This integrative review examines the motivational benefits of computerized adaptive tests (CATs), and demonstrates that they can have important advantages over conventional tests in both identifying instances when examinees are exhibiting low effort, and effectively addressing the validity threat posed by unmotivated examinees.

This study, using real data, provides empirical evidence of construct and invariance construct of MAP scales across grades at different academic calendars for 10 different states.

The current investigative study uses a multiple-indicator, latent-growth modelling (MLGM) approach to examine the longitudinal achievement construct and its invariance for MAP Growth.

These studies are conducted based on assumptions under regular conditions for fixed test forms, such as no missing responses and normal distribution of unidimensional ability for a population.

In this study from the Thomas B. Fordham Institute, achievement trends from NWEA’s longitudinal growth database were used to track students who scored at or above the 90th percentile on this assessment in order to see if they maintained their high achievement.

This study examines the academic growth of 35,000 elementary and middle school students in 31 states—all of them high achievers within their own schools—over a three-year period.

Complementing traditional quantitative measures with more qualitative tools can help determine college and career readiness.