of Course Test r 0.946 0.964

N 2235 3944

Geometry V2 r 0.963

N 5100

Math Spanish Sound Goals Survey 2-5 r 0.920 0.936 0.944 0.954

N 4768 5641 4635 3659

Math Spanish Sound Goals Survey 6+ r 0.967 0.966 0.968

N 2528 2486 2175

General Science r 0.818 0.814 0.824 0.831 0.862 0.870 0.872 0.875 0.878

N 1501 3309 3497 3973 3786 4123 4458 3693 3862

General Science Goals Survey r 0.886 0.890 0.893

N 1367 1511 1274

General Science Goals Survey V3 r 0.893 0.892 0.894 0.900 0.905 0.908 0.910 0.911

N 1145 1212 1133 1574 1699 1540 1202 1218

General Science Goals Survey V4 r 0.884 0.903 0.895 0.901 0.907 0.901 0.893 0.922

N 1887 2472 2303 2660 3058 2961 1929 2062

General Science V4 r 0.841 0.839 0.840 0.847 0.865 0.869 0.875 0.876

N 4069 5005 5610 5551 6895 8260 5007 6234

Concepts & Processes r 0.809 0.799 0.789 0.802 0.844 0.853 0.855 0.863 0.869

N 1517 3337 3546 4020 3828 4148 4485 3710 3882

Concepts & Processes Goals Survey V3 r 0.916

N 1299

Grade Level

Marginal Reliabilities for Northwestern Evaluation Association Generic Tests Administered to a

Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008





Table 10 (cont.)

Tables 11 through 14, provide additional estimates for MAP state content-aligned test in reading,

language usage, mathematics, general science topics, and science concepts and processes,

respectively. All estimates in Tables 11 through 14 are based only on the performance of MAP

tests administered from the same state content-aligned item pools. These results are consistent

with those based on estimates from tests administered across item pools. In both cases,

measurement error is shown to be a minimal portion of the overall score variance of MAP tests.

Test Name 2 3 4 5 6 7 8 9 10

Concepts & Processes V4 r 0.833 0.823 0.832 0.833 0.851 0.855 0.865 0.872

N 4156 5079 5740 5605 7010 8433 5015 6275

Concepts & Processes Goals Survey V4 r 0.911 0.914 0.908 0.919

N 1231 2030 1215 1229

Marginal Reliabilities for Northwestern Evaluation Association Generic Tests Administered to a

Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008 (cont.)

Grade Level





Table 11.

State Test Name 2 3 4 5 6 7 8 9 10

AK Reading Goals Survey 2-5 AK V4 r 0.957 0.955 0.955 0.947

N 1489 2132 2153 2089

Reading Goals Survey 6+ AK V4 r 0.957 0.947 0.951

N 2106 1958 2019

AR Reading Goals Survey 2-5 AR V2 r 0.955 0.957 0.957 0.957

N 5392 5556 5440 5973

Reading Goals Survey 6+ AR V2 r 0.962 0.961 0.964 0.963 0.962

N 4550 4894 4491 3724 1926

AZ Reading Goals Survey 2-5 AZ V3 r 0.959 0.960 0.960 0.960

N 6836 11178 10779 10847

Reading Goals Survey 6+ AZ V3 r 0.962 0.962 0.961 0.962 0.966

N 10490 10417 10188 4498 2352

CA Reading Goals Survey 2-5 CA V2 r 0.960 0.955 0.954 0.951

N 23206 24800 25600 25232

Reading Goals Survey 6+ CA V2 r 0.956 0.957 0.959 0.967 0.970

N 23247 20699 20379 16992 12258

Reading Goals Survey 2-5 Poway r 0.961 0.950 0.939 0.939

N 7182 7552 7521 7443

Reading Goals Survey 6+ Poway r 0.945 0.941 0.943

N 7105 7515 6583


N 49306 63287 61620 60440


N 57827 55778 53382 43255 33671CT Reading Goals Survey 2-5 CT V3 r 0.952 0.951 0.945

N 1893 1917 1646

Reading Goals Survey 6+ CT V3 r 0.943 0.953 0.959 0.963

N 1650 1508 2327 1821

DE Reading Goals Survey 2-5 DE V2 r 0.960 0.956 0.952 0.957

N 9456 9569 11265 10814

Reading Goals Survey 6+ DE V2 r 0.949 0.952 0.954 0.965 0.960

N 11821 12547 12404 8608 7096

FL Reading Goals Survey 2-5 FL V3 r 0.953 0.952 0.950 0.951

N 3889 3955 3541 3576

Reading Goals Survey 6+ FL V3 r 0.955 0.954 0.956 0.961 0.960

N 14475 13830 13072 7849 6025

GA Reading Goals Survey 2-5 GA V2 r 0.949 0.944 0.940 0.944

N 13609 13684 13371 13421

Reading Goals Survey 6+ GA V2 r 0.951 0.953 0.954 0.953 0.963

N 12768 12595 11988 8756 384

Marginal Reliabilities for State Content-Aligned MAP READING Tests Administered to a Minimum of 1200

Students in Spring and Fall 2007 and Spring 2008

Grade



100 Tec hnica l Manua l for Me asures of Ac ad em ic Prog ress for Prima ry Grad es


Table 11 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

IAr

0.939 0.937 0.933 0.934N 1580 4745 4870 4969

r 0.940 0.941 0.939 0.945 0.941

N 4985 5957 5795 5455 5991

r 0.952 0.943 0.937 0.941

N 3219 11138 11103 11845

r 0.940 0.942 0.941 0.944 0.943

N 11649 12745 13439 12177 12854

r 0.955 0.945 0.938 0.935

N 1176 3118 3040 3316

r 0.935 0.937 0.936 0.935 0.931

N 3221 3243 3248 3013 2339

r 0.931 0.931 0.930

N 1386 1480 1436

r 0.934 0.940 0.930 0.931 0.937

N 1486 1593 1660 1047 1074

r 0.951 0.940 0.940

N 1220 1132 1209

r 0.946 0.939 0.942

N 1207 1278 1210

IL Reading Goals Survey 2-5 IL V2 r 0.957 0.953 0.950 0.944 0.945

N 59679 81152 80955 85457 10042

Reading Goals Survey 6+ IL V2 r 0.946 0.945 0.943 0.962 0.965

N 2006 75550 86315 79307 19807 12468

IN Reading Goals Survey 2-5 IN V3 r 0.951 0.942 0.938 0.936 0.955

N 87485 89528 89470 88501 2079


N 88326 86071 86091 53711 17026

KS Reading Goals Survey 2-5 KS V2 r 0.954 0.952 0.943 0.936

N 29296 61943 58031 56615

Reading Goals Survey 6+ KS V2 r 0.946 0.948 0.947 0.949 0.950

N 56483 55763 56251 54226 44719

KY Reading Goals Survey 2-5 KY V3 r 0.958 0.957 0.949 0.948

N 7219 7789 6962 7345


N 7022 6105 6532 8709 5352

Reading Goals Survey 2-5 KY V4 r 0.962 0.958 0.952 0.952

N 9160 9808 11132 10866


N 10322 8660 8712 12249 6904

MA Reading Goals Survey 2-5 MA V3 r 0.947 0.957 0.959 0.962

N 2511 4729 6599 5359

Reading Goals Survey 6+ Loess Hills V2

Reading Goals Survey 2-5 Eastern Iowa

V2

Reading Goals Survey 6+ Eastern Iowa

V2

Reading Goals Survey 2-5 Eastern IowaConsortium

Reading Goals Survey 6+ Eastern Iowa

Consortium

Reading Goals Survey 2-5 Loess Hills V2

Marginal Reliabilities for State Content Aligned MAP READING Tests Administered to a Minimum of 1200

Students in Spring and Fall 2007 and Spring 2008 (cont.)

Grade

Reading Goals Survey 2-5 Mid-IowaConsortium


Consortium

Reading Goals Survey 2-5 Mid-Iowa

Consortium V2


Consortium V2



Tec hnica l Manual for Mea sures of Ac ade mic Progress for Prima ry Grad es 101


Table 11 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

Reading Goals Survey 6+ MA V3r

0.965 0.969 0.970 0.975 0.973N 5769 4872 3715 3359 2025

Reading Goals Survey 2-5 MA V3 (P) r 0.961 0.957 0.958 0.956

N 5494 5011 4980 4849

Reading Goals Survey 6+ MA V3 (P) r 0.955 0.963 0.959 0.965 0.969

N 4770 4547 4420 4909 3581

MD Reading Goals Survey 2-5 MD V3 r 0.960 0.957 0.954

N 29517 29971 30553

Reading Goals Survey 6+ MD V3 r 0.958 0.957 0.954 0.956 0.958

N 30968 30841 30775 6296 4804

ME Reading Goals Survey 2-5 ME V3 r 0.959 0.953 0.948 0.943

N 8214 24670 24506 26308

Reading Goals Survey 6+ ME V3 r 0.946 0.946 0.946 0.951 0.956

N 27943 29709 30615 23515 18330

MI Reading Goals Survey 2-5 MI V3 r 0.961 0.955 0.951 0.948

N 26300 31944 32213 33180

Reading Goals Survey 6+ MI V3 r 0.948 0.948 0.946 0.956 0.962

N 33258 33293 31530 15720 10411

MN Reading Goals Survey 2-5 MN V4 r 0.960 0.952 0.946 0.944 0.962

N 97972 113997 112826 107665 1497

Reading Goals Survey 6+ MN V4 r 0.948 0.944 0.945 0.944 0.950 0.959

N 4874 110087 109288 99875 60717 34577

MO Reading Goals Survey 2-5 MO V3 r 0.968 0.959 0.952 0.954

N 1537 2989 3094 2735

Reading Goals Survey 6+ MO V3 r 0.951 0.957 0.956 0.956 0.961

N 2835 2596 2283 3121 1191

MT Reading Goals Survey 2-5 MT V2 r 0.954 0.950 0.942 0.937

N 3433 7465 7471 7085

Reading Goals Survey 6+ MT V2 r 0.935 0.941 0.940 0.945 0.950

N 6742 7382 5632 3157 2762

NC Reading Goals Survey 2-5 NC V3 r 0.956 0.951 0.947 0.941

N 2632 3025 2869 2667

Reading Goals Survey 6+ NC V3 r 0.944 0.949 0.953 0.946 0.938

N 4529 3593 3288 5373 3523

ND Reading Goals Survey 2-5 ND V2 r 0.951 0.944 0.937 0.933

N 9147 15368 16488 16983

Reading Goals Survey 6+ ND V2 r 0.935 0.940 0.936 0.940 0.940

N 16463 16514 16947 16558 15232NE Reading Goals Survey 2-5 NE V2 r 0.953 0.944 0.937 0.932

N 2342 3772 3672 3581

Reading Goals Survey 6+ NE V2 r 0.944 0.943 0.940 0.946 0.945

N 3720 3682 3755 2891 1860

MA(cont.)



Grade





Table 11 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

NH Reading Goals Survey 2-5 NH V3r

0.947 0.935 0.933 0.927N 5132 8278 8377 9121


N 9863 9437 8959 5775 3221

Reading Goals Survey 2-5 NH V4 r 0.961 0.951 0.941 0.938

N 9203 14198 14640 15637


N 17376 18012 15978 8682 6105

NJ Reading Goals Survey 2-5 NJ V3 r 0.943 0.944 0.943 0.942

N 6148 16525 17302 16589

Reading Goals Survey 6+ NJ V3 r 0.949 0.951 0.952 0.958 0.964

N 15988 14442 12829 5939 4489


N 15828 26939 26494 26465

Reading Goals Survey 6+ NM V3 r 0.957 0.961 0.957 0.964 0.963

N 30071 30241 30137 24538 16242

NV Reading Goals Survey 2-5 NV V2 r 0.958 0.950 0.944 0.944

N 3536 4910 4761 4583

Reading Goals Survey 6+ NV V2 r 0.951 0.950 0.945 0.941 0.960

N 3991 3633 3622 3883 1618

Reading Survey w/ Goals 2-5 NV V3 r 0.960 0.956 0.948 0.946

N 3461 3779 3709 3346

Reading Survey w/ Goals 6+ NV V3 r 0.948 0.952 0.951 0.952 0.955

N 3696 3268 3230 3646 2305

NY Reading Goals Survey 2-5 NY V2 r 0.964 0.956 0.954 0.950

N 3865 4438 4627 5427

Reading Goals Survey 6+ NY V2 r 0.951 0.953 0.956 0.962

N 7867 7570 5842 2788

OH Reading Goals Survey 2-5 OH V3 r 0.961 0.960 0.956 0.954

N 7082 8464 8258 8003

Reading Goals Survey 6+ OH V3 r 0.954 0.958 0.960 0.965 0.965

N 7614 7515 6805 12280 9237

OK Reading Goals Survey 2-5 OK V2 r 0.957 0.954 0.948 0.953

N 1438 2623 2754 2063

Reading Goals Survey 6+ OK V2 r 0.957 0.951 0.955

N 2376 2423 1670

OR Reading Goals Survey 2-5 OR V4 r 0.961 0.961 0.951 0.945

N 1436 4002 4164 4104Reading Goals Survey 6+ OR V4 r 0.954 0.953 0.954 0.953 0.967

N 3775 3909 3388 3866 1682



Grade





Table 11 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

PA Reading Goals Survey 2-5 PA V2r

0.955 0.951 0.944 0.937N 4129 5135 5138 5396

Reading Goals Survey 6+ PA V2 r 0.942 0.937 0.936 0.948 0.948

N 4658 5685 4469 5904 5041

SC Reading Goals Survey 2-5 SC V4 r 0.961 0.955 0.952 0.949

N 129519 132545 130639 128136


N 129086 131102 129679 87957 31659

Reading Survey w/ Goals 2-5 SC V5 r 0.957 0.952 0.950 0.945

N 10612 12151 12434 13028

Reading Survey w/ Goals 6+ SC V5 r 0.952 0.954 0.954 0.956 0.965

N 14627 13998 13389 8833 2005

TN Reading Goals Survey 2-5 TN V4 r 0.947 0.931 0.917 0.923

N 6438 5891 5546 5164

Reading Goals Survey 6+ TN V4 r 0.936

N 5075

TX Reading Goals Survey 2-5 TX V3 r 0.957 0.950 0.951

N 10329 11838 11998

Reading Goals Survey 6+ TX V3 r 0.958 0.965 0.962 0.969 0.972

N 9697 10173 9996 3006 1977

UT Reading Goals Survey 2-5 UT V3 r 0.962 0.956 0.952 0.951

N 2471 2773 2815 2587

Reading Goals Survey 6+ UT V3 r 0.957 0.962 0.960 0.944

N 2162 1925 1628 1742

VA Reading Goals Survey 2-5 VA V2 r 0.961 0.956 0.951

N 1833 1797 1633

Reading Goals Survey 6+ VA V2 r 0.955 0.947 0.959 0.965

N 2124 2038 1786 1150

VT Reading Goals Survey 2-5 VT V2 r 0.953 0.943 0.943

N 1330 1157 1199

Reading Goals Survey 6+ VT V2 r 0.956 0.953 0.957

N 1259 1300 1398

WA Reading Goals Survey 2-5 WA V3 r 0.956 0.956 0.952 0.951

N 10040 20289 21013 21205

Reading Goals Survey 6+ WA V3 r 0.951 0.951 0.953 0.963 0.963

N 20632 21063 21123 16504 9672

Reading Goals Survey 2-5 WA V4 r 0.960 0.958 0.955 0.954

N 15572 28080 29034 29813Reading Goals Survey 6+ WA V4 r 0.954 0.953 0.951 0.957 0.959

N 31827 33020 32470 25573 15288



Grade





Table 11 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

WI Reading Goals Survey 2-5 WI V2r

0.959 0.951 0.947 0.943N 38218 50490 52627 53646

Reading Goals Survey 6+ WI V2 r 0.941 0.945 0.944 0.944 0.945 0.956

N 1449 54686 55759 53012 42248 14766

WY Reading Goals Survey 2-5 WY V3 r 0.953 0.951 0.945 0.944

N 5191 8380 8177 8168

Reading Goals Survey 6+ WY V3 r 0.944 0.950 0.951 0.955 0.955

N 7925 7293 7208 5540 4696



Grade





Table 12.

State Test Name 2 3 4 5 6 7 8 9 10

AK Language Goals Survey AK V4r

0.964 0.964 0.961 0.949 0.956 0.947 0.953N 1371 2107 2090 2055 2050 1953 1927

Ar Language Goals Survey Ar V2 r 0.964 0.964 0.963 0.962 0.967 0.965 0.966 0.965 0.966

N 4140 4986 4968 4932 3498 4131 3806 3692 1819

AZ Language Goals Survey AZ V3 r 0.961 0.963 0.966 0.964 0.967 0.964 0.966 0.964 0.967

N 2007 3636 3378 3798 5366 5254 4985 2225 1792

CA Language Goals Survey CA V2 r 0.967 0.961 0.959 0.956 0.958 0.958 0.958 0.966 0.966

N 16070 18452 19282 19701 15789 13987 13079 9170 5448

Language Goals Survey Poway r 0.963 0.950 0.942 0.939 0.944 0.937 0.938

N 7061 7446 7402 7316 6604 6807 6926

CO Language Goals Survey CO V2 r 0.968 0.964 0.959 0.955 0.956 0.959 0.958 0.962 0.964

N 29851 42128 41886 41465 38774 35375 34624 27165 23980

CT Language Goals Survey CT V3 r 0.957 0.955 0.944 0.946 0.946 0.962 0.966

N 1849 1862 1584 1593 1478 2252 1767

GA Language Goals Survey GA V2 r 0.959 0.956 0.950 0.950 0.951 0.949 0.952 0.945

N 13293 13353 13061 13122 11757 11710 11478 9208

IA r 0.947 0.938 0.925 0.929 0.932 0.942 0.941 0.941 0.939

N 1330 3314 3462 3432 3472 4430 4431 3975 4054

r 0.957 0.948 0.940 0.935 0.932 0.939 0.941 0.940 0.939

N 1758 7860 7975 7933 8401 9339 9993 8332 8552

r 0.946 0.940 0.941 0.938 0.933 0.935

N 1388 1778 1844 1869 1858 1727

IL Language Goals Survey IL V2 r 0.965 0.959 0.955 0.950 0.947 0.946 0.946 0.961 0.966

N 18232 30337 32088 35104 34376 34656 33224 8291 5601

IN Language Goals Survey IN V3 r 0.963 0.955 0.950 0.946 0.946 0.949 0.948 0.955 0.963

N 84062 87464 87633 88027 87022 84958 83697 49478 13740

KS Language Goals Survey KS V2 r 0.959 0.951 0.940 0.933 0.937 0.939 0.938 0.939 0.944

N 9797 16397 16796 17157 19414 19711 19943 16810 16017

KY Language Goals Survey KY V3 r 0.962 0.962 0.955 0.953 0.953 0.953 0.950 0.958 0.955

N 4448 5178 4792 5429 3585 2476 2939 2726 1733

Language Goals Survey KY V4 r 0.964 0.960 0.958 0.955 0.954 0.956 0.954 0.959 0.966

N 5842 6491 7793 7787 8416 5730 6234 6811 4763

MA Language Goals Survey MA V3 r 0.949 0.953 0.971

N 1248 1254 1274

ME Language Goals Survey ME V3 r 0.961 0.959 0.953 0.949 0.948 0.945 0.945 0.950 0.955

N 3773 11056 12169 13771 15150 16594 16952 13490 10111

MI Language Goals Survey MI V3 r 0.966 0.960 0.956 0.950 0.948 0.945 0.942 0.954 0.959

N 19864 25174 25375 25944 26551 26063 23901 11793 7888

MN Language Goals Survey MN V4 r 0.965 0.958 0.951 0.946 0.942 0.943 0.940 0.956 0.958

N 30796 40706 38294 39921 38860 34596 30801 21262 12312

MO Language Goals Survey MO V3 r 0.970 0.962 0.957 0.960 0.953 0.962 0.953 0.950

N 1363 2445 2587 2232 2502 2294 1996 3031


Consortium


Consortium V2

Language Goals Survey Eastern Iowa V2

Marginal reliabilities for State Content Aligned MAP LANGUAGE USAGE Tests Administered to a


Grade





Table 12 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

MT Language Goals Survey MT V2 r 0.958 0.954 0.946 0.937 0.936 0.938 0.938 0.941 0.947N 2936 6512 6679 6416 5387 5241 5041 3078 2707

NC Language Goals Survey NC V3 r 0.962 0.959 0.950 0.945 0.950 0.955 0.946 0.947 0.939

N 2038 2143 1976 1975 1905 1895 1799 4989 3289

ND Language Goals Survey ND V2 r 0.957 0.951 0.942 0.938 0.936 0.942 0.936 0.939 0.936

N 5592 11408 12614 13089 12204 10755 11029 10425 10377

NE Language Goals Survey NE V2 r 0.960 0.952 0.946 0.936 0.942 0.944 0.938 0.946 0.946

N 1849 3325 3277 3161 3334 3312 3372 2487 1497

NH Language Goals Survey NH V3 r 0.954 0.942 0.938 0.934 0.934 0.937 0.945 0.954 0.954

N 3981 6037 6117 7161 7002 6937 6538 4294 2337

Language Goals Survey NH V4 r 0.966 0.956 0.945 0.942 0.937 0.939 0.939 0.959 0.956

N 6145 9618 10131 12003 12357 11875 10972 6660 5051

NJ Language Goals Survey NJ V3 r 0.954 0.955 0.950 0.948 0.946 0.946 0.947 0.964 0.968

N 4469 10149 10737 10535 9884 9670 7756 4414 3360

NM Language Goals Survey NM V3 r 0.960 0.962 0.960 0.959 0.958 0.960 0.956 0.962 0.962

N 10312 19375 18914 18962 19960 19131 18109 16261 11095

NV Language Goals Survey NV V2 r 0.953 0.944 0.938 0.943 0.947 0.940 0.951

N 2351 2325 2424 2451 2907 2884 2217

Language Survey w/ Goals NV V3 r 0.961 0.958 0.952 0.952 0.950 0.952 0.949 0.953 0.952

N 2870 3043 3001 3098 3287 2843 2945 2087 1466

NY Language Goals Survey NY V2 r 0.961 0.955 0.952 0.953 0.951 0.956 0.958 0.974

N 2200 2495 2616 2499 2659 3005 1622 1232

OH Language Goals Survey OH V3 r 0.966 0.964 0.960 0.960 0.958 0.961 0.964 0.969 0.972

N 4340 5664 5446 4600 4495 4159 3432 4521 2509

OK Language Goals Survey OK V2 r 0.956 0.952 0.957 0.955 0.950 0.951

N 1282 1376 1230 1237 1295 1298

SC Language Goals Survey SC V4 r 0.965 0.960 0.957 0.953 0.955 0.955 0.955 0.961 0.964

N 81459 84254 82522 81164 85862 86127 86213 53596 18798

Language Survey w/ Goals SC V5 r 0.957 0.957 0.953 0.946 0.952 0.956 0.955 0.956 0.965

N 5360 6524 6914 7714 9176 8928 8742 7578 1541

TX Language Goals Survey TX V3 r 0.964 0.958 0.956 0.963 0.966 0.968 0.970 0.974

N 6334 7005 7855 7301 8072 7974 2245 1500

UT Language Goals Survey UT V3 r 0.968 0.962 0.958 0.953 0.952 0.955 0.954 0.938

N 2054 2524 2443 2343 2299 2230 1660 1496

VA Language Goals Survey VA V2 r 0.965 0.959 0.951 0.957 0.945 0.954

N 1520 1510 1394 1769 1684 1641

VT Language Goals Survey VT V2 r 0.961 0.949 0.955 0.955 0.955

N 1294 1266 1217 1319 1215

WA Language Goals Survey WA V3 r 0.961 0.962 0.962 0.960 0.956 0.952 0.967

N 1607 1827 2161 1915 2512 2610 2313

Language Goals Survey WA V4 r 0.965 0.968 0.963 0.964 0.959 0.955 0.954 0.962 0.967

N 1517 3133 3233 3634 4477 5424 4474 4707 2845



Grade





Table 12 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

WI Language Goals Survey WI V2r

0.962 0.954 0.950 0.944 0.942 0.938 0.940 0.940 0.952N 20864 27287 29739 29950 33757 37439 33295 21441 9633

WY Language Goals Survey WY V3 r 0.947 0.946 0.944 0.940 0.941 0.948 0.950 0.951 0.950

N 3511 5537 5489 5632 5770 4957 5145 4525 3292



Grade





Table 13.

