Xueming (Sylvia) Li, EdD
Lead Psychometrician
Xueming (Sylvia) Li focuses on psychometric issues related to MAP Growth. Her research interests include computer-based testing, applications of IRT, test validity, cross-cultural assessment, and test score linking and equating. Prior to joining NWEA in 2015, she received a doctoral degree in research, educational measurement, and psychometrics from the University of Massachusetts Amherst.
Publications by Xueming (Sylvia) Li
Executive Summary: Content proximity spring 2022 pilot study
This executive summary outlines results from the Content Proximity spring 2022 pilot study, including information on the validity, reliability, and test score comparability of MAP Growth assessments that leverage this new item-selection algorithm.
Products: MAP Growth
Topics: Computer adaptive testing, Innovations in reporting & assessment, Test design
Content Proximity Spring 2022 Pilot Study Research Report
The purpose of this research report is to provide detailed information about updates to the MAP Growth item-selection algorithm. This brief includes results from the Content Proximity pilot study, including information on the validity, reliability, and test score comparability of MAP Growth assessments that leverage this new item-selection algorithm.
Products: MAP Growth
Topics: Computer adaptive testing, Innovations in reporting & assessment, Test design
Calibration of Spanish MAP Growth Math tests
The calibration study was conducted to investigate the consequences of replacing the English MAP Growth Mathematics item parameters with the Spanish mathematics item parameters.
Products: MAP Growth, MAP Spanish
Simulation study for evaluating MAP Growth item pools with grade-level constraints
This simulation study examines the measurement precision, item exposure rates, and the depth of the MAP Growth item pools under various grade-level restrictions.
A longitudinal study of reading growth for students with visual impairments
Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.
Topics: Accessibility, Growth, Reading & language arts
