There are many opportunities I have had, as an educator, to
use specific data when making instructional decisions. One of them is with the results from MAP
Testing (Measures of Academic Process). This
test is an excellent way to find out where each of your individual students
fall academically. According to the Northwest
Evaluation Association, (2014) “MAP helps you pinpoint—to the goal—strand
level—where your students are ready to advance, and where they need help”
(para. 2). There are many different
subjects that can be assessed with MAP.
Personally, I am most familiar with testing in Reading, Writing, and
Math. Our students took these three
tests three times a year; in the beginning, middle, and end of the year. The testing was spread out for the whole
school among two weeks. Each session
takes anywhere from 20-60 minutes, depending on the student. Unlike high stakes testing, MAP testing is
only administered to receive data, rather than competition.
The results from MAP testing can benefit the school in many
different ways. For one, it helps
students set goals (NWEA, 2014). These
goals not only motivate the students, they also help the students feel
accountable for their own success. This
accountability may encourage them to become a more active role in their
learning. Second, it helps teachers
differentiate instruction (NWEA, 2014).
Teachers can achieve this with scaffolding, grouping, and
intervention. By leveling and grouping
students according to their abilities, they are able to succeed and feel good
about it. Finally, schools can use the
MAP results to predict other high stakes testing results, such as
end-of-the-year state testing. By doing
this, they are able to not only predict the results, but, hopefully, aim for
higher results by the end of the year.
Technology is essential in this process of gathering data,
as the students take the tests on computers.
In addition, the computer provides many other important functions. For one, the computer grades and provides the
results. This provides the teacher with
much more instructional time. Second,
the computer saves the results from previous times taken. This way the student and educators can look
at the students’ progress. Finally, the
computer can print out graphs and pie charts to also show the students’ growth. This visual piece is very important for the
educator to see as well as the student.
When the student can see their progress, they feel successful and proud
of themselves.
Although MAP testing is generally thorough, additional data
may be required. For example, I have
seen some children speed through the testing without even trying. The results from these instances will not be
accurate and either the student must do it again, or another test must be given. I have also seen inaccurate results due to
behavior. For example, if a student is
having a bad day, he or she may not receive accurate results. It is important during these instances that
the test be given on another day. Another
way additional data may be needed is if the student requires assistance to
complete the test. For example, if the student
cannot read, the teacher may have to read the text for him or her during the
writing and math sections. Other students
may need you to point to the question, help with answer selections, and or just
keep them on track. In any of these
instances, testing may need to be ceased, re-given, or a different test may
need to be administered.
References:
Brown, A. (2014). MAP testing. Retrieved June 2014, from, https://www.youtube.com/watch?v=PYaZH8iP2yI
Northwest Evaluation Association. (2014). Help all kids
learn. Retrieved June 2014, from, http://www.nwea.org/map