State Test Name 2 3 4 5 6 7 8 9 10

AK Math Goals Survey 2-5 AK V4 r 0.955 0.955 0.959 0.960

N 1422 2088 2093 2032

Math Goals Survey 6+ AK V4 r 0.966 0.960 0.968

N 2087 1998 2051

AR Math Goals Survey 2-5 AR V2 r 0.950 0.956 0.960 0.967

N 5273 5458 5424 5921

Math Goals Survey 6+ AR V2 r 0.971 0.973 0.976 0.978 0.977

N 4680 4754 4211 3235 1633


N 6744 10984 10562 10628

Math Goals Survey 6+ AZ V3 r 0.971 0.973 0.976 0.974 0.974

N 10413 10366 10015 4295 2390

CA Math Goals Survey 2-5 CA V2r

0.956 0.954 0.960 0.967N 21002 22668 23312 23387


N 20900 19853 15916 12914 10893

Math Goals Survey 3-5 Poway r 0.957 0.957 0.958 0.963

N 7015 7361 7348 7295


N 7085 6229 4163

CO Math Goals Survey 2-5 CO V2 r 0.955 0.957 0.960 0.963 0.964

N 47344 61415 60594 58964 3109

Math Goals Survey 6+ CO V2 r 0.967 0.972 0.973 0.976 0.976

N 58358 56245 53039 40717 30163

r 0.965 0.967 0.968

N 1149 1378 1292

CT Math Goals Survey 2-5 CT V3 r 0.955 0.956

N 1459 1397

Math Goals Survey 6+ CT V3 r 0.963 0.964 0.975 0.975

N 1280 1232 2021 1652


N 8771 9042 10844 10371

DE Math Goals Survey 6+ DE V2 r 0.965 0.971 0.974 0.978 0.977

N 11558 12347 12305 8426 7171

Colorado Aligned Math Survey with Goals

6+

Marginal Reliabilities for MAP State Content-Aligned MATHEMATICS Tests Administered to a Minimum

of 1200 Students in the Spring and Fall of 2007 and Spring of 2008

Grade





Table 13 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10


N 3817 3901 3510 3510

Math Goals Survey 6+ FL V3 r 0.962 0.966 0.969 0.972 0.974

N 14218 13775 12854 7702 6013


N 13376 13535 13209 13380

Math Goals Survey 6+ GA V2 r 0.961 0.965 0.967 0.966

N 12435 12136 11986 9140

IA r 0.918 0.925 0.939 0.951

N 1657 4717 4832 4947

r 0.955 0.962 0.966 0.971 0.970

N 5131 6202 5773 4677 5217

r 0.940 0.936 0.938 0.950

N 3141 11041 10905 11641

r 0.956 0.961 0.965 0.969 0.970

N 11930 12868 13274 11235 11677

r 0.946 0.942 0.946 0.956

N 1127 3074 3132 3267

r 0.930 0.942 0.950

N 1351 1450 1370

r 0.959 0.962 0.963

N 1422 1583 1632

r 0.957 0.962 0.965 0.964 0.968

N 3217 3199 3225 2949 2304

Math Goals Survey 2-5 Loess Hills V2 r 0.931 0.938 0.950

N 1228 1125 1205

IL Math Goals Survey 2-5 IL V2 r 0.951 0.955 0.959 0.963 0.965

N 56649 80137 80477 84573 9568

Math Goals Survey 6+ IL V2 r 0.968 0.965 0.967 0.969 0.976 0.977

N 2167 75783 86298 76265 18373 11899

IN Math Goals Survey 2-5 IN V3 r 0.948 0.945 0.950 0.958 0.971

N 86528 89349 89046 88306 2080

Math Goals Survey 6+ IN V3 r 0.966 0.962 0.967 0.969 0.971 0.976

N 1621 87489 85365 84191 44423 13194


N 7139 7606 6910 7205


N 7098 6129 6641 8248 5583

Math Goals Survey 2-5 KY V4 r 0.952 0.953 0.954 0.960

N 8916 9759 10982 10712


N 10106 8537 8567 10607 5809


of 1200 Students in the Spring and Fall of 2007 and Spring of 2008 (cont.)

Grade

Math Goals Survey 2-5 Mid-Iowa

Consortium


Consortium

Math Goals Survey 2-5 Mid-IowaConsortium V2


Consortium V2


Consortium V2


Consortium


Consortium


Cornsortium V2





Table 13 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10


N 28703 61019 57494 55879

Math Goals Survey 6+ KS V2 r 0.962 0.966 0.969 0.972 0.974

N 56161 55608 55806 53357 42231


N 7827 9542 11239 10087

MA Math Goals Survey 6+ MA V3 r 0.971 0.976 0.977 0.979 0.980

N 10550 9314 7994 8222 5762


N 8937 25199 24644 26399

Math Goals Survey 6+ ME V3 r 0.963 0.966 0.968 0.972 0.975

N 27629 29050 29581 20383 15636

MI Math Goals Survey 2-5 MI V3r

0.954 0.951 0.955 0.962N 25476 31051 31709 33038

Math Goals Survey 6+ MI V3 r 0.965 0.968 0.970 0.974 0.975

N 32864 33095 30710 14499 8819


N 1522 2847 3030 2713

Math Goals Survey 6+ MO V3 r 0.966 0.970 0.972 0.972 0.975

N 2806 2561 2224 2551 1527


N 97162 112800 112091 106776

Math Goals Survey 6+ MN V4 r 0.963 0.967 0.969 0.972 0.976

N 109596 107869 97069 54740 29957


N 3522 7502 7381 7001

Math Goals Survey 6+ MT V2 r 0.956 0.961 0.964 0.966 0.971

N 6622 7378 6053 3748 2674

NC Math Goals Survey 2-5 NC V3 r 0.945 0.947 0.954 0.960

N 2572 2939 2913 2649

Math Goals Survey 6+ NC V3 r 0.961 0.969 0.971 0.967 0.964

N 4404 3534 3215 4499 2853

ND Math Goals Survey 2-5 ND V2 r 0.941 0.942 0.947 0.953

N 9127 15270 16468 16938

Math Goals Survey 6+ ND V2 r 0.956 0.961 0.964 0.968 0.970

N 16373 16141 16792 16494 14548


N 2275 3693 3606 3515

Math Goals Survey 6+ NE V2 r 0.958 0.963 0.963 0.969 0.969

N 3729 3661 3729 2846 1846



Grade





Table 13 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

NH Math Goals Survey 2-5 NH V3 r 0.934 0.938 0.948 0.957

N 5337 8208 8484 9226


N 9435 9376 8697 5279 2921

Math Goals Survey 2-5 NH V4 r 0.951 0.947 0.949 0.959

N 9260 13864 14771 16016


N 16704 17715 15347 8961 6320


N 7400 17438 17201 17009

Math Goals Survey 6+ NJ V3 r 0.970 0.974 0.975 0.977 0.980

N 16790 15929 11696 5729 4108

NM Math Goals Survey 2-5 NM V3r

0.945 0.952 0.956 0.961N 14738 25281 25331 25435

Math Goals Survey 6+ NM V3 r 0.962 0.968 0.971 0.972 0.973

N 29201 29543 29794 23321 15520


N 3434 4789 4713 4374


N 4050 3994 4185 3976 1286

Math Goals Survey 2-5 NV V3 r 0.951 0.949 0.944 0.957 0.971 0.973

N 3350 3673 3671 3474 1188 1293


N 3536 3161 3098 3563 2265


N 5011 5612 5812 6553

Math Goals Survey 6+ NY V2 r 0.963 0.969 0.971 0.973 0.976

N 8572 8370 6158 3528 1436

OH Math Goals Survey 2-5 OH V3 r 0.954 0.957 0.961 0.966

N 6386 8189 8127 7657

Math Goals Survey 6+ OH V3 r 0.966 0.971 0.975 0.978 0.980

N 7648 7444 6402 11219 8374


N 4056 5158 5358 5370

Math Goals Survey 6+ PA V2 r 0.961 0.964 0.966 0.972 0.970

N 4640 5756 4594 5719 5091


N 129343 131888 129018 126868

Math Goals Survey 6+ SC V4 r 0.966 0.969 0.971 0.973 0.976

N 127442 129572 127309 79501 29077

Math Survey w/ Goals 2-5 SC V5 r 0.945 0.949 0.953 0.962

N 10410 11913 12169 13016

Grade







Table 13 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10

Math Survey w/ Goals 6+ SC V5 r 0.963 0.968 0.970 0.969 0.970

N 14472 13458 13224 8982 2288


N 6347 5785 5497 5104

Math Goals Survey 6+ TN V4 r 0.963

N 5101

TX Math Goals Survey 6+ TX V3 r 0.973 0.977 0.979 0.983 0.985

N 9045 9560 9067 8226 2938

UT Math Goals Survey 2-5 UT V3 r 0.956 0.953 0.957 0.962

N 2279 2710 2693 2544

Math Goals Survey 6+ UT V3 r 0.963 0.968 0.968 0.971

N 2426 2332 2012 1834

VA Math Goals Survey 2-5 VA V2 r 0.955 0.959

N 1636 1508

Math Goals Survey 6+ VA V2 r 0.963 0.963 0.972

N 2107 2030 1766

VT Math goals Survey 2-5 VT V2 r 0.946

N 1276


N 9523 20672 21090 21494


N 20947 21101 21492 17004 10066

Math Goals Survey 2-5 WA V4 r 0.953 0.954 0.959 0.964

N 15263 29029 30034 31032


N 31988 33461 32475 24530 13851


N 37977 50981 53103 53233

Math Goals Survey 6+ WI V2 r 0.961 0.964 0.967 0.970 0.974

N 54292 54713 52411 38243 13963


N 5083 8206 8067 8027

Math Goals Survey 6+ WY V3 r 0.957 0.964 0.966 0.970 0.972

N 7965 7063 6685 4868 3799



Grade

SC(cont.)





Table 14.

State Test Name 2 3 4 5 6 7 8 9 10 11

CO General Science V1 r 0.878 0.879 0.881 0.893 0.897 0.907 0.912 0.927

N 2698 3360 5563 7069 7571 6284 4136 4523General Science V2 r 0.869 0.874 0.881 0.889 0.900 0.900 0.910 0.910

N 2163 2363 3649 4363 4558 4834 3703 3375


N 2764 3413 5654 7268 7740 6409 4190 4570


N 2193 2397 3693 4426 4613 4899 3739 3395

DE General Science V1 r 0.859 0.892 0.899 0.930 0.925

N 2156 2245 2649 2058 1748

Concepts & Processes V1 r 0.863 0.884 0.896 0.921 0.914

N 2187 2343 2740 2086 1769

GA General Science V1 r 0.888 0.889 0.895 0.887 0.902 0.905 0.902

N 4016 3534 3572 7629 7207 7559 1522

Concepts & Processes V1 r 0.889 0.879 0.887 0.874 0.888 0.887 0.875

N 4101 3574 3607 7700 7345 7680 1558

IL General Science V1 r 0.882 0.878 0.877 0.867 0.878 0.883 0.875

N 1236 2036 1850 3412 3081 2985 2113


N 1249 2047 1859 3426 3110 2993 2128

IN General Science V1 r 0.827 0.827 0.840 0.855 0.868 0.887 0.896

N 2444 2614 3299 2725 4973 3967 3825


N 2499 2655 3331 2738 5000 3991 3845

KS General Science V1 r 0.830 0.854 0.841 0.854 0.875 0.879 0.885 0.893 0.885

N 1771 2705 1777 2471 3674 2591 2901 3273 2347

Concepts & Processes V1 r 0.842 0.845 0.845 0.839 0.868 0.868 0.873 0.881 0.881

N 1785 2717 1785 2528 3697 2641 2912 3302 2358

KY General Science V2 r 0.848 0.852 0.868 0.857 0.881 0.888 0.898 0.898 0.914

N 3260 5711 5391 4794 6385 5120 4427 5190 3829


N 3427 6024 5635 5068 6742 5390 4665 5470 4030

ME General Science V2 r 0.855 0.844 0.850 0.862 0.864 0.862 0.893

N 1266 1912 2112 2530 3238 2371 2103

Science - Concepts & Processes V2 r 0.858 0.841 0.832 0.858 0.858 0.860 0.861 0.888

N 1748 1323 2531 2868 3318 4306 3176 2802

MI General Science V1 r 0.876 0.873 0.879 0.871 0.883 0.879 0.891 0.898

N 2360 6071 2993 3569 6448 3803 2772 1943


N 2388 6150 3022 3594 6514 3838 2788 1956

MN General Science V1 r 0.864 0.862 0.868 0.874 0.883 0.887 0.889 0.914

N 4947 5758 7285 4585 4895 5273 2161 1831


N 4977 5826 7347 4586 4897 5285 2163 1817

Marginal Reliabilities for MAP State Content-Aligned SCIENCE Tests Administered to a Minimum of 1200

Students in Spring and Fall 2007 and Spring 2008





Table 14 (cont.)

State Test Name 2 3 4 5 6 7 8 9 10 11

ND General Science V1 r 0.859 0.856 0.858 0.866 0.883 0.881 0.886 0.871

N 1411 1894 1965 2092 2543 2531 2069 2257Concepts & Processes V1 r 0.856 0.846 0.836 0.829 0.870 0.863 0.875 0.855

N 1434 1920 1979 2107 2583 2549 2100 2296

NH General Science V2 r 0.851 0.856 0.893

N 1641 1475 1348

Concepts & Processes V2 r 0.848 0.848 0.884

N 1651 1498 1355

NJ General Science V1 r 0.870 0.870

N 2181 1986

Concepts & Processes V1 r 0.848 0.857

N 2190 1992

NM General Science V1 r 0.848 0.871 0.877 0.890 0.897 0.899 0.902 0.906 0.919 0.908

N 4716 7852 7742 7590 8395 8006 7659 6670 5725 4122

Concepts & Processes V1 r 0.846 0.867 0.867 0.880 0.888 0.887 0.892 0.898 0.911 0.900

N 4837 7953 7796 7631 8476 8118 7713 6744 5768 4145

NV General Science V1 r 0.882 0.894 0.891 0.893

N 1720 2002 1937 1391

Concepts & Processes V1 r 0.883 0.885 0.871 0.877

N 1729 2002 1992 1417

OH General Science V1 r 0.900 0.896 0.897 0.909 0.914 0.902 0.928 0.928

N 1701 2369 5061 2571 2933 3846 7144 5060


N 1669 2332 5063 2543 2935 3910 7327 5147

SC G3 General Science V2 r 0.872

N 21656

G4 General Science V2 r 0.887

N 21597


N 20551


N 21363


N 21288


N 22245

Physical Science EOC V2 r 0.921

N 3252

Physical Science Pretest V2 r 0.907

N 4813

General Science V1 r 0.875 0.869 0.878 0.881 0.897 0.904 0.912 0.916

N 7439 10012 10260 10722 11263 12030 11995 1730

G3 Concepts & Processes V2 r 0.873

N 22038


N 21719


N 20632







Table 14 (cont.)

At the goal score level, marginal reliabilities are noticeably lower than for the overall test scores.

This is expected since there are many fewer items contained in a goal area than in the entire test.The marginal reliabilities for goals scores of the same content aligned tests that are presented in

Tables 11 through 14 are presented in Tables 15 through 18, below.

State Test Name 2 3 4 5 6 7 8 9 10 11


N 21492G7 Concepts & Processes V2 r 0.895

N 21472


N 22397

r 0.899

N 3309

r 0.905

N 4878


N 7790 10263 10398 10823 11389 12150 12099 1745

TX G2-5 - General Science V1 r 0.872 0.871 0.885

N 8730 8691 10464

G6-8 - General Science V1r

0.900 0.912 0.922N 11828 12226 11858

G9+ - General Science V1 r 0.944 0.935

N 3723 7143

G2-5 - Concepts & Processes V1 r 0.874 0.865 0.869

N 8841 8816 10561

6-8 - Concepts & Processes V1 r 0.892 0.899 0.911

N 12153 12541 12211

9+ - Concepts & Processes V1 r 0.930 0.909

N 3811 7416

WA General Science V1 r 0.901 0.878 0.880 0.889 0.891 0.899

N 1701 3124 3981 4795 3785 2035

Concepts & Processes V1 r 0.914 0.889 0.882 0.883 0.882 0.895

N 1720 3143 4014 4849 3860 2088

WI General Science V1 r 0.872 0.859 0.872 0.864 0.875 0.876 0.886 0.889 0.903

N 1671 3061 3234 3104 4150 6838 5823 4216 2733


N 1696 3087 3258 3123 4185 6885 5926 4250 2754

WY General Science V1 r 0.874

N 1253

Concepts & Processes V1 r 0.866

N 1261

Concepts & Processes for Physical

Science Pretest V2

Concepts & Processes for Physical

Science EOC V2







Table 15.

State Test Name Goal Name 2 3 4 5 6 7 8 9 10 11

AK Decode Meaning of Words 0.802 0.776 0.775 0.744

Literal Meaning / Inferred 0.823 0.805 0.796 0.765

Summarizes / Main Ideas; Direc 0.818 0.807 0.803 0.765

Lit. Element / Genre / Device 0.799 0.798 0.788 0.763

Fact / Opinion / Effectiveness 0.688 0.746 0.771 0.756

Decode Meaning of Words 0.789 0.758 0.781

Literal Meaning / Inferred 0.809 0.769 0.779

Summarizes / Main Ideas; Direc 0.812 0.792 0.791

Lit. Element / Genre / Device 0.815 0.787 0.798

Fact / Opinion / Effectiveness 0.786 0.757 0.766

AR Foundations of Reading 0.797 0.795 0.793 0.798

Connections / Questioning 0.828 0.819 0.814 0.814

Determine Importance 0.831 0.821 0.821 0.820Summarize / Analyze 0.742 0.779 0.791 0.804

Variety of Texts 0.758 0.770 0.785 0.793

Foundations of Reading 0.808 0.805 0.819 0.806 0.823

Connections / Questioning 0.821 0.817 0.834 0.811 0.826

Determine Importance 0.828 0.826 0.836 0.829 0.840

Summarize / Analyze 0.809 0.812 0.829 0.826 0.833

Variety of Texts 0.806 0.802 0.824 0.798 0.819

AZ Reading: Process 0.829 0.827 0.830 0.840

Reading: Comprehension 0.847 0.849 0.842 0.843

Literary Texts 0.822 0.832 0.834 0.840

Informational Texts 0.847 0.849 0.843 0.847

Reading: Process0.847 0.849 0.844 0.851 0.863 0.876

Reading: Comprehension 0.854 0.851 0.845 0.853 0.862 0.868

Literary Texts 0.856 0.858 0.854 0.865 0.863 0.868

Informational Texts 0.849 0.850 0.846 0.858 0.866 0.874

CA Word Analysis & Vocabulary D 0.849 0.814 0.790 0.789

Literal Comprehension 0.842 0.810 0.776 0.747

Interpretive Comprehension 0.850 0.815 0.771 0.756

Literary Response & Analysis 0.843 0.807 0.780 0.771

Word Analysis & Vocabulary D 0.805 0.802 0.786

Literal Comprehension 0.781 0.760 0.729

Interpretive Comprehension 0.794 0.789 0.774

Literary Response & Analysis 0.799 0.792 0.776

Word Analysis & Vocabulary 0.844 0.822 0.816 0.807

Inform Struct & Critique 0.825 0.817 0.812 0.798

Comprehend & Analyze Text 0.852 0.836 0.831 0.818

Lit Response & Analysis 0.838 0.825 0.829 0.821

Reading Goals Survey

6+ AK V4

Reading Goals Survey 2-

5 AR V2


6+ AR V2


5 AZ V3

Reading Goals Survey6+ AZ V3


5 Poway


6+ Poway


5 CA V2

Grade

Reading Goals Survey 2-5 AK V4

Marginal Reliabilities for Goals of State Content Aligned MAP READING Tests Administered to a






Table 15 (cont.)


Word Analysis & Vocabulary 0.825 0.831 0.832 0.864 0.881 0.883

Inform Struct & Critique 0.818 0.824 0.830 0.860 0.876 0.879

Comprehend & Analyze Text 0.837 0.841 0.843 0.871 0.887 0.891

Lit Response & Analysis 0.843 0.848 0.850 0.876 0.888 0.889

CO Read a Variety of Material 0.862 0.848 0.833 0.824

Apply Thinking Skills to Read 0.858 0.851 0.836 0.820

Locate / Select / Use Info 0.747 0.766 0.773 0.781

Read / Recognize Literature 0.853 0.841 0.831 0.824

Read a Variety of Material 0.836 0.841 0.845 0.860 0.870 0.883

Apply Thinking Skills to Read 0.833 0.837 0.840 0.854 0.863 0.879

Locate / Select / Use Info 0.819 0.828 0.834 0.847 0.854 0.869

Read / Recognize Literature 0.843 0.852 0.856 0.868 0.878 0.886

CT Construct Meaning 0.827 0.827 0.821Interpret / Analyze / Eval 0.830 0.820 0.804

Word Recog & Vocabulary 0.798 0.800 0.802

Devices & Conventions 0.824 0.825 0.820

Construct Meaning 0.804 0.812 0.860

Interpret / Analyze / Eval 0.797 0.817 0.859

Word Recog & Vocabulary 0.778 0.786 0.849

Devices & Conventions 0.812 0.828 0.851

DE Decoding Skills 0.796 0.786 0.779 0.800

Vocabulary 0.796 0.782 0.763 0.793

Understanding Literary Text 0.827 0.811 0.793 0.810

Informative Text 0.820 0.807 0.790 0.804

Analyze & Evaluate Info 0.779 0.759 0.762 0.784

Decoding Skills 0.768 0.772 0.775 0.828 0.793

Vocabulary 0.762 0.780 0.790 0.829 0.804

Understanding Literary Text 0.783 0.797 0.810 0.850 0.838

Informative Text 0.769 0.779 0.791 0.834 0.819

Analyze & Evaluate Info 0.773 0.783 0.792 0.834 0.819

FL Reading Process 0.827 0.819 0.799 0.810

Construct Meaning 0.840 0.834 0.821 0.828

Features of Lit Forms 0.812 0.817 0.805 0.805

Respond Critically 0.789 0.796 0.810 0.819

Reading Process 0.825 0.818 0.831 0.848 0.836

Construct Meaning 0.834 0.831 0.838 0.857 0.846

Features of Lit Forms 0.831 0.831 0.836 0.853 0.844

Respond Critically 0.844 0.843 0.845 0.861 0.852

GA Phonics / Word Identification 0.809 0.794 0.778 0.791

Strategies to Gain Meaning 0.836 0.818 0.800 0.807

Purpose & Structure 0.836 0.822 0.801 0.810

Validity & Merits of Text 0.675 0.648 0.686 0.726


5 CO V2


6+ CO V2

Reading Goals Survey 2-5 CT V3


6+ CT V3


5 DE V2


6+ DE V2


5 FL V3


6+ FL V3


5 GA V2

Grade



Reading Goals Survey6+ CA V2

CA(cont)





Table 15 (cont.)


Phonics / Word Identification 0.800 0.811 0.812 0.802

Strategies to Gain Meaning 0.814 0.827 0.829 0.826

Purpose & Structure 0.819 0.833 0.834 0.833

Validity & Merits of Text 0.789 0.803 0.803 0.807

IA Word Meaning 0.823 0.786 0.766 0.761


Interp / Infer Comprehension 0.841 0.800 0.776 0.771

Evaluative Comprehension 0.825 0.803 0.771 0.764

Word Meaning 0.769 0.771 0.767 0.764 0.750 0.756

Literal Comprehension 0.790 0.783 0.794 0.781 0.765 0.771

Interp / Infer Comprehension 0.763 0.772 0.773 0.770 0.752 0.770

Evaluative Comprehension 0.766 0.772 0.783 0.780 0.766 0.782

Reading Strat / Word Meaning 0.813 0.782 0.767 0.779Literal Comprehension 0.829 0.801 0.785 0.794

Infer / Interp / Comp 0.839 0.802 0.783 0.790

Critical Judge Skills 0.818 0.792 0.773 0.780

Reading Strat / Word Meaning 0.778 0.785 0.785 0.793 0.789 0.806


Infer / Interp / Comp 0.790 0.795 0.787 0.793 0.796 0.815

Critical Judge Skills 0.785 0.796 0.792 0.805 0.809 0.830

Read Strat & Word Meaning 0.797 0.762 0.763


Infer & Interp Comp 0.827 0.783 0.777

Critical Judge Skills 0.822 0.786 0.776

Read Strat & Word Meaning0.798 0.777 0.789


Infer & Interp Comp 0.794 0.776 0.787

Critical Judge Skills 0.788 0.778 0.793

IL Word Analysis Vocabulary 0.839 0.826 0.813 0.800 0.799

Reading Strat / Comprehension 0.859 0.842 0.825 0.803 0.799

Literature 0.848 0.826 0.819 0.804 0.801

Literary Works 0.810 0.801 0.798 0.785 0.767

Word Analysis Vocabulary 0.790 0.800 0.801 0.797 0.850 0.856 0.882

Reading Strat / Comprehension 0.795 0.804 0.802 0.798 0.851 0.856 0.882

Literature 0.807 0.816 0.819 0.813 0.859 0.867 0.885

Literary Works 0.782 0.789 0.787 0.782 0.840 0.846 0.873

IN Word Recog & Vocabulary 0.793 0.755 0.740 0.742 0.806

Inform Text: Structures 0.770 0.729 0.710 0.693 0.752

Inform Text: Comprehension 0.808 0.787 0.765 0.754 0.812

Literary Text: Structures 0.704 0.687 0.694 0.699 0.758

Literary Text: Comprehension 0.811 0.777 0.764 0.761 0.828


6+ Mid-Iowa Consortium

V2



Reading Goals Survey6+ GA V2


5 Eastern Iowa V2


6+ Eastern Iowa V2

Reading Goals Survey 2-5 Mid-Iowa Consortium

V2


5 Loess Hills V2

Grade


5 IL V2


6+ IL V2


5 IN V3

Reading Goals Survey6+ Loess Hills V2

GA(cont)





Table 15 (cont.)


