Measurement & scaling
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Achievement and growth norms for course-specific MAP Growth Algebra 1, Geometry, and Algebra 2 tests
This report describes the norming procedures used to produce the user norms for the course-specific MAP Growth Mathematics tests in Algebra 1, Geometry, and Algebra 2.
By: Yeow Meng Thum, Wei He
Products: MAP Growth
Topics: Measurement & scaling
![](https://www.nwea.org/uploads/2022/09/psychometrics_research-brief.jpeg)
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This technical report is written for measurement professionals and administrators to help evaluate the quality of the MAP Growth assessments.
By: Patrick Meyer
Products: MAP Growth
Topics: Measurement & scaling, Item response theory, Test design
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Validating the SEDA measures of district educational opportunities via a common assessment
his study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEAās MAP Growth assessments.
By: Megan Kuhfeld, Thurston Domina, Paul Hanselman
Topics: Equity, Growth modeling, Measurement & scaling
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The emerging science of test-taking disengagement
Student performance on standardized tests reflects more than just mastery of the material.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
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In this study, we examine the impact of two techniques to account for test disengagementā(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed itemsāon estimates of school contributions to student growth, achievement gaps, and summer learning loss.
By: Megan Kuhfeld, James Soland
Topics: Measurement & scaling, School & test engagement, Student growth & accountability policies
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Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).
By: James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi
Topics: Measurement & scaling, Social-emotional learning, Student growth & accountability policies
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The (non)impact of differential test taker engagement on aggregated scores
Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries.
By: Steven Wise, James Soland, Yuanchao Bo