MAP 2009 Tech Manual

Technical Manual for
Measures of Academic Progress™ and

Measures of Academic Progress
for Primary Grades™
April 2009
Copyright © 2009 Northwest Evaluation Association
All rights reserved. No part of this manual may be reproduced or utilized in any form or
by any means, electronic or mechanical, including photocopying, recording, or by any
information storage and retrieval system, without written permission from NWEA.
Northwest Evaluation Association

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© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

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

Technical Manual for Measures of Academic Progress for Primary Grades 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 in
Reading 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 so
they can spend more time teaching and less time administering individual diagnostic
tests.
• Provide information to guide instruction during the early stages of a student's academic
career.
• Identify the needs of a wide variety of primary grades students, from struggling to
advanced learners.

2 Technical Manual for Measures of Academic Progress for Primary Grades
• Use engaging test items, interactive elements, and audio to encourage student
participation for more accurate results and to help beginning readers understand the test
questions.
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 Grades 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 40
questions. This allows the system to provide educators with sub-scores (representing the
content goals) and an overall score for each student. The MAP tests are aligned with the
content standards for each state (and sometimes the individual school district) so the
number of sub-scores varies from state to state. Seven or more items typically support
each sub-score. The breadth and depth of the initial item pools allow these tests to be
administered up to four times per academic year. The accuracy of this test allows it to be
used 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 the
survey with goals test (commonly less than 30 items.) It can be used to identify a
student’s status at any time during the school year. Since the survey test is relatively
short, 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 six
sub-scores and two overall scores. Eight items, with a range of six to 10 items, typically
support each sub-score. To allow young students to complete the test without losing
focus or tiring, the test is divided into two segments, each with three sub-scores and one
overall segment score. If students are given both segments within a 28-day window, the
results from the two segments are combined as if students had taken one test, resulting
in a more reliable overall score. Because the combined score is more reliable, it is the
score used to compute student growth. 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: These diagnostic tests are designed to identify students’ strengths in the
foundational skills needed for successful development of reading and mathematics
proficiency. Screening tests are used for students who may not be ready for the survey
with goals tests. These tests include content that is fundamental to developing literacy
and numeracy. The reports for these tests do not report a scale score, but rather report
the percent correct of each element of the identified content. These tests may be
administered as often as is useful for the educator.
3. Skills checklist tests: These diagnostic tests provide educators with percent-correct data
on instructionally-specific content. Educators should use these tests to determine
student performance relative to many basic reading and mathematics skills. Teachers
may use these tests as unit tests, for instructional planning, or to measure instructional
effectiveness. 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 the
student 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. As
items 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, Pij, that a student, j, with an achievement level of θj, will correctly answer a test
question, i, of difficulty, δi, and can be expressed as:
(θ −δ )
e j i
Pij = (θ −δ ) (1)
1+ e j i
A benefit of the use of an IRT model is that values of achievement levels, θj, 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:
RIT = (θ j *10) + 200 (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. An
additional 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:
1
⎡ N (u − E ) 2 ⎤ 2
∑
RMSFi = ⎢ n=1 ⎥
ij ij
(3)
⎢⎣ N ⎥⎦
As this equation illustrates, RMSF for item i is calculated by summing over all students who
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, Eij, where Eij 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 that
performance 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

Te
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24 Tec
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© 2009
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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.
Item Bank Content Structure for Generic NWEA MAP Tests for Grades 2 Through 11
Calibrations
Domain Goal Sub-goal N Mean SD
Reading Evaluative Reading Evaluate Author's Technique & Viewpoint 120 214.3 15.29
Comprehension Evaluate Fact & Opinion 201 199.9 11.32
Evaluate Persuasive Elements 93 218.8 19.13
Interpretive Reading Compare & Contrast 90 206.5 17.68
Comprehension 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
Literal Reading Determine Cause & Effect 113 196.7 19.47
Comprehension 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
Literary Response and Identify Characteristics of Genre 441 199.2 26.57
Analysis Identify Literary Devices 443 220.8 18.05
Identify Literary Elements 368 205.1 19.74
Word Analysis and Multiple Meanings 111 187.7 16.11
Vocabulary Synonyms & Antonyms 188 196.2 20.30
Word Components 287 198.7 22.15
Word Recognition & Vocabulary 649 189.6 21.76
Language Basic Grammar and Spelling 437 198.7 16.60

Usage Usage 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
Composing and Prewriting Skills 369 205.8 16.18
Writing Process 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

Table 1 (cont.)
(cont.)
Calibrations
Mathematics Algebra and Algebraic Computation with Complex Numbers 6 270.0 11.26
Concepts Equations & 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
Number Sense and Equivalence 198 219.1 16.81
Numeration 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 27.72
Solution 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
Statistics, Probability,
Organize, Read & Interpret Graphs 291 207.9 24.75
and Graphing
Permutations & Combinations 36 230.3 15.24
Probability 137 232.1 25.89