Word Recog & Vocabulary 0.752 0.748 0.764 0.763 0.780 0.815 0.844

Inform Text: Structures 0.725 0.718 0.718 0.706 0.721 0.753 0.789

Inform Text: Comprehension 0.747 0.760 0.775 0.775 0.792 0.826 0.853

Literary Text: Structures 0.736 0.736 0.742 0.737 0.753 0.779 0.805

Literary Text: Comprehension 0.784 0.778 0.789 0.789 0.802 0.836 0.861

KS Phonics / Vocab / Word Analysis 0.781 0.773 0.751 0.743

Identify Text / Locate Info 0.811 0.801 0.773 0.753

Read & Comprehend 0.817 0.799 0.773 0.749

Eval Validity / Credibility 0.730 0.767 0.732 0.694

Respond to Text 0.809 0.793 0.751 0.729

Phonics / Vocab / Word Analysis 0.777 0.788 0.781 0.786 0.788 0.799

Identify Text / Locate Info 0.779 0.781 0.778 0.790 0.795 0.809

Read & Comprehend 0.768 0.767 0.764 0.775 0.782 0.799Eval Validity / Credibility 0.720 0.738 0.743 0.762 0.764 0.779

Respond to Text 0.777 0.787 0.792 0.801 0.805 0.816

KY Reading Skills 0.808 0.803 0.761 0.752

Comprehend Reading 0.836 0.829 0.780 0.768

Literature 0.817 0.814 0.778 0.771

Informational Reading 0.835 0.826 0.782 0.769

Persuasive Reading 0.812 0.808 0.771 0.756

Reading Skills 0.770 0.765 0.777 0.709 0.728

Comprehend Reading 0.777 0.776 0.781 0.726 0.749

Literature 0.800 0.798 0.794 0.736 0.755

Informational Reading 0.786 0.777 0.778 0.726 0.735

Persuasive Reading0.772 0.764 0.774 0.710 0.736

Forming a Foundation 0.808 0.794 0.776 0.769

Initial Under: Literary 0.831 0.807 0.786 0.783

Initial Under: Inform 0.809 0.794 0.776 0.775

Interpret Text: Literary 0.806 0.795 0.787 0.790

Interpret Text: Inform 0.823 0.810 0.780 0.768

Forming a Foundation 0.762 0.781 0.773 0.798 0.805 0.836

Initial Under: Literary 0.792 0.803 0.802 0.817 0.830 0.852

Initial Under: Inform 0.777 0.789 0.793 0.806 0.812 0.851

Interpret Text: Literary 0.794 0.806 0.807 0.821 0.830 0.855

Interpret Text: Inform 0.765 0.779 0.773 0.799 0.814 0.845

MA Lang: Vocab / Concept Devel 0.780 0.786 0.801 0.812

Understand Text Imag / Lit 0.803 0.812 0.813 0.820

Understand Text Inform / Expos 0.774 0.793 0.804 0.809

Genre / Fict / Nonfiction 0.782 0.800 0.809 0.814

Style & Language 0.649 0.719 0.754 0.772


5 KY V4


6+ KY V4


5 MA V3


6+ KY V3

Grade

IN(cont)

Reading Goals Survey6+ IN V3


5 KS V2


6+ KS V2


5 KY V3







Table 15 (cont.)


Lang: Vocab / Concept Devel 0.823 0.839 0.840 0.874 0.867

Understand Text Imag / Lit 0.830 0.839 0.841 0.869 0.861

Understand Text Inform / Expos 0.823 0.829 0.834 0.862 0.854

Genre / Fict / Nonfiction 0.824 0.840 0.839 0.869 0.862

Style & Language 0.807 0.820 0.826 0.849 0.850

Lang: Vocab / Concept Devel 0.824 0.804 0.797 0.792

Understand Text Imag / Lit 0.850 0.831 0.820 0.814

Understand Text Inform / Expos 0.834 0.795 0.799 0.799

Genre / Fict / Nonfiction 0.847 0.818 0.806 0.799

Style & Language 0.752 0.718 0.761 0.769

Lang: Vocab / Concept Devel 0.788 0.820 0.799 0.827 0.837

Understand Text Imag / Lit 0.805 0.833 0.817 0.839 0.848

Understand Text Inform / Expos 0.794 0.821 0.800 0.829 0.842Genre / Fict / Nonfiction 0.793 0.828 0.806 0.841 0.855

Style & Language 0.776 0.811 0.805 0.833 0.852

MD Gen Reading: Processes 0.805 0.796 0.789

Inform: Var / Feat / Patterns 0.800 0.777 0.763

Inform: Ideas / Lang 0.809 0.790 0.776

Lit: Features & Elements 0.817 0.810 0.800

Lit: Ideas / Lang 0.821 0.809 0.807

Gen Reading: Processes 0.799 0.806 0.794 0.787 0.813

Inform: Var / Feat / Patterns 0.785 0.780 0.765 0.767 0.790

Inform: Ideas / Lang 0.800 0.801 0.796 0.793 0.801

Lit: Features & Elements 0.808 0.811 0.795 0.796 0.811

Lit: Ideas / Lang0.820 0.819 0.807 0.810 0.826

ME Reading: Unknown Words 0.762 0.737 0.716 0.707

Reading: Inter & Evaluate 0.759 0.750 0.729 0.715

Literature: Devices / Struc 0.793 0.761 0.735 0.707

Literature: Interpretation 0.805 0.779 0.750 0.721

Inform Text: Parts / Struc 0.791 0.751 0.729 0.706

Inform Text: Interpretation 0.783 0.761 0.743 0.723

Reading: Unknown Words 0.715 0.720 0.719 0.733 0.759 0.809

Reading: Inter & Evaluate 0.722 0.728 0.725 0.748 0.775 0.830

Literature: Devices / Struc 0.726 0.727 0.724 0.755 0.778 0.824

Literature: Interpretation 0.743 0.734 0.730 0.752 0.774 0.826

Inform Text: Parts / Struc 0.710 0.704 0.700 0.725 0.745 0.810

Inform Text: Interpretation 0.728 0.730 0.726 0.750 0.769 0.821

MI Word Recog / Word Study 0.837 0.820 0.808 0.806

Narrative Text 0.845 0.826 0.817 0.815

Informational Text 0.852 0.833 0.816 0.804

Comprehension / Metacognition 0.860 0.841 0.826 0.821

MA(cont)

Reading Goals Survey6+ MA V3


5 MA V3 (P)


6+ MA V3 (P)


5 MD V3



Grade


5 MI V3


6+ MD V3


5 ME V3


6+ ME V3





Table 15 (cont.)


Word Recog / Word Study 0.802 0.802 0.796 0.830 0.839 0.872

Narrative Text 0.818 0.819 0.812 0.844 0.858 0.874

Informational Text 0.796 0.791 0.776 0.817 0.830 0.862

Comprehension / Metacognition 0.817 0.819 0.812 0.845 0.858 0.883

MN Word Recog / Vocabulary 0.840 0.811 0.793 0.792

Comprehension: Informational 0.855 0.831 0.813 0.803

Comprehension: Narrative 0.863 0.836 0.813 0.807

Literature 0.845 0.817 0.800 0.797

Word Recog / Vocabulary 0.807 0.790 0.794 0.794 0.814 0.841 0.886

Comprehension: Informational 0.822 0.798 0.802 0.802 0.822 0.847 0.887

Comprehension: Narrative 0.831 0.807 0.806 0.802 0.818 0.841 0.881

Literature 0.822 0.806 0.811 0.810 0.826 0.849 0.886

MO Skills for Reading Process 0.849 0.820 0.792 0.810Strategies for Reading Process 0.867 0.841 0.815 0.832

Comprehend / Analyze Lit 0.875 0.845 0.817 0.834

Comprehend / Analyze Nonfict 0.874 0.837 0.812 0.820

Skills for Reading Process 0.791 0.822 0.799 0.835

Strategies for Reading Process 0.816 0.839 0.822 0.847

Comprehend / Analyze Lit 0.825 0.847 0.831 0.861

Comprehend / Analyze Nonfict 0.803 0.836 0.820 0.845

MT Construct Meaning 0.809 0.791 0.773 0.753

Strategies to Read 0.779 0.761 0.748 0.742

Read: Variety of Purposes 0.805 0.780 0.755 0.744

Analyze / Eval Information 0.753 0.767 0.750 0.730

Lit Devices & Elements 0.799 0.779 0.742 0.731

Construct Meaning 0.735 0.755 0.752 0.756 0.783

Strategies to Read 0.708 0.741 0.728 0.745 0.768

Read: Variety of Purposes 0.731 0.746 0.739 0.744 0.762

Analyze / Eval Information 0.699 0.731 0.729 0.744 0.775

Lit Devices & Elements 0.721 0.758 0.752 0.774 0.782

NC Strategies & Skills 0.811 0.788 0.788 0.769

Evaluate Info & Materials 0.818 0.804 0.799 0.771

Arg / Critical Thnk; Lit / Info 0.831 0.815 0.815 0.774

Interpret / Eval Literary Text 0.844 0.824 0.822 0.792

Strategies & Skills 0.789 0.800 0.817 0.801 0.778

Evaluate Info & Materials 0.792 0.804 0.810 0.806 0.782

Arg / Critical Thnk; Lit / Info 0.787 0.802 0.813 0.801 0.772

Interpret / Eval Literary Text 0.814 0.820 0.835 0.818 0.801

Grade


5 NC V3


6+ NC V3



MI(cont)

Reading Goals Survey6+ MI V3


5 MN V4


6+ MN V4

Reading Goals Survey 2-5 MO V3


6+ MO V3


5 MT V2


6+ MT V2





Table 15 (cont.)


ND Literary Info Genre / Elements 0.790 0.758 0.728 0.725

Phonics / Word / Vocab 0.760 0.725 0.705 0.716


Reading: Interpreting 0.802 0.776 0.740 0.723

Purpose / Lit Techniques 0.765 0.744 0.721 0.713

Literary Info Genre / Elements 0.722 0.744 0.736 0.756 0.745 0.766

Phonics / Word / Vocab 0.711 0.733 0.717 0.732 0.721 0.745

Reading: Comprehension 0.731 0.749 0.735 0.749 0.738 0.759

Reading: Interpreting 0.721 0.739 0.729 0.745 0.734 0.753

Purpose / Lit Techniques 0.715 0.738 0.732 0.748 0.742 0.764

NE Strat to Read Words / Vocab 0.812 0.791 0.767 0.768

Identify Main Idea / Details 0.831 0.808 0.784 0.766

Characteristics of Text 0.796 0.787 0.774 0.758

Elements / Tech Fict / Nonfict 0.837 0.813 0.790 0.779

Strat to Read Words / Vocab 0.789 0.799 0.775 0.794 0.805

Identify Main Idea / Details 0.807 0.801 0.792 0.807 0.806

Characteristics of Text 0.788 0.785 0.776 0.796 0.801

Elements / Tech Fict / Nonfict 0.807 0.806 0.800 0.818 0.808

NH Word Identification 0.826 0.796 0.776 0.780

Literary Texts 0.860 0.818 0.785 0.780

Informational Texts 0.843 0.812 0.789 0.788

Comprehension Strategies 0.854 0.824 0.781 0.766

Word Identification 0.785 0.786 0.797 0.825 0.831 0.875

Literary Texts 0.796 0.794 0.807 0.840 0.849 0.885

Informational Texts0.792 0.790 0.802 0.835 0.843 0.878

Comprehension Strategies 0.776 0.776 0.788 0.827 0.834 0.875

NJ Concepts About Print 0.649 0.654 0.614 0.625

Decoding / Word Recognition 0.754 0.752 0.750 0.754

Read Strategy / Vocab Dev 0.758 0.759 0.766 0.774

Comprehension Skills 0.788 0.791 0.782 0.775

Response to Text 0.786 0.791 0.785 0.780

Concepts About Print 0.674 0.639 0.631 0.705 0.746

Decoding / Word Recognition 0.782 0.775 0.795 0.801 0.841

Read Strategy / Vocab Dev 0.794 0.788 0.799 0.804 0.842

Comprehension Skills 0.793 0.788 0.796 0.801 0.849

Response to Text 0.802 0.800 0.813 0.816 0.861

NM Word Meaning 0.798 0.789 0.782 0.786 0.799

Literal Comprehension 0.807 0.807 0.798 0.798 0.817

Interpretive Comprehension 0.814 0.805 0.793 0.795 0.810

Evaluative Comprehension 0.802 0.794 0.790 0.796 0.807

Literature 0.787 0.794 0.785 0.782 0.798

Grade



Reading Goals Survey 2-5 ND V2


6+ ND V2


5 NE V2


6+ NE V2


5 NH V4


6+ NH V4


5 NJ V3


6+ NJ V3


5 NM V3





Table 15 (cont.)


Word Meaning 0.789 0.809 0.798 0.822 0.819 0.818


Interpretive Comprehension 0.796 0.816 0.802 0.828 0.825 0.825


Literature 0.799 0.817 0.812 0.832 0.832 0.831

NV Word Analysis 0.844 0.809 0.792 0.797

Reading Skills & Strategies 0.865 0.828 0.808 0.794

Compre / Interp / Eval Lit 0.843 0.815 0.787 0.790

Compre / Interp / Eval Info Text 0.855 0.820 0.796 0.796

Word Analysis 0.813 0.805 0.795 0.759




Word Analysis 0.828 0.821 0.799 0.794




Word Analysis 0.805 0.814 0.808 0.814 0.824

Reading Skills & Strategies 0.827 0.828 0.821 0.832 0.831

Compre / Interp / Eval Lit 0.819 0.825 0.820 0.836 0.840

Compre / Interp / Eval Info Text 0.811 0.821 0.820 0.831 0.838

NY Information / Understanding 0.859 0.829 0.820 0.812

Lit Response / Expression 0.868 0.836 0.826 0.810

Analysis & Evaluation 0.861 0.829 0.820 0.808

Competencies0.849 0.813 0.812 0.809

Information / Understanding 0.805 0.803 0.805

Lit Response / Expression 0.820 0.824 0.826

Analysis & Evaluation 0.818 0.822 0.815

Competencies 0.800 0.802 0.787

OH Phonemic Aware Word Rec / Vo 0.841 0.838 0.825 0.820


Applications: Informational 0.858 0.860 0.843 0.836

Applications: Literary Texts 0.837 0.838 0.832 0.833

Phonemic Aware Word Rec / Vo 0.820 0.832 0.829 0.856 0.853

Reading: Comprehension 0.834 0.844 0.845 0.866 0.864

Applications: Informational 0.827 0.840 0.841 0.863 0.866

Applications: Literary Texts 0.835 0.847 0.848 0.869 0.874

OK Print / Phonics / Vocabulary 0.818 0.805 0.778 0.816

Compre: Lit / Sum / Generalize 0.840 0.827 0.798 0.823

Comprehension: Infer / Intrprt 0.851 0.834 0.813 0.835

Literature 0.828 0.818 0.805 0.830

Grade


5 NY V2


6+ NY V2


5 OH V3


6+ OH V3


5 OK V2

Reading Goals Survey6+ NM V3




5 NV V2


6+ NV V2

Reading Survey w/ Goals

2-5 NV V3


6+ NV V3





Table 15 (cont.)


Print / Phonics / Vocabulary 0.823 0.801 0.809

Compre: Lit / Sum / Generalize 0.838 0.819 0.828

Comprehension: Infer / Intrprt 0.832 0.808 0.814

Literature 0.839 0.829 0.829

OR Decoding & Word Recog 0.810 0.793 0.706 0.626

Read Inform & Narr Text 0.816 0.822 0.782 0.773

Vocabulary 0.797 0.820 0.783 0.781

Inform Text: Interpret 0.821 0.834 0.788 0.777

Literary Text: Interpret 0.826 0.830 0.791 0.779

Decoding & Word Recog 0.680 0.636 0.619 0.652 0.733 0.728

Read Inform & Narr Text 0.806 0.800 0.794 0.795 0.842 0.837

Vocabulary 0.804 0.801 0.801 0.794 0.840 0.831

Inform Text: Interpret 0.805 0.802 0.806 0.795 0.844 0.842Literary Text: Interpret 0.813 0.807 0.810 0.801 0.845 0.837

PA Text Structure & Vocabulary 0.831 0.804 0.788 0.763

Comprehension Strategies 0.829 0.807 0.793 0.759

Read Critically Content Areas 0.841 0.818 0.784 0.733

Read / Analyze / Interpret Lit 0.823 0.808 0.797 0.792

Text Structure & Vocabulary 0.773 0.763 0.749 0.818 0.801 0.850

Comprehension Strategies 0.795 0.774 0.772 0.824 0.795 0.840

Read Critically Content Areas 0.769 0.760 0.751 0.815 0.800 0.844

Read / Analyze / Interpret Lit 0.806 0.791 0.785 0.834 0.818 0.861

SC Word Study & Analysis 0.800 0.779 0.772 0.769


Interpretive Comprehension 0.825 0.798 0.787 0.774

Evaluative Comprehension 0.822 0.796 0.777 0.753

Analysis of Texts 0.809 0.794 0.790 0.783

Word Study & Analysis 0.786 0.789 0.790 0.810 0.834 0.867


Interpretive Comprehension 0.791 0.791 0.792 0.815 0.837 0.870


Analysis of Texts 0.804 0.807 0.808 0.829 0.849 0.874

Understanding & Using Litera 0.882 0.867 0.864 0.847

Understanding & Using Inform 0.872 0.859 0.850 0.830

Building Vocabulary 0.854 0.848 0.847 0.838

Understanding & Using Litera 0.871 0.876 0.873 0.880 0.906

Understanding & Using Inform 0.859 0.865 0.866 0.875 0.901

Building Vocabulary 0.858 0.863 0.861 0.869 0.898

TN Word Recog & Vocabulary 0.793 0.743 0.725 0.724

Comp Strat: Before / During 0.816 0.762 0.724 0.718

Comp Strat: After Reading 0.827 0.771 0.740 0.729

Literary Genres 0.806 0.755 0.750 0.757

Grade




5 PA V2


6+ PA V2


5 SC V4


6+ SC V4


2-5 SC V5


6+ SC V5


5 TN V4

OK(cont)


5 OR V4


6+ OR V4

Reading Goals Survey6+ OK V2





Table 15 (cont.)


Word Recog & Vocabulary 0.760

Comp Strat: Before / During 0.773

Comp Strat: After Reading 0.781

Literary Genres 0.790

TX Print & Word Identification 0.831 0.811 0.813

Word Ident / Vocab Devel 0.822 0.804 0.823

Comprehension 0.836 0.809 0.810

Literary Concepts 0.825 0.810 0.813

Print & Word Identification 0.834 0.851 0.829 0.875 0.891 0.880

Word Ident / Vocab Devel 0.846 0.865 0.854 0.870 0.888 0.885

Comprehension 0.844 0.865 0.854 0.877 0.894 0.891

Literary Concepts 0.848 0.873 0.869 0.883 0.899 0.897

UT Decode & Spell 0.840 0.815 0.802 0.791Understand Narr / Inform Text 0.860 0.830 0.819 0.807

Interpret Narr / Inform Text 0.864 0.836 0.823 0.805

Analyze Narr / Inform Text 0.851 0.828 0.807 0.786

Decode & Spell 0.824 0.831 0.846 0.813

Understand Narr / Inform Text 0.837 0.848 0.865 0.822

Interpret Narr / Inform Text 0.841 0.857 0.864 0.821

Analyze Narr / Inform Text 0.818 0.829 0.847 0.814

VA Phonics / Vocab / Fig Language 0.788 0.784 0.786

Read & Analyze 0.823 0.797 0.795

Critique Fict / Nonfiction 0.815 0.807 0.790

Critique Inform Sources 0.802 0.783 0.774

Analyze Inform Sources0.809 0.795 0.780

Phonics / Vocab / Fig Language 0.811 0.771 0.812 0.834

Read & Analyze 0.812 0.770 0.816 0.850

Critique Fict / Nonfiction 0.808 0.765 0.803 0.828

Critique Inform Sources 0.792 0.751 0.788 0.825

Analyze Inform Sources 0.797 0.740 0.801 0.833

WA Word Recognition 0.823 0.791 0.771 0.782

Reading Comprehension 0.839 0.810 0.781 0.780

Know Text Components 0.848 0.815 0.784 0.788

Think Critical & Analyze 0.821 0.802 0.779 0.782

Read: Variety of Purpose 0.794 0.773 0.747 0.765

Word Recognition 0.784 0.791 0.798 0.849 0.838

Reading Comprehension 0.784 0.796 0.796 0.841 0.827

Know Text Components 0.781 0.790 0.794 0.850 0.836

Think Critical & Analyze 0.776 0.781 0.788 0.838 0.823

Read: Variety of Purpose 0.764 0.780 0.776 0.831 0.809



Grade

Reading Goals Survey6+ TN V4


5 TX V3


6+ TX V3

Reading Goals Survey 2-5 UT V3


6+ UT V3


5 VA V2


6+ VA V2


5 WA V3


6+ WA V3

TN(cont)





Table 15 (cont.)


Word Recognition 0.806 0.795 0.785 0.784

Reading Comprehension 0.826 0.812 0.793 0.788

Know Text Components 0.836 0.815 0.797 0.789

Think Critical & Analyze 0.795 0.801 0.794 0.791

Read: Variety of Purpose 0.768 0.771 0.768 0.773

Word Recognition 0.788 0.786 0.782 0.803 0.815 0.852

Reading Comprehension 0.795 0.794 0.786 0.809 0.820 0.853

Know Text Components 0.792 0.791 0.783 0.810 0.819 0.853

Think Critical & Analyze 0.785 0.783 0.776 0.800 0.810 0.849

Read: Variety of Purpose 0.780 0.777 0.769 0.793 0.801 0.841

WI Word Meaning / Context 0.826 0.804 0.798 0.790

Understand Text 0.852 0.828 0.813 0.800

Analyze Text 0.844 0.821 0.807 0.793Evaluate & Extend Text 0.856 0.828 0.814 0.799

Word Meaning / Context 0.794 0.789 0.788 0.788 0.817 0.840

Understand Text 0.811 0.805 0.806 0.806 0.833 0.853

Analyze Text 0.803 0.799 0.804 0.811 0.841 0.863

Evaluate & Extend Text 0.805 0.798 0.804 0.806 0.840 0.860

WY Decode / Vocab 0.809 0.803 0.790 0.795

Comprehension 0.846 0.825 0.804 0.804

Understand / Interpret Lit 0.842 0.828 0.807 0.808

Understanding Inform Texts 0.841 0.815 0.797 0.801

Decode / Vocab 0.790 0.807 0.811 0.812 0.827 0.845

Comprehension 0.802 0.819 0.822 0.829 0.844 0.849

Understand / Interpret Lit0.806 0.821 0.821 0.835 0.842 0.854

Understanding Inform Texts 0.790 0.817 0.820 0.834 0.842 0.858


5 WI V2


6+ WI V2


5 WY V3


6+ WY V3

WA(cont)


6+ WA V4

Reading Goals Survey 2-5 WA V4



Grade





Table 16.


AK Student Writes About a Topic 0.794 0.833 0.831 0.804 0.829 0.801 0.814

Audience & Purpose 0.811 0.815 0.802 0.773 0.811 0.789 0.801

Edit Structures Usage 0.849 0.824 0.805 0.742 0.794 0.755 0.758

Edit Writing Conventions 0.842 0.832 0.809 0.756 0.799 0.750 0.778

Revise / Cite Sources 0.824 0.830 0.816 0.779 0.804 0.777 0.795

AR Writing Process 0.854 0.870 0.871 0.863 0.872 0.872 0.872 0.865

Purpose / Topic / Form 0.830 0.841 0.848 0.857 0.867 0.869 0.878 0.875

Sentences / Parts of Speech 0.881 0.882 0.875 0.868 0.876 0.876 0.879 0.876

Spelling / Cap / Punctuation 0.872 0.876 0.871 0.859 0.869 0.868 0.875 0.866

AZ Writing Process 0.856 0.863 0.869 0.870 0.865 0.855 0.857 0.863 0.874 0.865

Writing Elements 0.862 0.870 0.882 0.883 0.883 0.874 0.870 0.874 0.882 0.873

Conventions 0.878 0.870 0.869 0.868 0.868 0.856 0.858 0.859 0.869 0.863

Applications f or W riting 0.823 0.834 0.847 0.853 0.860 0.860 0.860 0.859 0.872 0.867CA Writing Strategies 0.837 0.792 0.772 0.745 0.763 0.744 0.727

Wri ting Applicat ions & Genre 0.857 0.821 0.802 0.785 0.809 0.787 0.796

Mechanics 0.871 0.831 0.811 0.789 0.804 0.781 0.778

Grammar Usage 0.857 0.820 0.785 0.765 0.792 0.770 0.772

Writing Strategies 0.865 0.854 0.849 0.836 0.850 0.852 0.848 0.865 0.877 0.879

Writing Applications 0.840 0.819 0.822 0.822 0.838 0.841 0.842 0.856 0.866 0.870

Sentences / Grammar 0.880 0.859 0.848 0.833 0.839 0.840 0.833 0.841 0.851 0.849

Punc / Cap / Spelling 0.879 0.857 0.849 0.837 0.844 0.842 0.840 0.854 0.862 0.858

CO Topics / Ideas / Organization 0.864 0.862 0.848 0.836 0.841 0.852 0.854 0.866 0.876 0.895

Vocab / Revise / Edit 0.862 0.860 0.851 0.844 0.848 0.855 0.855 0.865 0.871 0.889

Sentence Types / Grammar 0.888 0.871 0.849 0.830 0.832 0.838 0.837 0.851 0.860 0.877

Capitalizat ion / Punc / Spelli 0.881 0.865 0.842 0.829 0.827 0.833 0.834 0.847 0.855 0.880

CT Modes 0.784 0.787 0.772 0.849

Audience & Purpose 0.808 0.812 0.782 0.861

Standard Structures 0.796 0.797 0.778 0.836

Mechanics 0.810 0.791 0.787 0.853

Usage & Spelling 0.800 0.779 0.756 0.832

GA Writing: Prewrite 0.754 0.752 0.734 0.735 0.722 0.725 0.709 0.685

Writing: Draft / Revise 0.777 0.764 0.754 0.762 0.759 0.768 0.765 0.763

Writing: Edit / Publish 0.703 0.673 0.686 0.689 0.689 0.675 0.660 0.648

Conventions: Grammar 0.804 0.778 0.749 0.747 0.753 0.766 0.779 0.759

Conventions: Mechanics 0.799 0.776 0.749 0.745 0.737 0.744 0.745 0.729

Sentences / Para / Format 0.799 0.779 0.755 0.756 0.748 0.752 0.752 0.755

IA The Writing Process 0.874 0.853 0.834 0.823 0.816 0.829 0.837 0.841 0.840 0.862

Basic Grammar / Usage 0.874 0.848 0.826 0.813 0.799 0.822 0.824 0.823 0.821 0.836

Language Mechanics 0.884 0.861 0.845 0.837 0.833 0.848 0.850 0.844 0.842 0.855

Writing Strat & Skill 0.851 0.827 0.832 0.829 0.821 0.829 0.835

Grammar & Usage 0.844 0.826 0.824 0.823 0.803 0.816 0.812

Mech / Conv of Writing 0.854 0.851 0.854 0.843 0.834 0.829 0.828

Language Goals SurveyAK V4

Language Goals Survey

AR V2


AZ V3


Poway

CA

(cont)


CA V2


CO V2


CT V3


GA V2


Mid-Iowa Consortium V2


Eastern Iowa V2

Grade

Marginal Reliabilities for Goals of State Content Aligned MAP LANGUAGE USAGE Tests Administered to

a Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008





Table 16 (cont.)


IL Grammar & Spelling 0.877 0.851 0.837 0.812 0.796 0.790 0.794 0.838 0.865 0.876

Punctuat ion / Cap / S tructure 0.880 0.856 0.845 0.822 0.811 0.805 0.809 0.849 0.872 0.886

Compose Writing 0.868 0.851 0.843 0.828 0.821 0.814 0.817 0.855 0.878 0.886

Write: V ariety o f Purposes 0.856 0.838 0.831 0.815 0.809 0.807 0.811 0.858 0.884 0.893

IN Writing Process & Features 0.864 0.845 0.826 0.812 0.812 0.826 0.825 0.850 0.880 0.901

Diff Types of Writ ing Applic 0.844 0.814 0.806 0.807 0.812 0.822 0.819 0.841 0.871 0.892

Conventions: Grammar 0.875 0.850 0.830 0.816 0.816 0.823 0.819 0.840 0.870 0.889

Conventions: Mechanics 0.871 0.842 0.821 0.808 0.807 0.814 0.808 0.829 0.857 0.885

KS Audience / Purp / Context 0.797 0.774 0.751 0.732 0.741 0.742 0.726 0.734 0.744 0.733

Structure & Organization 0.831 0.801 0.769 0.752 0.765 0.770 0.768 0.770 0.779 0.774

Edits for Correctness 0.833 0.800 0.767 0.745 0.758 0.752 0.748 0.748 0.762 0.759

Variety of Formats 0.798 0.773 0.741 0.717 0.733 0.737 0.742 0.760 0.776 0.774

Grammar & Usage 0.836 0.795 0.757 0.732 0.740 0.737 0.738 0.736 0.759 0.750KY Audience / Purpose / Devel 0.859 0.866 0.843 0.837 0.821

Organization / Sent / Language 0.881 0.879 0.845 0.840 0.819

Correctness 0.876 0.873 0.833 0.828 0.824

Types of Writing 0.831 0.845 0.827 0.827 0.819

Writing Content & Structure 0.841 0.835 0.833 0.826 0.829 0.837 0.830 0.843 0.864

Conventions: MATHEMATICS 0.868 0.853 0.844 0.836 0.841 0.848 0.842 0.850 0.870

Conventions: Mechanics 0.872 0.856 0.840 0.827 0.831 0.839 0.832 0.845 0.865

Writing Process 0.854 0.848 0.840 0.831 0.830 0.838 0.833 0.846 0.869

ME Process of Writing 0.856 0.853 0.830 0.813 0.811 0.797 0.804 0.820 0.832

Standard Eng Convent ions 0.862 0.852 0.829 0.814 0.813 0.803 0.800 0.814 0.829

Writing: Structure 0.849 0.858 0.842 0.834 0.828 0.817 0.816 0.826 0.833

Writing: Style 0.865 0.849 0.821 0.813 0.813 0.807 0.812 0.827 0.841MI Writing Genre 0.794 0.787 0.785 0.780 0.776 0.773 0.767 0.813 0.820

Writing Process 0.842 0.829 0.810 0.790 0.780 0.769 0.748 0.800 0.811

Grammatical Structures 0.854 0.824 0.798 0.778 0.764 0.754 0.738 0.787 0.796

Punctuat ion / Capitalizat ion 0.848 0.831 0.813 0.798 0.786 0.776 0.761 0.796 0.805

Spelling 0.841 0.815 0.797 0.787 0.777 0.766 0.754 0.790 0.796

MN Writing Types / Research 0.850 0.825 0.814 0.802 0.797 0.800 0.798 0.839 0.851 0.882

Elements of Composition 0.874 0.854 0.837 0.816 0.805 0.801 0.792 0.840 0.846 0.880

Grammar & Usage 0.882 0.851 0.827 0.802 0.790 0.785 0.777 0.829 0.842 0.875

Spelling / Punc / Capi talization 0.880 0.858 0.840 0.816 0.804 0.803 0.793 0.835 0.842 0.876

MO Apply Writing Process 0.858 0.837 0.849 0.810 0.850 0.811 0.824

Capitalization & Punctuation 0.851 0.832 0.849 0.817 0.853 0.818 0.834

Parts Speech / Spell / Sentence 0.856 0.829 0.844 0.802 0.837 0.776 0.806

Forms & Types of Writing 0.853 0.834 0.852 0.822 0.866 0.822 0.847

MT Write Clearly: Org / Dev / Voice 0.851 0.840 0.822 0.803 0.796 0.807 0.796 0.814 0.820

Write Clearly: Conventions 0.860 0.841 0.818 0.795 0.779 0.794 0.774 0.797 0.796

Writing Process Strategies 0.848 0.833 0.814 0.789 0.775 0.788 0.771 0.800 0.809

Purposes & Structure 0.832 0.817 0.790 0.772 0.763 0.783 0.780 0.805 0.817


MN V4


MO V3


MT V2

KY

(cont)

Grade

Language Goals SurveyIL V2


IN V3


KS V2


KY V3


KY V4


ME V3


MI V3


a Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008 (cont.)





Table 16 (cont.)


NC Preliminary Strategies 0.797 0.792 0.782 0.735 0.761 0.779 0.755 0.765 0.739Strategies: Draft / Revise 0.827 0.818 0.805 0.783 0.797 0.809 0.807 0.793 0.779

Create Texts / Formats 0.793 0.777 0.767 0.742 0.773 0.774 0.770 0.774 0.760

Grammar / Lang Conventions 0.824 0.799 0.790 0.752 0.782 0.798 0.790 0.771 0.755

Grammar / Parts of Speech 0.829 0.806 0.783 0.750 0.783 0.801 0.798 0.756 0.741

ND Writing & Research 0.798 0.766 0.726 0.720 0.710 0.732 0.729 0.742 0.737 0.756

Prewrite / Draft Revise / Edit 0.818 0.797 0.767 0.764 0.745 0.765 0.751 0.740 0.715 0.733

Parts of Speech 0.819 0.786 0.747 0.737 0.731 0.749 0.750 0.749 0.748 0.762

Sentence Struc / Lit Elements 0.822 0.792 0.753 0.751 0.741 0.755 0.741 0.743 0.739 0.755

Spelling / Punc / Capi talizat ion 0.820 0.799 0.765 0.763 0.746 0.761 0.750 0.742 0.723 0.744

NE Standard English 0.854 0.834 0.805 0.782 0.790 0.791 0.766 0.806 0.792

Write Compositions 0.845 0.839 0.823 0.807 0.805 0.814 0.794 0.824 0.819

Revise / Edit Compositions 0.849 0.838 0.815 0.784 0.787 0.798 0.767 0.805 0.803

Multiple Forms 0.833 0.815 0.809 0.777 0.795 0.805 0.790 0.820 0.817

NH Structures of Language 0.835 0.788 0.744 0.746 0.728 0.732 0.724 0.797 0.782

Expressive & Informat ional 0.830 0.810 0.782 0.777 0.767 0.770 0.771 0.834 0.828

Grammar / Usage 0.842 0.800 0.752 0.735 0.710 0.719 0.720 0.792 0.791

Mechanics 0.843 0.802 0.765 0.753 0.751 0.760 0.754 0.820 0.806

Writing Habits 0.839 0.794 0.746 0.737 0.728 0.742 0.746 0.827 0.826

NJ Writing Process 0.847 0.850 0.842 0.835 0.816 0.802 0.806 0.855 0.870

Writing Product 0.843 0.839 0.826 0.818 0.808 0.803 0.813 0.857 0.887

Mechanics / Spelling 0.850 0.848 0.837 0.824 0.812 0.796 0.801 0.851 0.871

Wri ting Forms / Aud / Purpose 0.769 0.794 0.791 0.801 0.796 0.798 0.800 0.848 0.868

NM Writing Process 0.796 0.810 0.811 0.810 0.809 0.827 0.816 0.836 0.834 0.835

Composition Structure 0.818 0.832 0.825 0.820 0.818 0.829 0.818 0.837 0.838 0.841

Grammar & Usage 0.831 0.824 0.818 0.814 0.809 0.822 0.804 0.824 0.823 0.822

Punctuation 0.808 0.811 0.801 0.797 0.793 0.806 0.791 0.811 0.806 0.809

Capitalization 0.827 0.828 0.817 0.812 0.808 0.817 0.801 0.821 0.816 0.808

NV Texts / Purpose / Audience 0.870 0.849

Develop / Eval / Revise / Edit 0.892 0.843

Standard English 0.881 0.842

Texts / Purpose / Audience 0.852 0.840 0.837 0.851 0.858 0.856 0.851 0.872 0.871

Develop / Eval / Revise / Edi t 0.888 0.885 0.873 0.876 0.870 0.869 0.862 0.871 0.870

Standard English 0.902 0.893 0.870 0.866 0.865 0.866 0.857 0.865 0.855

NY Information & Understanding 0.764 0.721 0.704 0.693 0.695 0.691

Literary Resp / Expression 0.751 0.722 0.735 0.741 0.712 0.738

Analysis & Evaluation 0.746 0.727 0.738 0.741 0.700 0.697

Writing Process 0.822 0.781 0.770 0.755 0.692 0.700

Grammar 0.817 0.782 0.755 0.729 0.652 0.677

Capitalization / Punc / Spell ing 0.818 0.778 0.755 0.729 0.691 0.702


NH V4


NJ V3


NM V3


NV V2

Language Survey w/

Goals NV V3


NY V2

Language Goals SurveyNC V3


ND V2


NE V2



Grade





Table 16 (cont.)


OH Writing Processes 0.870 0.873 0.860 0.857 0.851 0.858 0.854 0.877 0.890

Writing Applications 0.826 0.828 0.816 0.829 0.819 0.843 0.845 0.885 0.896

Conventions: Mechanics 0.881 0.877 0.862 0.853 0.844 0.857 0.855 0.875 0.887

Conventions: Grammar / Usage 0.884 0.875 0.856 0.846 0.835 0.851 0.852 0.867 0.886

OK Writing Process 0.837 0.827 0.845

Modes & Forms of Writing 0.795 0.799 0.825

Grammar / Usage 0.845 0.828 0.838

Mechanics 0.844 0.825 0.838

SC Composing 0.827 0.815 0.807 0.792 0.801 0.797 0.797 0.815 0.833 0.859

Composition Structure 0.830 0.818 0.812 0.802 0.813 0.814 0.817 0.837 0.853 0.863

Language Conventions 0.840 0.820 0.810 0.795 0.799 0.796 0.796 0.809 0.828 0.861

Punctuation 0.824 0.802 0.788 0.778 0.791 0.797 0.804 0.815 0.834 0.838

Capitalization 0.845 0.827 0.815 0.801 0.805 0.800 0.795 0.811 0.819 0.854Focus / Detail / Organizat ion 0.881 0.877 0.865 0.843 0.863 0.872 0.866 0.875 0.909

Correct Use of Convent ions 0.875 0.870 0.857 0.835 0.861 0.871 0.864 0.869 0.903

Variety of Forms / Researching 0.859 0.872 0.868 0.854 0.875 0.884 0.880 0.891 0.912

TX Conventions & Spelling 0.869 0.845 0.846 0.866 0.875 0.878 0.882 0.893

Writing Purposes 0.852 0.841 0.842 0.856 0.870 0.879 0.891 0.904

Writing Processes 0.869 0.847 0.846 0.864 0.871 0.878 0.892 0.903

Grammar & Usage 0.871 0.852 0.845 0.859 0.868 0.875 0.883 0.894

UT Compos Strat: Before Writing 0.850 0.828 0.815 0.803 0.800 0.826 0.834 0.808 0.857

Compos Strat: During Wri ting 0.874 0.861 0.854 0.835 0.825 0.853 0.844 0.806 0.858

Compos Strat : After Writ ing 0.882 0.859 0.845 0.826 0.812 0.837 0.849 0.799 0.850

Compos S trat: G rammar 0.883 0.859 0.840 0.810 0.798 0.821 0.824 0.758 0.837

VA Prewrite / Draft 0.849 0.831 0.827 0.844 0.783 0.831

Draft / Revise 0.863 0.852 0.841 0.858 0.810 0.849

Grammar / Usage 0.867 0.860 0.846 0.857 0.806 0.835

Draft / Edit 0.867 0.852 0.839 0.842 0.797 0.834

WA Concept & Grammar 0.841 0.850 0.814 0.820 0.804 0.790 0.788 0.817 0.845

Spelling / Punc / Capitalizati 0.843 0.853 0.827 0.828 0.816 0.805 0.799 0.830 0.848

Sentences & Paragraphs 0.830 0.858 0.838 0.841 0.819 0.805 0.800 0.830 0.850

Forms / Audience P urpose 0.804 0.823 0.814 0.827 0.805 0.799 0.796 0.835 0.856

Writing Process 0.823 0.843 0.828 0.834 0.812 0.798 0.794 0.828 0.849

WI Write Nonfict / Creative Forms 0.844 0.817 0.804 0.790 0.793 0.786 0.794 0.795 0.839 0.849

Write / Plan / Revise / Edit 0.864 0.841 0.828 0.805 0.796 0.784 0.788 0.781 0.824 0.841

Sen / Para / Conventions 0.874 0.850 0.830 0.810 0.801 0.785 0.791 0.782 0.827 0.829

Language 0.860 0.829 0.819 0.807 0.804 0.793 0.796 0.782 0.820 0.821

WY Students Apply Writing Skills 0.857 0.839 0.829 0.813 0.803 0.823 0.825 0.828 0.816

Students Use Conventions 0.856 0.837 0.810 0.797 0.790 0.816 0.818 0.807 0.801

Students Write: Expressive 0.751 0.746 0.780 0.797 0.808 0.824 0.832 0.829 0.833

Students Write: Expository 0.778 0.760 0.754 0.764 0.773 0.808 0.809 0.829 0.829


OK V2


SC V4

Language Survey w/

Goals SC V5


TX V3


UT V3

Language Goals SurveyVA V2


WA V4


WI V2


WY V3

Language Goals SurveyOH V3



Grade





Table 17.


AK Numeration 0.753 0.755 0.773 0.780

Measurement 0.754 0.772 0.780 0.777

Estimation & Computation 0.755 0.752 0.779 0.784

Funct ions & Relat ionships 0.759 0.754 0.749 0.742

Geometry 0.725 0.737 0.759 0.763

Statistics & Probability 0.749 0.767 0.789 0.795

Numeration 0.810 0.787 0.819

Measurement 0.809 0.780 0.823

Estimation & Computation 0.811 0.779 0.834

Functions & Relationships 0.774 0.749 0.825

Geometry 0.812 0.792 0.830

Statistics & Probability 0.821 0.805 0.826

AR Number & Operations 0.773 0.789 0.802 0.840

Algebra 0.793 0.800 0.816 0.841

Geometry 0.779 0.813 0.832 0.843

Measurement 0.786 0.809 0.843 0.855

Data Analysis & Probabilit y 0.781 0.798 0.814 0.848

Number & Operations 0.857 0.867 0.875 0.892

Algebra 0.843 0.851 0.877 0.886

Geometry 0.857 0.863 0.877 0.884

Measurement 0.861 0.874 0.876 0.876

Data Analysis & Probability 0.867 0.871 0.879 0.885

AZ Number Sense & Operations 0.781 0.779 0.790 0.834


Patterns & Functions 0.790 0.790 0.807 0.827

Geometry & Measurement 0.763 0.785 0.805 0.836

Structure & Logic 0.792 0.811 0.827 0.844

Number Sense & Operations 0.852 0.870 0.881 0.877 0.869 0.869

Data Analysis & Probability 0.860 0.871 0.873 0.871 0.870 0.865

Algebra & Functions 0.835 0.864 0.873 0.870 0.876 0.873

Geometry & Measurement 0.847 0.863 0.881 0.872 0.882 0.879

Structure & Logic 0.860 0.868 0.877 0.873 0.877 0.876

CA Number Sense & Operations 0.746 0.753 0.781 0.811

Patterns / Functions / Algeb 0.789 0.775 0.747 0.743

Measurement 0.785 0.786 0.788 0.815

Geomet ry & Spatial Sense 0.733 0.761 0.754 0.771

Data Analysis / Statistics / and 0.715 0.715 0.739 0.771

Problem Solving 0.778 0.767 0.764 0.780

Math Goals Survey 2-5

AK V4

Math Goals Survey 6+

AK V4


AR V2

Grade


AR V2


AZ V3


AZ V3


Poway

Marginal Reliabilities for Goals of State Content Aligned MAP MATHEMATICS Tests Administered to a






Table 17 (cont.)


Number Sense & Operations 0.839 0.842 0.839Patterns / Functions / Algeb 0.784 0.817 0.834

Measurement 0.832 0.838 0.846

Geometry & Spatial Sense 0.784 0.792 0.809

Data Analysis / Statistics / and 0.796 0.794 0.780

Problem Solving 0.813 0.812 0.820

Number Sense 0.790 0.771 0.783 0.835

Algebra & Functions 0.780 0.783 0.809 0.820

Measurement & Geometry 0.780 0.788 0.809 0.842


Mathematical Reasoning 0.806 0.818 0.831 0.844

Number Sense 0.855 0.869 0.877 0.881 0.894 0.895

Algebra & Functions 0.831 0.855 0.875 0.881 0.891 0.893

Measurement & Geometry 0.854 0.860 0.868 0.876 0.887 0.888

Statistics & Probability 0.859 0.861 0.867 0.870 0.881 0.880

Mathematical Reasoning 0.863 0.866 0.873 0.879 0.891 0.891

CO Number Sense 0.766 0.768 0.786 0.809

Algebraic Methods 0.776 0.771 0.763 0.768


Geometric Concepts 0.743 0.765 0.782 0.789

Measurement 0.754 0.764 0.778 0.787

Computation 0.768 0.761 0.771 0.792

Number Sense 0.820 0.836 0.838 0.850 0.850 0.858

Algebraic Methods 0.779 0.809 0.825 0.845 0.855 0.860


Geometric Concepts 0.810 0.829 0.839 0.863 0.869 0.873

Measurement 0.810 0.832 0.843 0.862 0.865 0.865

Computation 0.808 0.834 0.841 0.858 0.864 0.867

CT Patterns & Functions 0.810 0.827 0.811

Quantitative relationships 0.780 0.820 0.831

Shapes & structures 0.825 0.853 0.859

Data analysis 0.789 0.810 0.847

Patterns & Functions 0.857 0.899

Quantitative relationships 0.868 0.905

Shapes & structures 0.869 0.907

Data analysis 0.880 0.894

DE Numeric Reasoning 0.824 0.814 0.832 0.877

Algebraic Reasoning 0.848 0.841 0.849 0.874


Quantitative Reasoning 0.811 0.805 0.833 0.875



Grade

CA(cont)

Math Goals Survey 6-8Poway


CA V2


CA V2


CO V2


CO V2


CT V3


CT V3


DE V2





Table 17 (cont.)


Numeric Reasoning 0.862 0.886 0.897 0.910 0.909 0.914

Algebraic Reasoning 0.849 0.882 0.900 0.915 0.916 0.917


Quantitative Reasoning 0.865 0.885 0.891 0.905 0.899 0.906

FL Number Sense & Operations 0.780 0.792 0.774 0.813

Measurement 0.735 0.784 0.783 0.822


Algebraic Thinking 0.775 0.781 0.774 0.793


Number Sense & Operations 0.826 0.835 0.852 0.861 0.867

Measurement 0.831 0.841 0.861 0.868 0.872

Geometry & Spatial Sense 0.832 0.845 0.862 0.881 0.882

Algebraic Thinking 0.810 0.823 0.844 0.859 0.862

Data Analysis & Probability 0.840 0.844 0.853 0.866 0.860

GA Numbers & Operations 0.688 0.685 0.681 0.752

Measurement 0.705 0.723 0.715 0.783

Geometry 0.723 0.722 0.725 0.765

Algebra 0.677 0.714 0.723 0.748


Process Skills 0.739 0.758 0.759 0.787

Numbers & Operations 0.767 0.795 0.809 0.817

Measurement 0.798 0.816 0.814 0.814

Geometry 0.761 0.794 0.809 0.826

Algebra 0.750 0.776 0.809 0.810


Process Skills 0.796 0.804 0.809 0.802

IA Number & Operation 0.722 0.722 0.777

Patterns & Algebra 0.731 0.749 0.767


Measurement 0.751 0.766 0.783


Number & Operation 0.822 0.829 0.841

Patterns & Algebra 0.780 0.791 0.806


Measurement 0.808 0.829 0.834


Numbers & Relationships 0.705 0.687 0.673 0.751

Computation 0.733 0.720 0.707 0.759

Measurement 0.718 0.704 0.706 0.734

Geometry 0.686 0.675 0.729 0.763


Algebra 0.732 0.714 0.707 0.721



Grade

DE(cont)




GA V2


Loess Hills V2


Loess Hills V2

Math Goals Survey 6+DE V2


FL V3


FL V3


GA V2





Table 17 (cont.)