Table 1 (cont.)
(cont.)
Calibrations
General Earth and Space Dynamic Earth 493 208.5 18.39
Science Earth 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
Concepts Develop Abilities Analyze Data & Draw Conclusion 269 204.1 16.93
and Needed for Scientific Design & Implement Investigations 251 205.4 14.81
Processes Inquiry Generate Questions & Hypotheses 146 205.0 14.30
Nature of Science & Technology 195 214.4 21.68
Unifying Processes Constancy, Change, & Measurement 383 199.8 16.87
and Concepts of Evidence, Models, & Explanation 65 212.3 13.45
Evolution & Equilibrium 45 215.2 17.75
Systems, Order, & Organization 130 202.7 15.21

Table 2.
Item Bank Content Structure for MAP for Primary Grades Tests for Kindergarten
through Grade 2
Calibrations
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
Phonological Blending 10 152.0 1.49
Awareness Phoneme Identification 46 156.9 6.53
Phonemic Manipulation of Sounds and 56 153.4 2.46
Syllabication
Rhyming 30 156.1 9.47
Vocabulary and Base Words, Prefixes, Suffixes 39 175.8 12.87
Word Structure 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, 68 184.1 14.87
Homographs
Writing Writing Process 47 170.6 18.37
Mathematics Algebra 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
Measurement and Attributes, Compare, Order, Tools, Units 12 168.3 19.77
Geometry Identify, Attributes - Lines, 2-D, 3-D 42 187.2 17.08
Measure and Estimation 75 192.6 17.58
Spatial, Transformations, Symmetry, 48 185.9 24.81
Congruence
Number Sense Count 116 159.5 23.39
Identify, Represent - Whole Numbers, 199 167.9 29.45
Fractions
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 8 193.4 18.50
Answers
Understand and Represent Word Problems 11 196.2 12.42
Statistics and Data Analysis 61 180.6 11.46
Probability Data Collection, Organization, and Display 4 201.8 20.56
Probability and Predictions 8 193.1 14.33


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 sampled
2. 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 readability
2. 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 Light
NWEA 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 efficiency
3. Measurement of critical elements of the teaching-learning process that are not
measured with current item styles
4. 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 student
only 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 I
room 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 to
move 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 important
characteristics 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 covalent
measures 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.
Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP READING Tests With Different Item
Pool Structures Administered to a Minimum of 300 Students
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 Community 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

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 0.832 397
Reading Goals Survey 2-5 IL V2 (NSAE) Reading Goals Survey 6+ IL V2 (NSAE) 0.822 411
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 1052
Reading 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 0.815 431
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
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



SC 8 Reading Goals Survey 6+ SC V4 Reading Survey w/ Goals 6+ SC V5 0.732 3440
(cont)
TN 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
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

Table 3, Part B.
Fall 2007 - Spring 2008 Correlations for State Content-Aligned MAP READING Tests With Different Item
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 0.788 999
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

Table 3, Part C.
Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP READING Tests With Different
Item Pool Structures Administered to a Minimum of 300 Students
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 1022
5 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
DE 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

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
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
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



SC 6 Reading Goals Survey 6+ SC V4 Reading Survey w/ Goals 6+ SC V5 0.778 5567
(cont) 7 Reading Goals Survey 6+ SC V4 Reading Survey w/ Goals 6+ SC V5 0.788 5470
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

Table 4, Part A.
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

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 (cont.)

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

Table 4, Part B.
Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With

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

Table 4, Part B (cont.)

Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP LANGUAGE USAGE Tests With

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

Table 5, Part A.
Spring 2007 - Fall 2007 Correlations for State Content-Aligned MAP MATHEMATICS Tests With Different

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 Consortium 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 Consortium Math Goals Survey 6+ Mid-Iowa Consortium 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 Consortium 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

Table 5. Part A (cont)

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.)

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

Table 5, Part B.
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.)
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

Table 5, Part C.
Spring 2007 - Spring 2008 Correlations for State Content-Aligned MAP MATHEMATICS Tests With

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
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



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
Primary Grades Math (Combined Tests-all Goals) Math Goals Survey 2-5 WA V3 0.804 417



(cont) 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

Table 6, Part A
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
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 1976
IL 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


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
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 8461
MO 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


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 349 646 522
OR 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