Numbers & Relationships 0.776 0.797 0.809 0.820 0.816 0.815

Computation 0.763 0.799 0.812 0.832 0.840 0.845

Measurement 0.768 0.793 0.808 0.826 0.832 0.831

Geometry 0.777 0.788 0.799 0.835 0.851 0.852


Algebra 0.720 0.753 0.780 0.815 0.829 0.836

Patterns / Rules / Functions 0.699 0.685 0.687 0.702

Measures 0.708 0.702 0.695 0.737

Geometry 0.659 0.655 0.700 0.727

Data Analysis 0.685 0.641 0.690 0.737

Operations 0.680 0.679 0.697 0.736

Numeration 0.690 0.671 0.697 0.747

Problem Solving 0.738 0.708 0.719 0.748Patterns / Rules / Functions 0.684 0.724 0.760 0.773 0.784 0.793

Measures 0.745 0.774 0.779 0.765 0.786 0.795

Geometry 0.744 0.765 0.776 0.796 0.810 0.811

Data Analysis 0.758 0.755 0.772 0.755 0.775 0.765

Operations 0.742 0.767 0.794 0.790 0.803 0.813

Numeration 0.748 0.761 0.768 0.765 0.773 0.765

Problem Solving 0.747 0.763 0.784 0.785 0.799 0.801

IL Number Sense 0.787 0.785 0.805 0.826 0.838

Measurement 0.789 0.801 0.810 0.823 0.833

Algebra 0.801 0.798 0.801 0.807 0.804

Geometry 0.761 0.790 0.802 0.819 0.827


Number Sense 0.848 0.837 0.850 0.860 0.881 0.878 0.893

Measurement 0.851 0.842 0.853 0.860 0.875 0.873 0.886

Algebra 0.825 0.809 0.834 0.854 0.875 0.880 0.897

Geometry 0.843 0.825 0.836 0.842 0.881 0.886 0.901

Data Analysis & Probability 0.855 0.842 0.847 0.848 0.866 0.863 0.879

IN Number Sense 0.716 0.673 0.672 0.727 0.816

Computation 0.663 0.676 0.695 0.741 0.802

Algebra & Functions 0.707 0.702 0.710 0.728 0.792

Geometry 0.681 0.679 0.709 0.738 0.803

Measurement 0.711 0.698 0.704 0.746 0.811

Stats / Data / Probability 0.686 0.668 0.702 0.761 0.829

Problem Solving 0.741 0.729 0.736 0.756 0.823

IA(cont)


IL V2




Eastern Iowa Consortium

V2


Eastern Iowa

Cornsortium V2



Grade

Math Goals Survey 6+ IL

V2


IN V3





Table 17 (cont.)


Number Sense 0.791 0.773 0.794 0.802 0.810 0.832 0.859

Computation 0.778 0.756 0.791 0.767 0.821 0.844 0.864

Algebra & Functions 0.724 0.729 0.767 0.788 0.807 0.838 0.862

Geometry 0.773 0.756 0.776 0.785 0.818 0.850 0.869

Measurement 0.791 0.761 0.785 0.797 0.805 0.831 0.853

Stats / Data / Probability 0.799 0.779 0.795 0.795 0.800 0.820 0.850

Problem Solving 0.791 0.777 0.797 0.804 0.815 0.843 0.865

KS Number & Computation 0.804 0.809 0.809 0.843

Algebra 0.823 0.828 0.829 0.836

Geometry 0.806 0.825 0.842 0.857

Data 0.814 0.825 0.851 0.874

Number & Computation 0.855 0.872 0.887 0.895 0.901 0.900

Algebra 0.838 0.852 0.872 0.887 0.900 0.901

Geometry 0.863 0.877 0.886 0.899 0.907 0.901

Data 0.870 0.878 0.885 0.891 0.888 0.882

KY Numbers & Place Value 0.707 0.746 0.680 0.720

Fractions & Decimals 0.658 0.635 0.617 0.715

Number Computation 0.689 0.703 0.663 0.709

Geometry 0.671 0.711 0.707 0.762

Measurement 0.699 0.732 0.689 0.730

Probability & Statistics 0.703 0.715 0.669 0.746

Algebraic Ideas 0.713 0.724 0.702 0.718

Number Computation 0.819 0.843 0.856 0.862 0.869

Geometry 0.820 0.824 0.843 0.837 0.859

Measurement 0.824 0.839 0.845 0.837 0.855

Probability & Statistics 0.831 0.834 0.848 0.831 0.832

Algebraic Ideas 0.813 0.820 0.844 0.844 0.862


Measurement 0.773 0.786 0.793 0.815

Geometry 0.764 0.778 0.790 0.809

Data Analysis / Probabilit y 0.780 0.771 0.787 0.825

Algebraic Thinking 0.789 0.785 0.797 0.807

Number & Operations 0.811 0.846 0.858 0.871 0.879 0.892

Measurement 0.811 0.834 0.845 0.857 0.869 0.881

Geometry 0.813 0.835 0.848 0.865 0.880 0.887

Data Analysis / Probability 0.831 0.846 0.848 0.858 0.866 0.876

Algebraic Thinking 0.798 0.824 0.841 0.864 0.878 0.897


KY V4



Grade

IN(cont)

Math Goals Survey 6+ INV3


KS V2


KS V2


KY V3


KY V3


KY V4





Table 17 (cont.)


MO Number & Operations 0.809 0.764 0.767 0.822

Algebraic Relationships 0.816 0.777 0.771 0.807

Geometric Relationships 0.817 0.763 0.772 0.819

Measurement 0.808 0.778 0.775 0.811

Data & Probability 0.823 0.796 0.776 0.798

Number & Operations 0.811 0.852 0.861 0.879 0.881

Algebraic Relationships 0.784 0.846 0.853 0.880 0.878

Geometric Relationships 0.810 0.849 0.846 0.877 0.877

Measurement 0.814 0.844 0.851 0.871 0.863

Data & Probability 0.823 0.851 0.852 0.866 0.849

MT Numbers & Operations 0.761 0.751 0.770 0.808

Algebraic Concepts 0.777 0.776 0.784 0.790

Shape & Geometry 0.733 0.748 0.774 0.798Measurement 0.763 0.772 0.772 0.796

Data & Statistics 0.758 0.753 0.760 0.800

Numbers & Operations 0.797 0.830 0.839 0.848 0.864

Algebraic Concepts 0.768 0.797 0.819 0.835 0.852

Shape & Geometry 0.804 0.828 0.833 0.848 0.866

Measurement 0.800 0.827 0.835 0.838 0.861

Data & Statistics 0.801 0.822 0.828 0.831 0.836

NC Number & Operations 0.740 0.720 0.765 0.797

Measurement 0.749 0.780 0.804 0.820

Geometry 0.731 0.754 0.783 0.811


Algebra 0.770 0.766 0.777 0.785


Measurement 0.831 0.856 0.866 0.854 0.844

Geometry 0.812 0.834 0.846 0.840 0.831


Algebra 0.783 0.820 0.852 0.835 0.834

ND Number & Operation 0.759 0.743 0.757 0.794

Geometry & Spatial Sense 0.720 0.731 0.760 0.790

Data / Stats / Probability 0.764 0.742 0.755 0.798

Measurement 0.770 0.770 0.774 0.792

Algebra / Func / Patterns 0.775 0.757 0.765 0.782

Number & Operation 0.801 0.823 0.842 0.850 0.864 0.870

Geometry & Spatial Sense 0.804 0.818 0.822 0.849 0.865 0.867

Data / Stats / Probability 0.804 0.820 0.825 0.833 0.832 0.829

Measurement 0.803 0.819 0.835 0.848 0.857 0.859

Algebra / Func / Patterns 0.770 0.790 0.822 0.838 0.852 0.858



Grade

Math Goals Survey 2-5MO V3


MO V3


MT V2


MT V2


NC V3


NC V3


ND V2


ND V2





Table 17 (cont.)


NE Numeration & Number Sense 0.709 0.714 0.706 0.746

Computation & Estimation 0.706 0.726 0.716 0.756

Measurement 0.685 0.709 0.736 0.765

Geometry & Spatial Concept 0.658 0.685 0.727 0.762



Numeration & Number Sense 0.801 0.819 0.809 0.832 0.816

Computation & Estimation 0.764 0.799 0.799 0.823 0.830

Measurement 0.789 0.810 0.815 0.838 0.830

Geometry & Spatial Concept 0.765 0.799 0.787 0.837 0.830


Algebraic Concepts 0.728 0.756 0.774 0.811 0.811

NH Number & Operations 0.823 0.808 0.817 0.852


Functions & Algebra 0.830 0.817 0.804 0.824

Data / Stats / Probability 0.802 0.787 0.812 0.861



Functions & Algebra 0.817 0.837 0.865 0.894 0.906 0.916

Data / Stats / Probability 0.854 0.863 0.864 0.883 0.891 0.899

NJ Number & Operations 0.727 0.766 0.795 0.843


Patterns & Algebra 0.766 0.783 0.793 0.820

Data / Prob / Discrete Math 0.743 0.768 0.815 0.850

Mathematical P rocesses 0.789 0.817 0.831 0.851

Number & Operations 0.857 0.877 0.886 0.889 0.906Geometry & Measurement 0.856 0.868 0.874 0.888 0.903

Patterns & Algebra 0.819 0.849 0.866 0.877 0.894

Data / Prob / Discrete Math 0.857 0.869 0.872 0.882 0.889

Mathematical Processes 0.863 0.876 0.881 0.883 0.894

NM Numbers & Operations 0.765 0.767 0.785 0.822 0.833

Algebra 0.774 0.776 0.787 0.801 0.815

Geometry 0.750 0.764 0.791 0.819 0.836

Measurement 0.756 0.781 0.791 0.806 0.825


Numbers & Operations 0.820 0.850 0.858 0.865 0.866 0.874

Algebra 0.798 0.836 0.852 0.864 0.867 0.874

Geometry 0.827 0.851 0.860 0.872 0.879 0.882

Measurement 0.811 0.840 0.851 0.853 0.857 0.860



NM V3


NM V3

Math Goals Survey 6+NJ V3



Grade

Math Goals Survey 2-5NE V2


NE V2

Math Goals Survey 2-5NH V4


NH V4


NJ V3





Table 17 (cont.)


NV Numbers & Computation 0.807 0.771 0.749 0.782

Patterns / Func / Algebra 0.795 0.753 0.758 0.780

Measurement 0.794 0.771 0.773 0.803

Spatial Rel / Geometry 0.791 0.743 0.765 0.785

Data Analysis 0.795 0.732 0.746 0.793

Numbers & Computation 0.824 0.832 0.843 0.858

Patterns / Func / Algebra 0.797 0.816 0.833 0.857

Measurement 0.836 0.833 0.843 0.852

Spatial Rel / Geometry 0.822 0.831 0.838 0.862

Data Analysis 0.831 0.831 0.838 0.842

Number Sense & Computation 0.788 0.784 0.745 0.794

Algebra 0.771 0.773 0.759 0.789

Measurement 0.765 0.775 0.768 0.806Geometry / Logic 0.742 0.749 0.760 0.817

Data Analysis 0.772 0.745 0.720 0.815

Number Sense & Computation 0.795 0.827 0.837 0.844 0.863 0.876

Algebra 0.786 0.804 0.823 0.838 0.853 0.872

Measurement 0.804 0.822 0.827 0.834 0.847 0.860

Geometry / Logic 0.793 0.818 0.830 0.843 0.855 0.876

Data Analysis 0.816 0.833 0.831 0.840 0.843 0.859

NY Number Sense & Operations 0.774 0.765 0.779 0.808

Algebra 0.790 0.777 0.787 0.787

Geometry 0.751 0.745 0.769 0.808

Measurement 0.789 0.783 0.807 0.828


Number Sense & Operations 0.824 0.851 0.858 0.870

Algebra 0.801 0.832 0.853 0.872

Geometry 0.818 0.845 0.846 0.859

Measurement 0.831 0.850 0.850 0.851


OH Number Sense & Operations 0.799 0.796 0.805 0.842

Measurement 0.790 0.815 0.820 0.841


Patterns & Functions 0.803 0.799 0.799 0.813


Number Sense & Operations 0.836 0.861 0.873 0.891 0.897 0.908

Measurement 0.846 0.867 0.876 0.890 0.896 0.900

Geometry & Spatial Sense 0.837 0.856 0.868 0.893 0.902 0.910

Patterns & Functions 0.816 0.847 0.867 0.889 0.898 0.913



OH V3


OH V3

Math Goals Survey 2-5NV V2


NV V2


NV V3


NV V3


NY V2


NY V2



Grade





Table 17 (cont.)


OK Patterns 0.719 0.723 0.721 0.765

Number Sense 0.730 0.732 0.712 0.762

Operat ions & Computation 0.697 0.720 0.687 0.750

Geometry 0.687 0.723 0.744 0.776

Measurement 0.721 0.728 0.730 0.775


Patterns 0.773 0.795 0.793

Number Sense 0.809 0.827 0.817

Operations & Computation 0.785 0.815 0.816

Geometry 0.793 0.804 0.812

Measurement 0.787 0.787 0.792

Data Analysis & Probability 0.796 0.801 0.798

OR Calculations & Estimations 0.757 0.774 0.771 0.809Statistics & Probability 0.751 0.768 0.776 0.806


Measurement 0.744 0.786 0.781 0.810

Geometry 0.723 0.753 0.765 0.786

Mathematical Problem Solving 0.769 0.798 0.800 0.814

Calculations & Estimations 0.823 0.840 0.856 0.834 0.845 0.850


Algebraic Relationships 0.804 0.821 0.843 0.834 0.836 0.849

Measurement 0.826 0.845 0.854 0.844 0.836 0.857

Geometry 0.826 0.835 0.847 0.844 0.854 0.864

Mathematical Problem Solving 0.832 0.840 0.855 0.847 0.844 0.862

PA Numbers & Operations 0.750 0.733 0.755 0.801

Measurement 0.784 0.783 0.804 0.825

Geometry 0.705 0.769 0.782 0.794



Numbers & Operations 0.832 0.847 0.846 0.874 0.864 0.880

Measurement 0.837 0.843 0.846 0.869 0.858 0.873

Geometry 0.808 0.821 0.818 0.864 0.854 0.874

Algebraic Concepts 0.792 0.816 0.828 0.859 0.865 0.886




Grade

Math Goals Survey 2-5OK V2


OK V2

Math Goals Survey 2-5OR V4


OR V4


PA V2


PA V2





Table 17 (cont.)


SC Number & Operations 0.780 0.769 0.790 0.831Algebra 0.794 0.789 0.800 0.816

Geometry 0.775 0.785 0.800 0.815

Measurement 0.774 0.790 0.802 0.827



Algebra 0.819 0.838 0.859 0.869 0.888 0.902

Geometry 0.828 0.837 0.849 0.864 0.886 0.903

Measurement 0.837 0.846 0.855 0.858 0.872 0.879



Algebra 0.766 0.761 0.784 0.795

Geometry 0.728 0.775 0.791 0.816

Measurement 0.756 0.789 0.790 0.821



Algebra 0.813 0.834 0.851 0.852 0.872

Geometry 0.816 0.833 0.836 0.853 0.864

Measurement 0.836 0.849 0.852 0.847 0.853


TN Number & Operations 0.750 0.709 0.761 0.795

Algebra 0.763 0.765 0.782 0.800

Geometry 0.719 0.761 0.777 0.807

Measurement 0.768 0.753 0.775 0.817


Number & Operations 0.833

Algebra 0.800

Geometry 0.814

Measurement 0.826

Data Analysis & Probability 0.827

TX Number / Operat / Reasoning 0.743 0.753 0.815

Patterns & Relationships 0.745 0.752 0.788

Geometry & Spat Reasoning 0.734 0.722 0.763

Measurement 0.777 0.793 0.818

Probability & Statistics 0.771 0.756 0.824

Underlying Process / Tools 0.797 0.791 0.805

Number / Operat / Reasoning 0.845 0.867 0.872 0.893 0.901

Patterns & Relationships 0.806 0.838 0.867 0.896 0.908

Geometry & Spat Reasoning 0.812 0.850 0.710 0.900 0.910

Measurement 0.849 0.872 0.880 0.904 0.910


Underlying Process / Tools 0.845 0.863 0.868 0.895 0.908


TX V3


TX V3



Grade

Math Goals Survey 2-5SC V4


SC V4

Math Survey w/ Goals 2-

5 SC V5

Math Survey w/ Goals 6+

SC V5


TN V4


TN V4





Table 17 (cont.)


UT Number & Operations 0.788 0.754 0.774 0.809

Algebra 0.787 0.779 0.787 0.787

Geometry 0.784 0.771 0.801 0.805

Measurement 0.778 0.782 0.802 0.817



Algebra 0.795 0.837 0.858 0.858

Geometry 0.810 0.844 0.853 0.868

Measurement 0.828 0.847 0.850 0.858


VA Number & Number Sense 0.772 0.756 0.793

Computation & Estimation 0.762 0.739 0.769

Measurement 0.781 0.765 0.795Geometry 0.756 0.757 0.783

Probability & Statistics 0.758 0.755 0.802

Functions & Algebra 0.771 0.751 0.773

Number & Number Sense 0.814 0.793 0.838 0.852

Computation & Estimation 0.781 0.790 0.843 0.862

Measurement 0.818 0.803 0.831 0.851

Geometry 0.800 0.768 0.830 0.858


Functions & Algebra 0.780 0.783 0.833 0.869

WA Number Sense 0.835 0.855 0.871 0.885 0.881

Measurement 0.842 0.862 0.879 0.892 0.892

Geometric Sense 0.832 0.856 0.869 0.891 0.889


Algebraic Sense 0.798 0.828 0.856 0.871 0.875

Number Sense 0.803 0.794 0.789 0.834

Measurement 0.808 0.816 0.819 0.841

Geometric Sense 0.782 0.768 0.800 0.839


Algebraic Sense 0.811 0.802 0.791 0.801

Number Sense 0.798 0.794 0.806 0.830

Measurement 0.787 0.806 0.824 0.839

Geometric Sense 0.727 0.761 0.808 0.823


Algebraic Sense 0.802 0.799 0.804 0.810

Number Sense 0.837 0.850 0.860 0.872 0.873 0.865

Measurement 0.847 0.861 0.868 0.883 0.886 0.873

Geometric Sense 0.839 0.849 0.857 0.798 0.883 0.878

Probability & Statistics 0.846 0.852 0.855 0.871 0.874 0.859

Algebraic Sense 0.805 0.825 0.845 0.869 0.877 0.872


WA V4


WA V4



Grade

Math Goals Survey 2-5UT V3


UT V3


VA V2


VA V2


WA V3


WA V3





Table 17 (cont.)


WI Process & Number 0.800 0.781 0.791 0.818

Geometry 0.777 0.769 0.781 0.790

Measurement 0.793 0.791 0.798 0.813



Process & Number 0.826 0.836 0.851 0.862 0.874 0.867

Geometry 0.820 0.828 0.840 0.863 0.879 0.881

Measurement 0.826 0.838 0.850 0.859 0.872 0.869


Algebraic Relationships 0.794 0.812 0.841 0.851 0.869 0.871

WY Number Concepts & Operations 0.782 0.765 0.773 0.809

Geometry 0.781 0.768 0.783 0.817

Measurement 0.781 0.785 0.803 0.817

Algebra 0.789 0.771 0.774 0.787


Number Concepts & Operations 0.805 0.834 0.846 0.865 0.869 0.872

Geometry 0.807 0.829 0.838 0.857 0.872 0.880

Measurement 0.809 0.840 0.856 0.861 0.874 0.869

Algebra 0.768 0.800 0.827 0.846 0.859 0.866



WI V2


WI V2


WY V3


WY V3



Grade





Table 18.


CO General Science V1 Earth & Space 0.705 0.705 0.698 0.725 0.730 0.743 0.759 0.786 0.763

Life Science 0.704 0.700 0.705 0.728 0.748 0.765 0.771 0.808 0.802

Physical Science 0.658 0.664 0.686 0.705 0.704 0.740 0.756 0.789 0.775

General Science V2 Earth & Space Science: 0.692 0.696 0.702 0.713 0.728 0.733 0.750 0.741 0.777

Life Science 0.684 0.692 0.707 0.729 0.756 0.747 0.766 0.771 0.799


Common Connections 0.782 0.770 0.748 0.771 0.788 0.806 0.808 0.840 0.800

Process: S ci I nvestigation 0.788 0.777 0.773 0.794 0.799 0.828 0.819 0.852 0.828

Nature of Science 0.747 0.735 0.744 0.760 0.782 0.782 0.810 0.817 0.847

Processes of Scientific Invest 0.768 0.768 0.771 0.788 0.805 0.802 0.825 0.825 0.862

DE General Science V1 Earth: Space / System 0.661 0.710 0.729 0.804 0.797 0.821

Ecology / Continuity 0.659 0.734 0.749 0.810 0.792 0.847

Materials; Energy Effects 0.647 0.709 0.713 0.793 0.773 0.825

Appl of Science Technology 0.766 0.797 0.820 0.856 0.842 0.878

Nature of Sci / Technology 0.739 0.774 0.790 0.843 0.832 0.863

GA General Science V1 Earth Science 0.722 0.722 0.723 0.736 0.741 0.723 0.729

Life Science 0.719 0.724 0.736 0.700 0.768 0.762 0.765

Physical Science 0.685 0.679 0.715 0.680 0.704 0.746 0.731

Ideas / Nature of Sci 0.781 0.760 0.775 0.756 0.783 0.780 0.762

Inquiry 0.809 0.795 0.805 0.783 0.801 0.802 0.784

IL General Science V1 Earth & Space Sciences 0.708 0.692 0.690 0.670 0.676 0.687 0.663

Life Sciences 0.685 0.682 0.700 0.664 0.695 0.705 0.703

Physical Sciences 0.705 0.691 0.671 0.678 0.698 0.706 0.689

Nature of Science 0.766 0.751 0.749 0.737 0.760 0.756 0.762

Processes of Scientific Inq 0.773 0.749 0.743 0.743 0.761 0.776 0.780

IN General Science V1 Earth & Space Science 0.591 0.596 0.605 0.653 0.673 0.697 0.717

Living Environment 0.611 0.608 0.641 0.657 0.680 0.730 0.741

Physical Science 0.582 0.586 0.606 0.624 0.659 0.690 0.720

Inquiry 0.726 0.717 0.710 0.706 0.756 0.772 0.795

Views & Themes 0.699 0.676 0.687 0.692 0.736 0.766 0.773

KS General Science V1 Earth System/Dynamics/Organi 0.612 0.663 0.612 0.651 0.682 0.688 0.700 0.700 0.685

Living Systems & the Behavio 0.585 0.642 0.633 0.657 0.694 0.700 0.709 0.741 0.724


Science as Inquiry 0.733 0.720 0.725 0.704 0.757 0.762 0.771 0.778 0.781

Technology / Nature / Science 0.709 0.728 0.727 0.724 0.766 0.757 0.769 0.783 0.784

KY General Science V2 Biological Science 0.547 0.541 0.576 0.629 0.653 0.660 0.674 0.724

Earth / Space Science 0.522 0.535 0.565 0.614 0.626 0.647 0.640 0.678

Physical Science 0.455 0.476 0.450 0.520 0.573 0.603 0.610 0.661

Unifying Concepts 0.452 0.522 0.550 0.608 0.615 0.646 0.631 0.682Methods to Solve Problems 0.762 0.745 0.734 0.710 0.746 0.749 0.767 0.781 0.806

Thinking & Working 0.660 0.728 0.737 0.745 0.773 0.774 0.790 0.805 0.827

Marginal Reliabilities for Goals of State Content Aligned MAP SCIENCE Tests Administered to a


Grade

Concepts & Processes

V1


V2


V1


V1


V1


V1


V1


V2





Table 18 (cont.)


ME General Science V2 Cells / Classify Life 0.380 0.327 0.353 0.405 0.406 0.403 0.507

Earth & Universe 0.334 0.311 0.370 0.377 0.400 0.393 0.457

Ecology / Change / Continuity 0.298 0.298 0.354 0.340 0.374 0.363 0.457

Energy & Motion 0.274 0.288 0.356 0.367 0.397 0.383 0.480

Structure of Matter 0.285 0.304 0.318 0.372 0.379 0.334 0.463

Scientific Inquiry & Technol 0.764 0.736 0.723 0.764 0.762 0.764 0.757 0.812

Unifying Themes 0.728 0.696 0.687 0.723 0.729 0.729 0.743 0.775

MI General Science V1 Earth Science 0.700 0.690 0.695 0.682 0.700 0.693 0.707 0.695

Life Science 0.670 0.679 0.694 0.681 0.711 0.697 0.723 0.747


Constructing Sci Knowledge 0.768 0.765 0.765 0.755 0.764 0.764 0.778 0.806

Reflecting on Sci Knoledge 0.739 0.728 0.735 0.728 0.750 0.732 0.761 0.784

MN General Science V1 Earth & Space Science 0.676 0.662 0.679 0.688 0.688 0.715 0.720 0.737 0.804

Life Science 0.671 0.672 0.683 0.683 0.739 0.728 0.714 0.791 0.838


Collect / Analyze Data 0.653 0.621 0.635 0.653 0.645 0.661 0.654 0.735 0.769

Nature of Science 0.618 0.632 0.665 0.674 0.658 0.658 0.654 0.707 0.746

Scientific Inq: Design Exp 0.672 0.649 0.659 0.655 0.662 0.664 0.671 0.719 0.769

ND General Science V1 Earth & Space Science 0.663 0.663 0.662 0.667 0.684 0.713 0.698 0.658

Life Science & Environment 0.657 0.656 0.673 0.679 0.739 0.707 0.702 0.708


Scientific Inquiry / Technology 0.763 0.743 0.724 0.699 0.774 0.764 0.774 0.754

Unifying Concepts; Nature of S 0.718 0.711 0.689 0.699 0.751 0.739 0.769 0.733

NH General Science V2 Earth Space Science 0.625 0.634 0.723

Life Science 0.652 0.697 0.735

Physical Science 0.643 0.603 0.711

Inquiry & Thinking 0.727 0.736 0.791

Unifying Concepts 0.732 0.723 0.778

NJ General Science V1 Char of Life; Env Studies 0.695 0.682

Chemistry & Physics 0.677 0.678

Earth Science; Astro / Space 0.660 0.657

Science & Society 0.729 0.739

Scientific Processes 0.730 0.749

NM General Science V1 Earth & Space Science 0.648 0.687 0.693 0.712 0.730 0.725 0.731 0.736 0.764 0.735

Life Science 0.667 0.695 0.710 0.733 0.740 0.758 0.756 0.764 0.790 0.771

Physical Science 0.543 0.638 0.657 0.695 0.710 0.709 0.733 0.737 0.776 0.746


V2



Grade


V1


V1


V1


V2


V1





Table 18 (cont.)


Analyze / Communicate 0.668 0.665 0.644 0.669 0.689 0.693 0.711 0.726 0.754 0.734

Knowledge / Society 0.645 0.683 0.682 0.710 0.725 0.718 0.723 0.734 0.759 0.735

Question / Design 0.567 0.662 0.678 0.700 0.715 0.717 0.725 0.738 0.763 0.738

NV General Science V1 Earth & Space Science 0.696 0.733 0.693 0.693

Life Science 0.732 0.729 0.739 0.740

Physical Science 0.662 0.716 0.699 0.724

Explanations / Evidence 0.712 0.722 0.695 0.684

Formulating / Testing 0.698 0.701 0.679 0.691

Process; Tech / Society 0.675 0.687 0.656 0.674

OH General Science V1 Earth & Space Sciences 0.728 0.735 0.739 0.753 0.763 0.746 0.795 0.778

Life Science 0.751 0.726 0.731 0.765 0.771 0.744 0.804 0.812


Scientific Inquiry 0.813 0.802 0.782 0.798 0.816 0.798 0.849 0.842

Scientific Way / Technology 0.706 0.740 0.769 0.768 0.792 0.792 0.843 0.829

SC Earth Science 0.657

Life Science 0.695

Physical Science 0.678

Earth Science 0.706

Life Science 0.719


Earth Science 0.693

Life Science 0.727


Earth Science 0.742

Life Science 0.768


Earth Science 0.747

Life Science 0.792


Earth Science 0.749

Life Science 0.782


Chemistry 0.848

Physics 0.849

Chemistry 0.816

Physics 0.834


V1



Grade

NM

(cont)

Science - Physical

Science EOC V2


V1


V1

G3 Science - General

Science V2


Science V2


Science V2


Science V2


Science V2


Science V2

Science - Physical

Science Pretest V2





Table 18 (cont.)


Earth Science 0.682 0.678 0.702 0.698 0.730 0.729 0.761 0.766

Life Science 0.695 0.681 0.696 0.708 0.738 0.767 0.775 0.767


Design Sci Investigations 0.772

Hypothesize / Ques / Design 0.763















Scientific Inquiry 0.787 0.777 0.771 0.778 0.805 0.815 0.825 0.844 0.823

Unifying Concepts; SciTech 0.778 0.748 0.750 0.751 0.782 0.787 0.807 0.821 0.808

TX Earth & Space Science 0.686 0.689 0.711

Living Organisms 0.683 0.677 0.717

Physical Science 0.670 0.651 0.678

Science Concepts: Earth & Sp 0.734 0.743 0.789

Science Concepts: Living Org 0.752 0.777 0.791

Science Concepts: Physical S 0.709 0.757 0.773

Science Concepts: Living Org 0.903 0.881

Science Concepts: Physical S 0.876 0.868


Sci Process: Inquiry 0.785 0.770 0.775


Sci Process: Inquiry 0.808 0.823 0.839

Problem Solving 0.859 0.822

Sci Process: Inquiry 0.872 0.833

UT General Science V1 Earth & Space 0.622 0.649 0.702 0.719 0.661

Organisms; Biology 0.622 0.712 0.717 0.767 0.744

Physical Sci Chemistry 0.633 0.660 0.677 0.715 0.692Concepts & Processes Nature of Science 0.715 0.734 0.763 0.786 0.749

Science Process & Skills 0.704 0.707 0.762 0.757 0.740


V1

Science - General

Science V1

G3 Science - Concepts

& Processes V2


& Processes V2


& Processes V2


& Processes V2



Grade

SC

(cont)


& Processes V2


& Processes V2


for Phy Sci EOC V2


for Phy Sci Pretest V2

G2-5 - GeneralScience

V1

G6-8 - General Science

V1

G9+ - General Science

V1

G2-5 - Concepts &

Processes V1

G6-8 - Concepts &

Processes V1

G9+ - Concepts &

Processes V1





Table 18 (cont.)

A portion of the MAP for Primary Grades system uses skills checklist tests to inform instruction

relative to the content of the assessment. These tests are made up of concentrated sets of skills

within the content domains of reading and mathematics. Items are selected randomly from within

a specific set and presented to students. The items in these tests are not calibrated to scales.

Therefore the scores yielded are raw, number-correct scores. Estimates of the internal

consistency of these skills tests are provided in Table 19 in the form of coefficient alphas. Not all

of the 38 skills tests are present in Table 19 – the only tests shown are those that have been

taken by 100 or more students.


WA General Science V1 Changes in Systems 0.746 0.714 0.704 0.718 0.723 0.739

Properties of Systems 0.725 0.682 0.669 0.699 0.702 0.709

Structure of Systems 0.734 0.665 0.702 0.714 0.718 0.741

Application; Sys Structure 0.827 0.791 0.779 0.782 0.778 0.797 0.837

Investigating Systems 0.845 0.797 0.788 0.787 0.790 0.814 0.840

WI General Science V1 Earth & Space Science 0.695 0.668 0.691 0.666 0.690 0.679 0.707 0.698 0.706 0.731

Life & Environ Science 0.695 0.660 0.680 0.669 0.689 0.706 0.715 0.727 0.767 0.765

Physical Science 0.643 0.634 0.664 0.647 0.680 0.679 0.696 0.708 0.749 0.763

Nature of Sci / Connections 0.748 0.716 0.731 0.714 0.731 0.742 0.751 0.761 0.809 0.827

Science Inquiry 0.771 0.751 0.744 0.727 0.745 0.756 0.765 0.774 0.817 0.837

WY General Science V1 Earth & Space Science 0.688

Life Science 0.672


Nature & Unify Concepts 0.741

Science as Inquiry 0.773


V1


V1


V1



Grade





Table 19.Coefficient Alpha Reliabilities for Primary Skills Checklist Tests

Test Name Alpha Reliability Test Items N

Reading

Consonant Blends/ Digraphs 0.944 47 3,166

Decode Multi-Syllable Words 0.841 18 1,731

Decode Patterns/ Word Families 0.936 30 3,053

Letter Identification 0.969 52 2,092

Manipulation of Sounds 0.900 35 2,084

Matching Letters to Sounds 0.922 31 2,547

Phoneme Identification 0.928 44 1,756

Phonological Awareness 0.880 35 2,074

Syllable Types: CVC, CVCe, R-Control 0.799 14 1,365

Vowel Digraphs/Diphthongs 0.900 21 1,196

Mathematics

Comp: 10-Problem Solving 0.890 10 2,678

Comp: 10-Using Manipulatives 0.753 20 2,569

Comp: 10-Using Numbers 0.791 25 1,897

Comp: 100-NoRegroup-Prob Solving 0.809 25 901

Comp: 100-NoRegroup-Using Manipulatives 0.719 20 363

Comp: 100-NoRegroup-Using Numbers 0.904 35 198

Comp: 100-w/Regroup-Using Manipulatives 0.898 35 109

Comp: 20-Problem Solving 0.928 30 782

Comp: 20-Using Manipulatives 0.702 20 536

Comp: 20-Using Numbers 0.674 20 679

NumSense: 10-Count, Order, Place Val 0.841 31 1,698

NumSense: 10-Representation 0.749 34 1,215

NumSense: 100-Count 0.872 21 284

NumSense: 100-Ordering 0.836 25 256

NumSense: 100-PlaceValue 0.812 10 314

NumSense: 100-Representation 0.868 35 134

NumSense: 20-Count, Place Value 0.735 24 908

NumSense: 20-Ordering 0.792 30 411NumSense: 20-Representation 0.820 34 344





Accuracy and Consistency of Classification Decisions Using MAP Scores.

MAP test scores can be used to classify students into performance levels for accountability

purposes. For this reason, educational decisions that rely on classification accuracy and

consistency are important. What proportion of students can we expect to be classified

accurately ? How consistently would a test, parallel to the administered test in every way except

specific item content, be expected to classify the same students? To answer these and similar

questions, a straightforward approach first presented by Rudner (2004) is adopted and extended.

Classification Accuracy. The approach to classification accuracy provides a method of

constructing a k X k table of probabilities, where k is the number of performance categories of

interest. Each cell of the k X k table is a calculation of the expected proportion of all students

whose true score, θ , falls in the cut score interval [c,d], and whose observed score, θ ̂ , falls in

the cut score interval [a,b]. When [a,b] and [c,d] are set to correspond to the true score intervals

defined by the cut scores, an individual element of the classification table is:

∑=

d

c 0

P(a ≤ θ ̂ < b | θ ) ( ) ,ˆˆ

ˆˆ

⎟ ⎠

⎞⎜⎝

⎛ −⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛ −−

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛ −= ∑

= σ

µ θ ϕ

θ φ

θ φ θ

θ θ θ

d

c se

a

se

b f (6)

where: ( ) z φ is the cumulative normal distribution function representing the area under the normal

curve between a and b with mean,θ and standard deviation, θ se , and

( )θ f is the expected proportion of students whose true score is .θ

For this application, θ is assumed ~ ( )σ µ , N . Therefore, ( )θ f is the standard normal density

function, ⎟ ⎠

⎞⎜⎝

⎛ −

σ

µ θ ϕ . The values for µ andσ are taken from the spring 2007 grade level

performance for the test involved.

The application of this procedure to various state content aligned MAP test was undertaken to

demonstrate the levels of classification accuracy that result. For this demonstration only two

performance categories are used, “proficient” and “not proficient.” The cut scores used to form

these categories for each test were taken from the series of NWEA state scale alignment studies(Cronin, Dahlin, Adkins & Kingsbury, 2007). Since only two categories were used, the score

intervals [a,b] and [c,d] referred to above, reduce to [<b,≥ b] and [<c, ≥ c], respectively. The

results of applying this classification accuracy procedure are provided in Tables 20 and 21.

Classification Consistency. Estimates of classification consistency entail the use of a

hypothetical test, parallel (identical) in length and item per item difficulty. Given such a test, the





expected difference between two observed scores, E 21ˆ,ˆ θ θ ∆ , would be zero, exclusive of the

measurement error associated with each score. By definition, θ ̂ is expected to be distributed

normally with mean θ and standard deviation, θ se . Adopting the conservative assumption that

0,cov 21ˆˆ =θ θ se se , the standard deviation for the expected difference between 1̂θ and 2θ̂ is

2

2

2

1ˆˆ θ θ σ se se +=∆ . (7)

Substituting this quantity into equation 6, an individual element in the k X k classification

consistency table is

∑=

d

c θ ̂

P(a ≤ θ ̂ < b | θ ) ( ) ,ˆˆ

ˆ

⎟ ⎠

⎞⎜⎝

⎛ −⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

⎟⎟ ⎠

⎞⎜⎜⎝

⎛ −−⎟

⎟ ⎠

⎞⎜⎜⎝

⎛ −= ∑

= ∆∆ σ

µ θ ϕ

σ

θ φ

σ

θ φ θ

θ

d

c

ab f (8)

where interval [a,b] contains the observed score,1θ̂ , on the administered test and interval [c,d]

contains the expected observed score,2θ̂ , on the hypothetical parallel test. Since only two

categories were used for this demonstration of classification consistency, the score intervals [a,b]

and [c,d] referred to above, reduce to [<b,≥ b] and [<c, ≥ c], respectively.

The results of applying these procedures to estimate classification consistency are provided in

the far right column of Tables 20 and 21.





Table 20.

State Name Grade Mean SD N

AZ Reading Goals Survey 2-5 AZ V3 4 202.4 16.08 3434 197 0.937 0.907

5 208.1 16.15 3480 203 0.938 0.908

Reading Goals Survey 6+ AZ V3 6 211.1 17.11 3439 210 0.930 0.896

7 214.4 17.20 3294 212 0.935 0.904

8 218.6 16.98 3079 218 0.930 0.897

CA Reading Goals Survey 2-5 CA V2 3 199.3 15.37 8482 203 0.912 0.873

4 206.1 15.53 8940 204 0.920 0.883

5 212.0 15.03 8649 213 0.909 0.867

Reading Goals Survey 6+ CA V2 6 214.5 16.44 7939 218 0.918 0.880

7 216.9 17.13 7150 220 0.921 0.884

8 219.9 17.36 6905 225 0.923 0.887

Reading Goals Survey 2-5 Poway 3 199.3 15.37 2553 203 0.911 0.870

4 206.1 15.53 2514 204 0.943 0.913

5 212.0 15.03 2472 213 0.922 0.885

Reading Goals Survey 6+ Poway 6 214.5 16.44 2481 218 0.919 0.883

7 216.9 17.13 2567 220 0.930 0.897

8 219.9 17.36 2467 225 0.920 0.883

CO Reading Goals Survey 2-5 CO V2 3 197.8 15.29 23202 175 0.992 0.987

4 205.7 14.91 22744 187 0.988 0.981

5 211.6 14.73 22223 194 0.987 0.979

Reading Goals Survey 6+ CO V2 6 214.4 15.69 20737 199 0.980 0.969

7 217.1 16.24 19527 205 0.968 0.951

8 220.1 16.61 17858 207 0.972 0.956DE Reading Goals Survey 2-5 DE V2 3 196.4 15.19 3115 191 0.938 0.907

4 203.7 14.62 3708 200 0.922 0.886

5 210.0 15.15 3497 202 0.949 0.923

Reading Goals Survey 6+ DE V2 6 214.2 14.94 3951 208 0.939 0.909

7 216.5 15.53 4125 209 0.946 0.919

8 219.4 16.40 4085 211 0.955 0.931

FL Reading Goals Survey 2-5 FL V3 3 192.2 15.29 1487 193 0.920 0.883

4 201.7 15.31 1327 203 0.904 0.862

5 207.5 14.99 1332 213 0.899 0.857

Reading Goals Survey 6+ FL V3 6 211.3 16.74 6147 211 0.927 0.890

7 214.7 16.63 5837 215 0.917 0.879

8 218.0 17.05 5521 223 0.914 0.876

GA Reading Goals Survey 2-5 GA V2 3 198.7 13.87 5142 184 0.976 0.962

4 204.8 13.58 4972 191 0.977 0.962

5 210.8 14.32 5005 195 0.982 0.971

Reading Goals Survey 6+ GA V2 6 212.4 15.21 4520 192 0.990 0.985

7 216.0 15.65 4396 201 0.979 0.966

8 219.9 15.83 4090 200 0.990 0.983

Classification Accuracy and Decision Consistency of State Content-Aligned MAP READING Tests

Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level

Student RITsEst. State

Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 20 (cont.)


IL Reading Goals Survey 2-5 IL V2 3 201.2 14.62 29110 194 0.948 0.921

4 207.6 14.64 30093 198 0.958 0.935

5 214.4 13.93 30956 206 0.951 0.925

6 217.7 14.44 3268 207 0.957 0.933

Reading Goals Survey 6+ IL V2 6 217.7 14.44 28263 207 0.965 0.945

7 221.3 14.34 31197 213 0.951 0.926

8 224.3 14.17 27915 212 0.971 0.955

IN Reading Goals Survey 2-5 IN V3 3 191.7 14.24 27120 182 0.954 0.931

4 200.5 13.86 26681 192 0.954 0.930

5 207.3 13.65 26272 200 0.947 0.919

Reading Goals Survey 6+ IN V3 6 211.6 14.27 26079 206 0.936 0.904

7 215.0 14.73 25748 211 0.928 0.894

8 218.8 14.68 25584 214 0.932 0.899

KS Reading Goals Survey 2-5 KS V2 3 201.1 14.17 20641 194 0.948 0.922

4 208.4 13.54 20108 199 0.961 0.940

5 214.4 12.80 19287 209 0.930 0.896

Reading Goals Survey 6+ KS V2 6 218.7 14.16 16329 210 0.954 0.929

7 221.4 14.79 15335 213 0.953 0.929

8 224.5 14.58 15546 217 0.950 0.924

MA Reading Goals Survey 2-5 MA V3 3 193.6 15.50 1341 201 0.929 0.897

4 201.9 16.54 1906 211 0.924 0.889

5 205.7 16.65 1368 212 0.927 0.893

Reading Goals Survey 6+ MA V3 6 211.7 16.77 1534 214 0.929 0.894

7 211.3 18.38 1289 218 0.931 0.897

Reading Goals Survey 2-5 MA V3 (P) 3 193.6 15.50 1664 201 0.923 0.887

4 201.9 16.54 1649 211 0.921 0.885

5 205.7 16.65 1606 212 0.914 0.875

Reading Goals Survey 6+ MA V3 (P) 6 211.7 16.77 1562 214 0.908 0.867

7 211.3 18.38 1507 218 0.926 0.891

8 215.1 18.26 1413 216 0.918 0.881

MD Reading Goals Survey 2-5 MD V3 3 202.5 16.54 10003 190 0.968 0.951

4 209.9 16.03 10114 194 0.980 0.967

5 215.3 15.94 10224 202 0.968 0.951

Reading Goals Survey 6+ MD V3 6 218.6 16.29 10594 206 0.969 0.953

7 221.6 16.38 10468 211 0.961 0.941

8 225.3 15.85 10356 216 0.958 0.936


Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level (cont.)


Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 20 (cont.)


ME Reading Goals Survey 2-5 ME V3 3 199.0 14.64 8760 195 0.932 0.899

4 206.3 14.12 9213 204 0.916 0.877

5 212.0 13.78 9343 210 0.908 0.868

Reading Goals Survey 6+ ME V3 6 216.3 14.62 10314 215 0.914 0.874

7 219.6 14.70 10734 217 0.921 0.884

8 223.1 14.86 10683 221 0.918 0.881

MI Reading Goals Survey 2-5 MI V3 3 187.8 15.87 9676 175 0.968 0.951

4 197.7 15.51 9641 188 0.959 0.938

5 205.1 15.26 9833 197 0.953 0.929

Reading Goals Survey 6+ MI V3 6 210.0 15.01 9709 201 0.957 0.934

7 214.2 14.79 9727 207 0.948 0.921

8 218.3 14.26 9433 212 0.935 0.904

MN Reading Goals Survey 2-5 MN V4 3 200.6 14.17 39063 190 0.965 0.945

4 207.9 13.72 38991 201 0.945 0.916

5 213.4 13.78 37707 206 0.946 0.918

Reading Goals Survey 6+ MN V4 5 213.4 13.78 1605 206 0.958 0.936

6 217.8 14.08 36732 212 0.938 0.906

7 220.4 14.52 35883 217 0.925 0.889

8 223.4 14.33 33486 221 0.918 0.881

MT Reading Goals Survey 2-5 MT V2 3 199.3 13.90 2742 190 0.958 0.937

4 207.3 13.37 2749 197 0.963 0.943

5 213.0 12.92 2565 204 0.956 0.932

Reading Goals Survey 6+ MT V2 6 217.6 13.03 2510 209 0.953 0.928

7 220.1 13.96 2797 213 0.945 0.917

8 223.7 13.74 2029 218 0.935 0.903

ND Reading Goals Survey 2-5 ND V2 3 190.3 14.53 4836 179 0.966 0.947

4 199.8 13.41 5012 193 0.947 0.919

5 206.9 13.24 5245 202 0.932 0.897

Reading Goals Survey 6+ ND V2 6 212.0 13.09 4808 208 0.922 0.885

7 216.0 13.69 4799 209 0.946 0.917

8 219.4 13.19 4834 214 0.928 0.895

NH Reading Goals Survey 2-5 NH V4 3 191.9 15.27 5954 185 0.945 0.918

4 201.9 14.06 6023 195 0.946 0.918

5 208.5 13.83 6532 202 0.939 0.909

Reading Goals Survey 6+ NH V4 6 214.2 14.07 7751 210 0.920 0.883

7 217.8 14.25 7073 213 0.925 0.890

8 221.2 14.28 6739 219 0.917 0.878

NJ Reading Goals Survey 2-5 NJ V3 3 199.4 13.91 6157 183 0.983 0.974

4 206.1 13.76 6811 197 0.956 0.932

5 211.2 14.16 6249 198 0.975 0.960

Reading Goals Survey 6+ NJ V3 6 214.8 14.82 6167 208 0.943 0.914

7 218.3 15.00 5209 209 0.956 0.932

8 219.8 15.68 4510 218 0.921 0.884


Prof. Cut

Class.

Accuracy

Decision

Consistency







Table 20 (cont.)


NM Reading Goals Survey 2-5 NM V3 3 191.5 15.81 9724 193 0.920 0.884

4 199.1 15.61 9493 200 0.916 0.878

5 205.8 15.54 9529 205 0.917 0.880

Reading Goals Survey 6+ NM V3 6 210.0 15.97 10937 214 0.915 0.877

7 212.2 17.10 10966 213 0.923 0.887

8 216.1 16.25 11148 217 0.921 0.884

NV Reading Survey w/ Goals 2-5 NV V3 3 196.7 14.90 1934 198 0.910 0.870

4 205.1 13.78 1947 203 0.906 0.864

5 210.3 13.89 1757 213 0.898 0.855

Reading Survey w/ Goals 6+ NV V3 6 213.7 14.93 1943 211 0.918 0.879

7 216.5 15.24 1681 216 0.920 0.881

8 220.4 15.31 1632 219 0.917 0.880

OH Reading Goals Survey 2-5 OH V3 3 194.7 16.45 2945 187 0.949 0.925

4 202.2 16.29 2777 195 0.953 0.928

5 207.6 15.91 2776 201 0.946 0.920

Reading Goals Survey 6+ OH V3 6 211.4 16.12 2510 207 0.931 0.900

7 215.3 16.82 2126 209 0.945 0.919

8 216.2 17.48 2174 212 0.941 0.912

SC Reading Goals Survey 2-5 SC V4 3 197.3 14.99 42589 197 0.919 0.881

4 204.9 14.70 42290 209 0.906 0.864

5 211.0 14.25 41002 216 0.907 0.865

Reading Goals Survey 6+ SC V4 6 213.7 15.40 40240 220 0.916 0.878

7 216.9 15.30 40478 226 0.928 0.894

8 219.9 15.66 39577 230 0.933 0.901

3 197.3 14.99 6424 197 0.912 0.873

4 204.9 14.70 6707 209 0.908 0.867

5 211.0 14.25 6700 216 0.902 0.859

Reading Survey w/ Goals 6+ SC V5 6 213.7 15.40 7564 220 0.909 0.870

7 216.9 15.30 7204 226 0.927 0.892

8 219.9 15.66 6710 230 0.931 0.898

TX Reading Goals Survey 2-5 TX V3 3 203.4 15.03 4756 180 0.994 0.991

4 211.1 14.53 4714 196 0.983 0.973

5 216.4 15.18 5081 205 0.972 0.956

Reading Goals Survey 6+ TX V3 6 218.6 16.88 4551 205 0.978 0.965

7 219.7 19.23 4713 213 0.958 0.935



Student RITs

Reading Survey w/ Goals 2-5 SC V5

Est. State

Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 20 (cont.)


WA Reading Goals Survey 2-5 WA V3 3 195.7 15.91 2508 195 0.925 0.889

4 203.4 15.35 2564 196 0.948 0.921

5 209.1 15.58 2423 204 0.933 0.900

Reading Goals Survey 2-5 WA V4 3 195.7 15.91 14589 195 0.927 0.892

4 203.4 15.35 14890 196 0.950 0.925

5 209.1 15.58 15503 204 0.938 0.907

Reading Goals Survey 6+ WA V3 6 213.4 15.56 2530 213 0.914 0.875

7 217.1 15.73 2514 219 0.911 0.872

8 220.4 15.61 2419 218 0.921 0.885

Reading Goals Survey 6+ WA V4 6 213.4 15.56 16770 213 0.915 0.877

7 217.1 15.73 17542 219 0.914 0.875

8 220.4 15.61 16836 218 0.923 0.888WI Reading Goals Survey 2-5 WI V2 3 189.0 15.49 15706 174 0.977 0.964

4 198.2 15.01 16512 185 0.972 0.957

5 205.4 14.42 16256 193 0.972 0.955

Reading Goals Survey 6+ WI V2 6 211.0 14.64 16494 198 0.973 0.957

7 215.8 14.26 16598 202 0.975 0.961

8 219.1 14.48 15576 204 0.981 0.969

WY Reading Goals Survey 2-5 WY V3 3 199.1 13.67 3113 199 0.906 0.865

4 206.3 13.26 3092 206 0.901 0.858

5 212.1 13.40 2998 210 0.915 0.875

Reading Goals Survey 6+ WY V3 6 216.0 13.59 2964 217 0.905 0.862

7 219.8 14.01 2965 217 0.919 0.881

8 222.3 14.80 3013 221 0.916 0.878

Student RITs



Est. State

Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 21.


AZ Math Goals Survey 2-5 AZ V3 3 199.5 13.57 3565 196 0.927 0.8934 208.0 14.84 3357 203 0.931 0.900

5 216.4 16.51 3431 212 0.940 0.912

Math Goals Survey 6+ AZ V3 6 221.1 18.13 3359 220 0.937 0.908

7 225.2 19.10 3275 223 0.946 0.919

8 230.2 19.73 3074 231 0.942 0.914

CA Math Goals Survey 2-5 CA V2 3 204.3 13.83 7617 201 0.919 0.881

4 212.9 15.58 8061 212 0.926 0.891

5 221.4 17.37 8159 221 0.941 0.912

Math Goals Survey 6+ CA V2 6 225.6 18.87 6967 229 0.942 0.914

7 227.7 19.57 6458 233 0.947 0.921

8 227.0 20.29 4683 241 0.967 0.949

Math Goals Survey 3-5 Poway 3 204.3 13.83 2488 201 0.948 0.920

4 212.9 15.58 2461 212 0.940 0.912

5 221.4 17.37 2459 221 0.952 0.929

Math Goals Survey 6-8 Poway 6 225.6 18.87 2495 229 0.942 0.913

7 227.7 19.57 2299 233 0.946 0.919

8 227.0 20.29 1483 241 0.935 0.904

CO Math Goals Survey 2-5 CO V2 3 201.5 13.70 22466 181 0.993 0.988

4 211.5 14.86 22376 191 0.992 0.986

5 219.8 15.71 21494 199 0.990 0.983

Math Goals Survey 6+ CO V2 6 224.0 16.52 21150 207 0.980 0.968

7 227.8 17.97 19988 213 0.973 0.959

8 231.4 18.55 17894 222 0.960 0.939

DE Math Goals Survey 2-5 DE V2 3 199.6 13.15 2922 194 0.943 0.913

4 208.5 14.57 3546 202 0.938 0.908

5 217.3 16.77 3325 208 0.953 0.930

Math Goals Survey 6+ DE V2 6 221.4 16.30 3880 215 0.943 0.915

7 225.7 18.35 4072 223 0.940 0.912

8 230.4 19.43 4048 228 0.944 0.916

FL Math Goals Survey 2-5 FL V3 3 196.1 13.45 1467 196 0.908 0.868

4 205.4 13.79 1310 207 0.915 0.874

5 213.7 15.57 1306 217 0.924 0.890

Math Goals Survey 6+ FL V3 6 219.6 16.28 5892 225 0.935 0.903

7 223.5 16.84 5779 226 0.932 0.899

8 228.1 18.05 5412 226 0.945 0.917

GA Math Goals Survey 2-5 GA V2 3 201.4 12.79 5054 183 0.991 0.985

4 209.1 12.96 4890 201 0.950 0.925

5 216.6 15.09 4949 200 0.983 0.972

Math Goals Survey 6+ GA V2 6 220.7 15.51 4565 217 0.937 0.906

7 225.0 15.96 4335 215 0.960 0.939

8 228.6 16.42 4171 214 0.974 0.960

Classification Accuracy and Decision Consistency of State Content-Aligned MAP MATHEMATICS

Tests Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level


Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 21 (cont.)


IL Math Goals Survey 2-5 IL V2 3 205.6 13.10 28761 192 0.978 0.964

4 214.2 14.65 29798 197 0.984 0.974

5 223.3 15.51 30517 206 0.980 0.969

6 228.2 16.14 3195 210 0.984 0.974

Math Goals Survey 6+ IL V2 5 223.3 15.51 916 206 0.983 0.974

6 228.2 16.14 27643 210 0.985 0.976

7 232.7 16.57 31466 213 0.987 0.980

8 236.3 17.40 26947 218 0.985 0.976

IN Math Goals Survey 2-5 IN V3 3 193.2 11.88 27276 188 0.933 0.900

4 204.0 12.06 26602 198 0.936 0.903

5 213.0 13.22 26312 205 0.946 0.918

Math Goals Survey 6+ IN V3 6 219.9 14.76 25931 209 0.965 0.9457 225.4 16.19 25540 214 0.966 0.949

8 231.0 16.97 25125 223 0.955 0.932

KS Math Goals Survey 2-5 KS V2 3 203.9 12.48 20297 196 0.952 0.926

4 215.1 14.15 19859 205 0.957 0.934

5 224.3 15.37 19015 213 0.964 0.945

Math Goals Survey 6+ KS V2 6 228.6 15.17 16029 217 0.969 0.952

7 232.9 16.51 15050 227 0.951 0.926

8 237.3 17.41 15127 229 0.959 0.937

MA Math Goals Survey 2-5 MA V3 3 199.8 13.64 2923 207 0.927 0.891

4 211.5 15.59 3515 220 0.938 0.908

5 217.5 16.87 2957 226 0.949 0.923

Math Goals Survey 6+ MA V3 6 224.5 17.38 3103 231 0.937 0.906

7 225.1 19.38 2809 238 0.955 0.934

8 229.2 19.89 2333 242 0.954 0.932

ME Math Goals Survey 2-5 ME V3 3 202.4 12.66 8981 173 1.000 0.999

4 211.9 14.03 9284 189 0.996 0.993

5 220.0 15.13 9148 201 0.987 0.979

Math Goals Survey 6+ ME V3 6 224.7 16.00 10329 209 0.980 0.968

7 229.2 16.99 10454 218 0.967 0.949

8 233.3 17.32 10306 222 0.969 0.952

MI Math Goals Survey 2-5 MI V3 3 190.7 12.64 9434 196 0.919 0.881

4 200.9 13.01 9476 208 0.924 0.887

5 209.0 14.15 9864 220 0.955 0.932

Math Goals Survey 6+ MI V3 6 215.9 15.03 9718 225 0.941 0.912

7 222.4 16.02 9860 230 0.938 0.909

8 228.1 16.67 9537 235 0.942 0.913

MN Math Goals Survey 2-5 MN V4 3 206.3 12.73 38751 196 0.964 0.943

4 216.3 13.94 38623 208 0.946 0.920

5 225.2 15.73 37254 220 0.943 0.915

Math Goals Survey 6+ MN V4 5 225.2 15.73 1647 220 0.950 0.926

6 229.6 15.83 36175 225 0.944 0.916

7 233.4 16.83 35140 230 0.943 0.914

8 236.9 17.31 31989 235 0.939 0.910


Tests Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level (cont.)


Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 21 (cont.)


MT Math Goals Survey 2-5 MT V2 3 203.2 11.74 2726 200 0.914 0.874

4 213.8 12.60 2706 208 0.934 0.902

5 221.6 14.27 2520 215 0.947 0.919

Math Goals Survey 6+ MT V2 6 227.3 14.37 2472 222 0.943 0.914

7 232.0 15.47 2817 226 0.944 0.916

8 236.1 16.13 2368 239 0.930 0.896

ND Math Goals Survey 2-5 ND V2 3 191.6 11.29 4831 182 0.962 0.941

4 201.8 11.15 5024 196 0.938 0.905

5 210.4 12.29 5236 202 0.950 0.924

Math Goals Survey 6+ ND V2 6 217.9 13.03 4810 211 0.947 0.919

7 225.3 13.92 4762 220 0.940 0.911

8 231.0 14.96 4822 226 0.943 0.914NH Math Goals Survey 2-5 NH V4 3 193.6 12.08 5670 190 0.928 0.892

4 204.5 12.00 6043 199 0.930 0.896

5 212.4 13.42 6557 206 0.939 0.909

Math Goals Survey 6+ NH V4 6 220.5 14.63 7065 216 0.939 0.908

7 226.1 15.22 7055 222 0.938 0.908

8 230.8 16.14 6747 231 0.931 0.898

NJ Math Goals Survey 2-5 NJ V3 3 202.9 13.40 6603 188 0.983 0.973

4 213.2 14.94 6789 201 0.970 0.952

5 222.3 16.66 6749 209 0.970 0.955

Math Goals Survey 6+ NJ V3 6 227.1 16.90 6673 220 0.956 0.932

7 231.5 18.75 6214 226 0.952 0.929

NM Math Goals Survey 2-5 NM V3 3 197.2 13.22 9018 201 0.913 0.874

4 205.9 14.17 8936 210 0.925 0.889

5 214.0 15.29 9082 220 0.935 0.905

Math Goals Survey 6+ NM V3 6 217.8 15.48 11143 228 0.949 0.923

7 221.3 17.50 11237 234 0.958 0.936

8 225.6 18.14 11613 237 0.954 0.931

NV Math Goals Survey 2-5 NV V2 3 201.9 11.81 1159 202 0.909 0.865

4 210.9 12.44 1080 209 0.915 0.877

5 218.3 13.92 1022 217 0.928 0.892

Math Goals Survey 6+ NV V2 6 223.1 15.06 1159 218 0.947 0.919

7 226.6 15.68 1142 223 0.945 0.917

8 231.4 16.66 1033 229 0.931 0.899

Math Goals Survey 2-5 NV V3 3 201.9 11.81 1859 202 0.900 0.854

4 210.9 12.44 1905 209 0.902 0.858

5 218.3 13.92 1808 217 0.928 0.892

Math Goals Survey 6+ NV V3 6 223.1 15.06 1793 218 0.943 0.913

7 226.6 15.68 1578 223 0.945 0.915

8 231.4 16.66 1515 229 0.931 0.898




Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 21(cont.)


OH Math Goals Survey 2-5 OH V3 3 201.0 14.39 2904 192 0.961 0.939

4 209.4 15.44 2864 204 0.940 0.911

5 217.4 16.96 2684 215 0.939 0.910

Math Goals Survey 6+ OH V3 6 221.1 17.17 2554 217 0.942 0.914

7 226.4 18.58 2337 221 0.955 0.933

8 226.6 19.61 2150 225 0.952 0.927

SC Math Goals Survey 2-5 SC V4 3 201.2 13.04 42362 208 0.927 0.893

4 210.5 14.10 41444 215 0.928 0.894

5 219.5 15.72 40282 227 0.940 0.911

Math Goals Survey 6+ SC V4 6 223.8 16.10 39931 230 0.937 0.906

7 228.7 16.91 40166 237 0.942 0.914

8 233.2 17.77 39068 246 0.956 0.934Math Survey w/ Goals 2-5 SC V5 3 201.2 13.04 6148 208 0.929 0.894

4 210.5 14.10 6455 215 0.924 0.887

5 219.5 15.72 6730 227 0.935 0.907

Math Survey w/ Goals 6+ SC V5 6 223.8 16.10 7466 230 0.934 0.901

7 228.7 16.91 6770 237 0.937 0.907

8 233.2 17.77 6722 246 0.955 0.932

TX Math Goals Survey 2-5 TX V3 4 217.9 15.45 1635 205 0.973 0.958

5 226.1 18.96 1454 208 0.984 0.976

Math Goals Survey 6+ TX V3 6 233.0 19.27 4358 218 0.976 0.964

7 237.8 20.89 4632 225 0.977 0.964

WA Math Goals Survey 2-5 WA V3 3 200.0 13.40 2465 198 0.922 0.884

4 210.6 14.66 2460 209 0.916 0.879

5 218.6 15.86 2381 218 0.938 0.906

Math Goals Survey 6+ WA V3 6 223.1 16.46 2511 227 0.929 0.895

7 228.1 17.42 2500 233 0.937 0.905

8 231.9 18.19 2390 237 0.939 0.910

Math Goals Survey 2-5 WA V4 3 200.0 13.40 15355 198 0.922 0.886

4 210.6 14.66 15611 209 0.922 0.885

5 218.6 15.86 16210 218 0.937 0.906

Math Goals Survey 6+ WA V4 6 223.1 16.46 16669 227 0.932 0.899

7 228.1 17.42 17674 233 0.934 0.902

8 231.9 18.19 16561 237 0.938 0.908

WI Math Goals Survey 2-5 WI V2 3 193.6 12.47 15655 186 0.952 0.926

4 203.6 12.66 16361 197 0.942 0.913

5 211.4 13.34 15927 203 0.948 0.920

Math Goals Survey 6+ WI V2 6 218.3 14.63 16365 206 0.969 0.952

7 224.6 15.09 16210 211 0.974 0.959

8 229.4 16.22 15210 217 0.970 0.954




Prof. Cut

Class.

Accuracy

Decision

Consistency





Table 21 (cont.)


WY Math Goals Survey 2-5 WY V3 3 204.7 11.98 3093 198 0.941 0.910

4 214.2 12.94 3058 208 0.936 0.907

5 222.3 13.97 2953 216 0.948 0.920

Math Goals Survey 6+ WY V3 6 226.0 14.15 2926 221 0.940 0.911

7 230.6 15.33 2856 227 0.937 0.906

8 233.9 16.56 2569 235 0.931 0.897




Prof. Cut

Class.

Accuracy

Decision

Consistency





Validity

In general terms, the better a test measures what it purports to measure and can support its

intended uses and decision making, the stronger its validity is said to be. Within this broad

statement resides a wide range of information that can be used as validity evidence. This

information ranges, for example, from the adequacy and coverage of a test’s content to its ability

to predict status in some area, to its ability to draw accurate inferences about a test taker’s status

with respect to a construct, to its ability to allow generalizations from test performance within a

domain to life performance in the same domain. While the full range of these areas cannot be

adequately addressed for the over 350 tests reported in this document, some common forms of

validity evidence can be offered to support broad validity arguments. The vast preponderance of

this evidence comes from the relationships of MAP tests to state content-aligned accountability

tests. These come in the several forms including: the test content; the concurrent performance of

students’ on MAP tests with their performance on state tests given for accountability purposes;

the predictive relationship between students’ performance on MAP tests with their performance,

two testing terms later, on state accountability tests; and the relationship between students’

performance on MAP tests and their nominal status relative to criteria defined by their state’s

achievement standards. This last form of evidence was addressed indirectly in Tables 20 and 21.

The difference between the classification accuracy reported in those tables and the criterion-

related evidence reported below is that the former were based on estimates of state-defined

proficiency cut scores as they would be expressed in the RIT scale. In Table 24 below, the

criteria are the state-assigned performance classification on the state accountability tests.

Several important points should be noted regarding performance on MAP tests with that on state

accountability tests. First, these two forms of tests are designed to serve two related but different

purposes. MAP tests are designed to provide estimates of achievement status with low

measurement error. They are also designed to provide reasonable estimates of students’

strengths and weaknesses within the identified goal structure. State accountability tests are

commonly designed to determine student proficiency within the state performance standard

structure, with the most important decision being the classification of the student as proficient or

not proficient. This primary purpose of most all state tests in conjunction with adopted content

and curriculum standards and structures can influence the relationship of student performance

between the two tests. For example, one of the most common factors influencing these

relationships is the use of constructed response items in state tests. In general, the greater the

number of constructed response items, the weaker the relationship will look. Another difference

is in test design. Since most state tests are fixed form, it is reasonable for the test to be

constructed so that maximum test information is established around the proficiency cut point.

This is where the state wants to be the most confident about the classification decision that the





test will inform. To the extent that this strategy is reflected in the state’s operational test, the

relationship in performance between MAP tests and state tests will be attenuated due to a more

the truncated range of scores on the state test. The requirement that state test content be

connected to single grade level content standards is different than MAP test content structure that

spans grade levels. This difference is another factor that weakens the observed score

relationships between tests. Finally, when focus is placed on the relationship between

performance on MAP tests and the assigned proficiency category from the state test, information

from the state test will have been collapsed into three to five categories. The correlations

between RIT scores and these category assignments will always be substantially lower than if the

correlations were based on RIT scores and scale scores.

Content Validity

For standard MAP assessments, content validity is developed by carefully mapping into a test

blueprint the content standards being used by the educational entity commissioning the test. This

is accomplished, in part, by using a combination of proprietary software that uses both artificial

intelligence as well as matching to key words and phrases from items content descriptors to

words and phrases found in content standards. In addition, content experts verify that matches

are valid and identify areas of content standards that were not associated to items in the

automated processes. Upon finding such items, the content expert would carry out a broader

search of the item bank to find appropriate item content for a un- or under-populated standard.

For the MAP for Primary Grades Assessment system a content framework was developed based

on extensive curricular and instructional research regarding the skills and concepts deemedcritical for success in early literacy and numeracy development. For additional information, please

see the instructional and research references in Appendix B . Additionally, items with particular

emphasis on the developmental needs of young learners were developed.

NWEA uses audio and enhanced item styles to provide young children the ability to manipulate,

model and construct item responses appropriate for the content being assessed.

Concurrent Validity.

Much of the documented validity evidence for NWEA tests comes in the form of concurrent

validity . This form of validity is expressed in the form of a Pearson correlation coefficient between

the total domain area RIT score and the total scale score of another established test designed to

assess the same domain area. It answers the question, “How well do the scores from this test

that reference this (RIT) scale in this subject area (e.g., Reading) correspond to the scores

obtained from an established test that references some other scale in the same subject area?”

Both tests are administered to the same students in close temporal proximity, roughly two to three





weeks apart. Strong concurrent validity is indicated when the correlations are in the mid- .80’s.

Correlations with non-NWEA tests that include more performance test items that require

subjective scoring tend to have lower correlations than when non-NWEA tests consist of

exclusively multiple choice items. Concurrent validity estimates are provided in Table 22.

Table 22.

State State-aligned Test Admin. 2 3 4 5 6 7 8 9 10

FL Reading Goals Survey 2-5 FL V3 Spring 2007 r 0.781 0.793 0.727

N 949 910 1719

Reading Goals Survey 6+ FL V3 Spring 2007 r 0.629 0.693 0.623 0.679 0.704

N 1780 1691 3199 2119 1377

GA Reading Goals Survey 2-5 GA V2 Spring 2007 r 0.673 0.717 0.718 0.674

N 2716 2759 2843 2772

Reading Goals Survey 6+ GA V2 Spring 2007 r 0.703 0.695 0.707

N 2765 2836 2524

KY Reading Goals Survey 2-5 KY V3 Spring 2006 r 0.656 0.578 0.608

N 2383 2284 2371

Reading Goals Survey 6+ KY V3 Spring 2006 r 0.662 0.671 0.594 0.579

N 2450 2005 2245 965

ND Reading Goals Survey 2-5 ND V2 Fall 2005 r 0.699 0.703 0.682

N 1271 1239 1431

Reading Goals Survey 6+ ND V2 Fall 2005 r 0.701 0.674 0.691

N 1494 1652 1612

WY Reading Goals Survey 2-5 WY V3 Spring 2006 r 0.706 0.685 0.720

N 824 832 874

Reading Goals Survey 6+ WY V3 Spring 2006 r 0.728 0.753 0.678

N 854 833 882

GA Language Goals Survey 2-5 GA V3 Spring 2007 r 0.665 0.704 0.693 0.672

N 2743 2709 2811 2720

Language Goals Survey 6-10 GA V2 Spring 2007 r 0.696 0.694 0.635

N 2736 2812 2506

FL Math Goals Survey 2-5 FL V3 Spring 2007 r 0.807 0.798 0.834

N 970 913 873

Math Goals Survey 6+ FL V3 Spring 2007 r 0.780 0.791 0.808 0.732 0.741

N 1771 1708 1585 2049 1334

GA Math Goals Survey 2-5 GA V2 Spring 2007 r 0.717 0.706 0.796 0.833

N 2679 2706 2739 2726

Math Goals Survey 6+ GA V2 Spring 2007 r 0.818 0.812 0.800

N 2756 2799 2517

Mathematics

Grade

Concurrent Validity Evidence of State Content Aligned MAP Tests with State Accountability Tests -

Administered to a Minimum of 500 Students

Reading

Language Usage





Table 22 (cont.)

Predictive Validity.

An additional source of evidence for NWEA tests is in their relationship to performance on other

tests measuring achievement in the same domain at some later point in time. This form of validity

is also expressed in the form of a Pearson correlation coefficient between the total domain area

RIT score and the total scale score of another established test. It answers the question, “How

well do the scores from this test that reference this (RIT) scale in this subject area (e.g., Reading)

predict the scores obtained from an established test that references some other scale in the same

subject area at a later point in time?” Both tests are administered to the same students several

weeks apart, typically 12 to 36 weeks in evidence reported here. Strong predictive validity is

indicated when the correlations are in the low .80’s. Correlations with non-NWEA tests that

include more performance test items that require subjective scoring tend to have lower


KY Math Goals Survey 2-5 KY V3 Spring 2006 r 0.709 0.712 0.769

N 2383 2277 2364

Math Goals Survey 6+ KY V3 Spring 2006 r 0.754 0.815 0.800

N 2451 1974 2235

ND Math Goals Survey 2-5 ND V2 Fall 2005 r 0.643 0.732 0.741

N 1282 1259 1459

Math Goals Survey 6+ ND V2 Fall 2005 r 0.748 0.790 0.789

N 1497 1659 1621

PA Math Goals Survey 2-5 PA V2 Spring 2006r

0.840 0.838N 569 605

Math Goals Survey 6+ PA V2 Spring 2006 r 0.864 0.850 0.824

N 568 580 662

WY Math Goals Survey 2-5 WY V3 Spring 2006 r 0.678 0.635 0.647

N 824 831 874

Math Goals Survey 6+ W Y V3 Spring 2006 r 0.746 0.698 0.704

N 854 833 883

GA General Science GA V1 Spring 2007 r 0.710 0.711

N 552 552

Concepts/Processes GA V1 Spring 2007 r 0.750 0.689

N 557 558

Science

Grade

Concurrent Validity Evidence of State Content Aligned MAP Tests with State Accountability Tests -

Administered to a Minimum of 500 Students (cont.)

Mathematics (cont)





correlations than when non-NWEA tests consist of exclusively multiple choice items. Predictive

validity estimates are provided in Table 23.

Table 23.

State Test MAP State 2 3 4 5 6 7 8 9 10

FL Fall 2006 Spr 2007 r 0.727 0.745 0.721 0.696 0.763

N 1466 1423 2746 1944 790

GA Fall 2006 Spr 2007r

0.685N 2582

Fall 2006 Spr 2007 r 0.631 0.696 0.684

N 2473 2539 2648

Fall 2006 Spr 2007 r 0.704 0.712 0.715

N 2542 2600 2338

ND Spr 2007 Fall 2007 r 0.687 0.672 0.657 0.684

N 885 937 1271 1433

Spr 2007 Fall 2007 r 0.685 0.687

N 1510 1134

FL Fall 2006 Spr 2007 r 0.485 0.444 0.729 0.742

N 2448 2486 2551 2542

Fall 2006 Spr 2007 r 0.775 0.806 0.805 0.739 0.771

N 1486 1425 1380 1840 761

GA Fall 2006 Spr 2007 r 0.745 0.637 0.583

N 2473 2475 2199

ND Spr 2007 Fall 2007 r 0.675 0.708 0.736 0.734

N 898 957 1294 1431

Spr 2007 Fall 2007 r 0.779 0.787

N 1504 1130

PA Fall 2005 Spr 2006 r 0.821 0.806

N 523 535

Fall 2005 Spr 2006r

0.859 0.839 0.817N 534 544 620

Math Goals Survey 6+ PA

Math Goals Survey 6+ FL V3

Math Goals Survey 2-5 GA V3

Math Goals Survey 6+ GA V3

Math Goals Survey 2-5 ND V2

Math Goals Survey 6+ ND V2

Math Goals Survey 2-5 PA

Mathematics

Predictive Validity of State Content-Aligned MAP Tests for Performance on State Accountability Tests


Administered

Reading

Reading Goals Survey 6+ FL

V3

Reading Goals Survey 2-5 GAV3

Reading Goals Survey 2-5 GA

V3

Reading Goals Survey 6+ GA

V3

Reading Goals Survey 2-5 ND

V2

Reading Goals Survey 6+ ND

V2

Grade





Table 24.


FL Reading Goals Survey 2-5 FL V3 Spring 2007 r 0.622 0.603 0.486

N 949 910 1719

Reading Goals Survey 6+ FL V3 Spring 2007 r 0.512 0.539 0.461 0.484 0.366

N 1780 1691 3199 2119 1377

GA Reading Goals Survey 2-5 GA V2 Spring 2007 r 0.460 0.519 0.492 0.467

N 2716 2759 2843 2772

Reading Goals Survey 6+ GA V2 Spring 2007 r 0.442 0.481 0.497

N 2765 2836 2524

KY Reading Goals Survey 2-5 KY V3 Spring 2006 r 0.512 0.470 0.505

N 2383 2284 2371

Reading Goals Survey 6+ KY V3 Spring 2006 r 0.552 0.569 0.511 0.483

N 2450 2005 2245 965

ND Reading Goals Survey 2-5 ND V2 Fall 2005 r 0.526 0.565 0.559

N 1271 1239 1431

Reading Goals Survey 6+ ND V2 Fall 2005 r 0.572 0.514 0.543

N 1494 1652 1612

WY Reading Goals Survey 2-5 WY V3 Spring 2006 r 0.569 0.545 0.579

N 824 832 874

Reading Goals Survey 6+ WY V3 Spring 2006 r 0.607 0.602 0.565

N 854 833 882

GA Language Goals Survey 2-5 GA V2 Spring 2007 r 0.442 0.529 0.523 0.459

N 2743 2709 2811 2720

Language Goals Survey 6-10 GA V2 Spring 2007 r 0.461 0.510 0.462

N 2736 2812 2506

FL Math Goals Survey 2-5 FL V3 Spring 2007 r 0.657 0.625 0.662

N 970 913 873

Math Goals Survey 6+ FL V3 Spring 2007 r 0.624 0.647 0.667 0.636 0.652

N 1771 1708 1585 2049 1334

GA Math Goals Survey 2-5 GA V2 Spring 2007 r 0.554 0.472 0.602 0.509

N 2679 2706 2739 2726

Math Goals Survey 6+ GA V2 Spring 2007 r 0.657 0.589 0.570

N 2756 2799 2517

KY Math Goals Survey 2-5 KY V3 Spring 2006 r 0.566 0.574 0.599

N 2383 2277 2364

Math Goals Survey 6+ KY V3 Spring 2006 r 0.633 0.666 0.659

N 2451 1974 2235

Language Usage

Mathematics

Criterion-Related Evidence of State Content-Aligned MAP Tests with State Accountability Tests -


Reading

Grade





Table 24 (cont.)


ND Math Goals Survey 2-5 ND V2 Fall 2005 r 0.492 0.563 0.528

N 1282 1259 1459

Math Goals Survey 6+ ND V2 Fall 2005 r 0.549 0.600 0.631

N 1497 1659 1621

PA Math Goals Survey 2-5 PA V2 Spring 2006 r 0.642 0.697

N 569 605

Math Goals Survey 6+ PA V2 Spring 2006 r 0.692 0.729 0.676

N 568 580 662

WY Math Goals Survey 2-5 WY V3 Spring 2006 r 0.536 0.512 0.518

N 824 831 874

Math Goals Survey 6+ WY V3 Spring 2006 r 0.603 0.561 0.589

N 854 833 883

GA General Science GA V1 Spring 2007 r 0.567 0.538

N 552 552

Concepts/Processes GA V1 Spring 2007 r 0.597 0.520

N 557 558

Mathematics (cont.)

Criterion-Related Evidence of State Content-Aligned MAP Tests with State Accountability Tests -

Administered to a Minimum of 500 Students (cont.)

Science

Grade





Precision of MAP and MAP for Primary Grades Scores

The importance and influence of score precision on reliability and validity is obvious from the

immediately preceding sections. Less obvious, perhaps, is that score precision in both the MAP

Survey with Goals and the MAP for Primary Grades Survey with Goals tests is consistent across

the measurement range of interest. Figures 3, 4 and 5 demonstrate this consistency for randomly

selected MAP reading, language usage, and mathematics tests, respectively. They show the

levels of standard error of measurement (SEM) across the operational RIT range for grades 2

through 10. Figures 6 and 7 show the corresponding data from MAP for Primary Grades Tests

for grades kindergarten through 2.

Included in the figures are comparable SEM distributions for hypothetical fixed-form tests for

grades in the same grade range. These “tests” are designed to have the same test length as the

corresponding MAP or MAP for Primary Grades tests. Data for the fixed-form tests are calculated

assuming that items exist for every point in a test designed to provide maximum information at

the mean achievement level in each grade. These are very informative fixed-form tests, but they

cannot be created because no infinite item pools exist.

In each of the figures there is slight but noticeable fluctuation in MAP and the MAP for Primary

Grades SEM at the very lowest end of the grade level distributions. All mean SEMs are below 4

RITs except at the very highest levels of the grade 10 distributions in reading and language

usage. By contrast SEMs for the fixed-form tests show rapid acceleration of SEM as student

performance moves away from the center of the test. This consistency in MAP and MAP for

Primary Grades SEMs across the RIT ranges of interest is particularly important when student

change in performance is to be evaluated. Since SEMs must be combined to evaluate the

precision of change, greater precision in the scores will allow greater precision in the evaluation

of change.





Figure 3. Mean standard errors of measurement for New Hampshire READING tests in grades 2through 10 and for optimal fixed form tests.

Figure 4. Mean standard errors of measurement for Colorado LANGUAGE USAGE tests ingrades 2 through 10 and for optimal fixed form tests.

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

135 145 155 165 175 185 195 205 215 225 235 245 255

M e a n S t a n d a r d E r r o r o f M e a s u r e

m e n t

RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd 7

Grd 8

Grd 9

Grd 10

Grd 4fixed

Grd 7fixed

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

145 155 165 175 185 195 205 215 225 235 245 255

M e a m S

t a n d a r d E r r o r o f M e a s u r e m

e n t

RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd 7

Grd 8

Grd 9

Grd 10

Grd 4fixed

Grd 7fixed





Figure 5. Mean standard errors of measurement for South Carolina MATHEMATICS tests ingrades 2 through 10 and for optimal fixed form tests.

Figure 6. Mean standard errors of measurement for MAP for Primary Grades READING tests ingrades kindergarten through 2 and for optimal fixed form tests.

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

145 155 165 175 185 195 205 215 225 235 245 255 265 275

M e a n S t a n d a r d E r r o r o f M e a s u r e

m e n t

RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd 7

Grd 8

Grd 9

Grd 10

Grd 4fixed

Grd 7fixed

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

130 140 150 160 170 180 190 200 210 220 230

M e a

n S t a n d a r d

E r r o r o f M e a s u r e m e

n t

RIT

K-Fixed

K

Grd 1-FixedGrd 1

Grd 2-FixedGrd 2





Figure 7. Mean standard errors of measurement for MAP for Primary Grades MATHEMATICStests in grades kindergarten through 2 and for optimal fixed form tests.

Test Information

Another method of analyzing the quality of test scores for the range of student achievement is to

examine the test information (Samejima, 1977). Test information considers the amount of

information that is added to a test by each item that is administered. It is commonly used in

examining the precision of tests developed using item response theory, and is particularly useful

in examining the quality of adaptive tests such as the MAP and MAP for Primary Grades tests.

Test information has a mathematical relationship to the conditional standard error that we

considered above, but it is related more directly to the number and characteristics of items

included on the test. Therefore, test information is somewhat more useful in comparing different

types of tests and determining how a particular change in a test might affect the precision of

scores for a particular group of students.

Figure 8 below, shows an example of test information for state content-aligned MAP survey with

goals reading tests administered in Minnesota in spring 2007. In this figure, the mean test

information for each RIT level is plotted for students in grades 2 through 10. This figure also

shows the test information for the optimal fixed-form tests described above. It is useful to repeat

that these fixed-form tests are hypothetical, representing the best fixed-form test that could be

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

125 135 145 155 165 175 185 195 205 215 225 235

M e a n S t a n d a r d

E r r o r o f M e a s u r e m e n t

RIT

K-FixedK

Grd 1-FixedGrd 1

Grd 2-FixedGrd 2





created with an infinitely large item bank with the same test length as the MAP survey with goals

tests. Figures 9 and 10 show corresponding information for state content-aligned MAP survey

with goals language usage and mathematics tests, respectively.

In addition to the dramatic differences in test information yielded by MAP tests over the optimal

fixed-form tests, there are other notable similarities between Figures 8, 9 and 10. At the peak of

the fixed-form information functions, the MAP tests are providing between 25% and 30% more

information than the fixed-form tests. This suggests that the fixed-form tests would have to be

extended in length by 25% to 30% in order to yield test information levels that are comparable to

MAP tests. The other similarities between the figure is the two arrows along the X-axis in each

figure. These arrows represent the 1st

percentile rank at the beginning of grade 2 (arrow on the

left) and the 98th

percentile rank from the end of grade 10 (arrow on the right). The percentile

ranks were taken from the 2008 RIT Norms (NWEA, 2008). In each figure, we can also see that

the information yield for MAP tests only drops noticeably at the extremes of the grade level range.

However, for reading and mathematics in kindergarten through early grade 2, the MAP for

Primary Grades tests restore test information to levels that are comparable to those from MAP

tests (see Figures 11 and 12).

Figure 8. Mean test information for state content-aligned MAP survey with goals READING testsfrom Minnesota and optimal fixed form tests in grades 2 through 10.

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

140 150 160 170 180 190 200 210 220 230 240 250

T e s t I n f o r m a t i o n

RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd 7

Grd 8

Grd 9

Grd 10

Grd 4Fixed

Grd 7Fixed





Figure 9. Mean test information for state content-aligned MAP survey with goals LANGUAGEUSAGE tests from Indiana and optimal fixed form tests in grades 2 through 10.

Figure 10. Mean test information for state content-aligned MAP survey with goalsMATHEMATICS tests from South Carolina and optimal fixed form tests for grades 2through 10.

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

150 160 170 180 190 200 210 220 230 240 250


RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd7

Grd 8

Grd 9

Grd 10

Grd 4Fixed

Grd 7Fixed

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

145 155 165 175 185 195 205 215 225 235 245 255 265


RIT

Grd 2

Grd 3

Grd 4

Grd 5

Grd 6

Grd 7

Grd 8

Grd 9

Grd 10

Grd 4Fixed

Grd 7Fixed





Figure 11. Mean test information for Primary Grades READING Tests and optimal fixed form tests inGrade K, 1 and 2

Figure 12. Mean test information for Primary Grades MATHEMATICS Tests and optimal fixed form tests inGrade K, 1 and 2

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

130 140 150 160 170 180 190 200 210 220 230


RIT

K-Fixed

K-MPG

Grd 1-Fixed

Grd 1-MPG

Grd 2 -Fixed

Grd 2 -MPG

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

11.0

12.0

125 135 145 155 165 175 185 195 205 215 225 235


RIT

K - Fixed

K - MPG

Grd 1 -Fixed

Grd 1 -MPG

Grd - 2Fixed

Grd - 2MPG





APPENDIX A: SCALE DEVELOPMENT BACKGROUND

Original Scale Development

The development of the original NWEA RIT scales was a multi-stage procedure. The first severalstages established the utility of the 1PL model with the items to be used. A series of experiments

concerning the reliability of student scores, the stability of the item difficulties, and the factor

structure of the data set convinced the original researchers that the 1PL model was appropriate

for use with the items in the pool (Ingebo, 1997). The original set of field trials to create the initial

scales used a very conservative four-square linking design (Wright, 1977) that allowed NWEA to

create and recursively compare multiple difficulty estimates for each item. This resulted in very

strong original scales. The procedures used in the original scale development served to establish

the methodological foundations for scale development going forward.

Currently, measurement scales are developed in two primary phases. In the initial phase, the

boundaries for the scale are established, initial field-testing of items is performed, and scale

values are established. In the second phase, emphasis is placed on scale maintenance,

extension of content, and the addition of new items.

Phase I: Initial Scale Construction

The development of the measurement scales used within both MAP and MAP for Primary Grades

follows the same steps. The steps differ from those used to develop the original scales only in the

way in which items are field-tested. Measures of Academic Progress have replaced field-testingwith paper form tests with tests delivered via computer. This has the advantage of presenting

different sets of test items to different students (vis-à-vis, to different groups of students) in

different orders, thus minimizing the effects of other items in the test as well as the serial position

of items on item difficulty levels. The development steps include:

• Identify the content boundaries for the measurement scale. During this step, a

variety of content structures from different agencies for the domain of interest are

reviewed and joined. These content structures create a content index that is just as

detailed but broader in scope than any single description of the content area.

• Develop items that sample the content with a wide range of difficulty. Groups of

classroom teachers are trained to write high-quality test questions and to participate in a

multi-day workshop to produce test items related to each element of the content domain.

Each item is assigned a provisional difficulty level during this step. The provisional

difficulty level is used during the field test process in the item selection algorithm. This

step was discussed in more detail in the Item Development section.





• Identify samples of students appropriate for the items to be tested. Each test item is

presented to at least 300 students in different classrooms, schools, and grades.

• Administer the field test. Students take the field tests in settings that mimic the actual

test as closely as possible. Tests are proctored by teachers or trained testing proctors in

a school. Field tests, like standard Measures of Academic Progress tests, are presentedwithout fixed time limits. Responses are entered in the same manner used for the

operational tests.

• Estimate item difficulties. Once field test information has been collected, a conditional

maximum-likelihood procedure is used to calculate item difficulty estimates for the items

(Baker, 2001; Warm, 1989). This procedure results in a set of estimates and fit statistics

for each item.

• Test items for model fit. Fit statistics (point bi-serial, revised mean square fit) are

calculated for each item. In addition, the percentage of students answering each item

correctly is calculated. Each item is then reviewed, and items are eliminated from further

consideration if they have poor fit statistics or if they are answered correctly by too high

or too low a percentage of the students in the sample.

• Tests for dimensionality. Once field tests are administered, the pool of successfully

calibrated items is used to investigate whether responses are affected by more than one

primary dimension of achievement. These analyses include factor analytic procedures

and content area calibration procedures (Bejar, 1980).

• Apply Logit-to-RIT transformation. In the development of any IRT scale, a single linear

transformation is allowed. This gives the scale the numerical characteristics desired by

the developers. Once the items have been successfully calibrated, the linear

transformation described in equation 3 is used to transfer the item difficulty values from

the logit scale to the RIT scale.

Phase 2: Scale Maintenance

Once the initial phase of scale development has been completed, the items on the scale can be

used to design tests, estimate student achievement, and explore student changes in

achievement. At this point, the highest priority shifts from scale development to scale

maintenance. A primary element in this phase is ensuring scale stability as new test items for ascale are added to the item banks. Items are always added to the item banks using processes to

ensure that the original scale remains intact. To accomplish this, the field-testing process is

designed to collect data to permit the seamless addition of items to the original scale. To examine

scale stability more closely, periodic reviews of item performance are conducted.





APPENDIX B: ITEM DEVELOPMENT READING LIST

Listed below are the instructional and research references used in the development of MAP for

Primary Grades item content.

Reading

Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print . Cambridge, MA: MIT

Press.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young

Children . Baltimore: Brooks.

Anderson, L. W., Krathwohl, D. R., Airasian, P. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P.

R., Raths, J. & Wittrock, M. C. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York, NY:

Addison Wesley Longman, Inc.

Burns, M. S., Griffin, P., Snow, C. E. (Eds.) (1999). Starting Out Right, A Guide to Promoting

Children’s Reading Success . Washington, D.C.: National Academy Press.

Clay, M. M. (2nd

ed.). (2005). An Observation Survey of Early Literacy Achievement . New

Hampshire: Heinemann.

Cunningham, P. M. (4th

ed.). (2005). Phonics They Use: Words for Reading and Writing . Boston:

Pearson Education.

Dahl, K. L., Scharer, P. L., Lawson, L. L., & Grogan, P. R. (2001). Rethinking Phonics: Making the

Best Teaching Decisions . New Hampshire: Heinemann.

Fountas, I. C. & Pinnell, G. S. (1999). Matching Books to Readers: Using Leveled Books in

Guided Reading, K-3 . New Hampshire: Heinemann.

Fountas, I. C. & Pinnell, G. S. (2003). Phonics Lessons: Letters, Words, and How They Work:

Grade 2 . New Hampshire: Firsthand-Heinemann.

Hiebert, E., Pearson, P. D., Taylor, B. M., Richardson, V., & Paris, S. G. (1998). Every Child a

Reader, Applying Reading Research in the Classroom . Ann Arbor, Michigan: CIERA.

Honig, B., Diamond, L., Gutlohn, L., & Mahler, J. (2000). Teaching Reading Sourcebook for

Kindergarten through Eighth Grade . Emeryville: Core.





McGill-Franzen, A. (2005). Kindergarten Literacy: Matching Assessment and Instruction in

Kindergarten . New York: Scholastic.

Moats, L. C. (2000). Speech to Print Language Essentials for Teachers . Baltimore: Brooks.

Routman, R. (2000). Conversations Strategies for Teaching, Learning, and Evaluating .Portsmouth: Heinemann.

Snow, C. E., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing Reading Difficulties in Young

Children . Washington, D.C.: National Academy Press.

Weaver, C. (3rd

ed.). (2002). Reading Process and Practice . New Hampshire: Heinemann.

Mathematics

Anderson, L. W., Krathwohl, D. R., Airasian, P. R., Cruikshank, K. A., Mayer, R. E., Pintrich, P.

R., Raths, J. & Wittrock, M. C. (Eds.) (2001). A taxonomy for learning, teaching, and

assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York, NY:

Addison Wesley Longman, Inc.

Carpenter, F., & Levi. (2003). Thinking Mathematically, Integrating Arithmetic and Algebra in

Elementary School . Portsmouth, NH: Heinemann.

Carpenter, F., Levi, & Empson. (1999). Children’s Mathematics: Cognitively Guided Instruction.

Portsmouth, NH: Heinemann.

Fosnot & Dolk. (2001). Young Mathematicians at Work: Constructing Multiplication and Division.

Portsmouth, NH: Heinemann.

Fosnot & Dolk. (2001). Young Mathematicians at Work: Constructing Number Sense, Addition,

and Subtraction. Portsmouth, NH: Heinemann.

Kilpatrick, J., et al . (2001). Adding It Up: Helping Children Learn Mathematics . Washington, D.C.:

National Academies Press.

Hong, K. T. (2004) Primary Mathematics. Singapore: Times Media Private Limited.

Ma, L. (2003). Knowing Mathematics . Boston: Houghton Mifflin.

Mid-continent Research for Education and Learning. (2006). Compendium: K-12 Standards .

http://www.mcrel.org/standards-benchmarks/index.asp. National Council of Teachers of

Mathematics. Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics.

Reston, VA: NCTM.





National Council of Teachers of Mathematics. (1995). Principles and Standards for School

Mathematics. Reston, VA: NCTM.

National Council of Teachers of Mathematics. (2007). Teaching Children Mathematics. Reston,

VA: NCTM.

Northwest Evaluation Association. (2001). Learning Continuum Release 1.01. Portland, OR:

NWEA.

Sherman, Richardson, & Yard. (2005). Teaching Children Who Struggle with Mathematics. Upper

Saddle River, NJ: Pearson Education, Inc.

Van deWalle (2004). Elementary and Middle School Mathematics: Teaching Developmentally .

Boston, MA: Pearson Education, Inc.

Wright, R. J., Martland, R. J., & Stafford, A. K. (2006). Early Numeracy, Assessment for Teaching

and Intervention.London: Paul Chapman Publishing.

Wright, R. J., Martland, R. J., Stafford, A. K., & Stanger, G. (2002). Teaching Number, Advancing

Children’s Skills and Strategies. London: Paul Chapman Publishing.

Wright, R. J., Stanger, G., Stafford, A. K., & Martland, J. (2006). Teaching Number in the

Classroom with 4– 8 Year Olds. London: Paul Chapman Publishing.





REFERENCES

Baker, F. (2001). The basics of item response theory. College Park, MD: ERIC Clearinghouse on

Assessment and Evaluation.

Bejar, I. I. (1980). A procedure for investigating the unidimensionality of achievement tests based

on item parameters. Journal of Educational Measurement, 17 , 283-296.

Cronin, J., Dahlin, M., Adkins, D. & Kingsbury, G. G. (2007). The proficiency illusion. Portland,

OR: Northwest Evaluation Association.

Green, B. F., Bock, R. D., Humphreys, L. G., Linn, R. L., Reckase, M. D. (1984). Technical

guidelines for assessing computerized adaptive tests. Journal of Educational

Measurement, 21, 347-360.

Haladyna, T. M. (1994). Developing and validating multiple-choice test items . Hillsdale, NJ:

Lawrence Erlbaum Associates.

Hauser, C., Kingsbury, G. G. & Wise, S. L. (2008, March). Individual validity: Adding a missing

link. Paper presented at the annual meeting of the American Educational Research

Association, New York, NY.

Ingebo, G. S. (1997). Probability in the measure of achievement. Chicago, IL: MESA Press.

Kingsbury G. G. & Hauser, C. (2004, April). Computerized adaptive testing and No Child Left

Behind. Paper presented at the annual meeting of the American Educational Research

Association, San Diego, CA.

Lord, F. M. (1980). Applications of item response theory to practical testing problems. Hillsdale,

NJ: Lawrence Erlbaum Associates.

Lord, F. M. & Novick M. R. (1968). Statistical theories of mental test scores . Menlo Park, CA:

Addison-Wesley.

Osterlind, S. J. (1998). Constructing test items: Multiple-choice, constructed response,

performance, and other formats . Boston, MA: Kluwer Academic Publishers.

Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests . Chicago, IL:

MESA Press.

Roid, G. H. & Haladyna, T. M. (1997). A technology for test-item writing. New York: Academic

Press.




Rudner, L. M. (2004, April). Expected classification accuracy. Paper presented at the meeting

of the American Educational Research Association, San Diego, CA.

Samejima, F. (1977). A use of the information function in tailored testing. Applied Psychological

Measurement, 1 (3), 233-247.

Samejima, F. (1994). Estimation of reliability coefficients using the test information function and

its modifications. Applied Psychological Measurement, 18 (3), 229-244.

Warm, A. W. (1989). Weighted likelihood estimation of ability in item response theory with tests of

finite length. Psychometrika, 54, 427-450.

Wright, B. D. (1977). Solving measurement problems with the Rasch model. Journal of

Educational Measurement , 14, 97-116.

Wright, B. D. (1999). Rasch measurement models. In G.N. Masters & J.P. Keeves (Eds.),

Advances in measurement in educational research and assessment (pp. 85- 97). Oxford,

UK: Elsevier Science Ltd.

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