Table 6, Part B.
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
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 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 Reading Goals Survey 2-5 College r 0.838 0.798
Community V2 N 319 330
r 0.773 0.807 0.821 0.841
Reading Goals Survey 2-5 Eastern Iowa V2
N 454 1300 1302 1410
r 0.813 0.795 0.816
Reading Goals Survey 2-5 Loess Hills V2
N 579 530 575
Reading Goals Survey 2-5 Mid-Iowa r 0.800 0.812 0.807 0.831
Consortium V2 N 613 5176 5122 5612
r 0.764 0.807 0.818 0.825
Reading Goals Survey 2-5 NWEA V4
N 455 1103 1069 1067
Reading Goals Survey 6+ College r 0.823 0.846
Community V2 N 312 308
r 0.808 0.830 0.827 0.798 0.793
Reading Goals Survey 6+ Eastern Iowa V2
N 1409 1372 1385 1158 857
r 0.804 0.787 0.815 0.815
Reading Goals Survey 6+ Loess Hills V2
N 570 596 569 361
Reading Goals Survey 6+ Mid-Iowa r 0.810 0.825 0.835 0.809 0.797
Consortium V2 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 361
Reading 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
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 32910
Reading 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 955 875 768
Reading 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 879 548
UT 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 0.807
N 2261 2094 2103 1492 935
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

Table 6, Part C.
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
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 3016
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


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
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


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

Table 7, Part A.
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
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 415 399 389 402 412 513
GA 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 (cont.)
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

Table 7, Part B.
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
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
Language Goals Survey College
IA r 0.796 0.841
Community V2
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
r 0.693 0.792 0.792 0.810 0.807 0.831 0.852 0.828 0.827
Consortium V2
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 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 0.813
N 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

Table 7, Part C.
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
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 - 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
(cont )
Spring 2007 Grade
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

Table 8, Part A.
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
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 2132
IL 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 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 694 556
NC 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 548
NM 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
UT Math Goals Survey 6+ UT V3 r 0.871 0.904 0.858

(cont) 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

Table 8, Part B.
Fall 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP MATHEMATICS
Spring 2007 Grade
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 3988
Math Goals Survey 6+ GA V2 r 0.852 0.853 0.879 0.837
N 3521 3362 3178 2434


Spring 2007 Grade
State Test 2 3 4 5 6 7 8 9 10
IA Math Goals Survey 2-5 Eastern Iowa r 0.801
Consortium V2 N 6482
Math Goals Survey 6+ Eastern Iowa r 0.876 0.891 0.892

Cornsortium V2 N 7508 7675 6151
Math Goals Survey 2-5 Mid-Iowa r 0.738 0.775 0.845

Consortium V2 N 1029 6516 7030
Math Goals Survey 6+ Mid-Iowa r 0.859 0.898

Consortium V2 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
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
N 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 1047
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

Table 8, Part C.
Spring 2007 - Spring 2008 Test-Retest Correlations for State Content-Aligned MAP MATHEMATICS
Spring 2007 Grade
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 22107
Math 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
State Test 2 3 4 5 6 7 8 9
IN Math Goals Survey 6+ IN V3 r 0.870 0.886 0.874 0.856

(cont) 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 321 308 333
ND 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
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
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 405 324 469
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
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
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, ρθ , 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:
σ θ2 − M s 2
ρθ = θ
(4)
σθ2

where: σ θ2 is the observed error variance of the achievement estimates, θ, (the RIT score) and
M s2 is the observed mean of the score’s conditional error variances at each value of θ.
θ
These estimates may be made from the pooled results of covalent assessments administered
from 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.
Marginal Reliabilities of MAP for Primary Grades Survey
With Goals Test in Reading and Mathematics
Grade
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

Table 10.
Marginal Reliabilities for Northwestern Evaluation Association Generic Tests Administered to a
Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008
Grade Level
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

Table 10 (cont.)
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
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
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.

Table 11.
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
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 33671
CT 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

Table 11 (cont.)
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
State Test Name 2 3 4 5 6 7 8 9 10

IA Reading Goals Survey 2-5 Mid-Iowa r 0.939 0.937 0.933 0.934
Consortium N 1580 4745 4870 4969

Consortium N 4985 5957 5795 5455 5991
Reading Goals Survey 2-5 Mid-Iowa r 0.952 0.943 0.937 0.941

Consortium V2 N 3219 11138 11103 11845

Consortium V2 N 11649 12745 13439 12177 12854
Reading Goals Survey 2-5 Eastern Iowa r 0.955 0.945 0.938 0.935
V2 N 1176 3118 3040 3316
Reading Goals Survey 6+ Eastern Iowa r 0.935 0.937 0.936 0.935 0.931
V2 N 3221 3243 3248 3013 2339
Reading Goals Survey 2-5 Eastern Iowa r 0.931 0.931 0.930

Consortium N 1386 1480 1436
Reading Goals Survey 6+ Eastern Iowa r 0.934 0.940 0.930 0.931 0.937
Consortium N 1486 1593 1660 1047 1074
r 0.951 0.940 0.940
Reading Goals Survey 2-5 Loess Hills V2
N 1220 1132 1209
r 0.946 0.939 0.942
Reading Goals Survey 6+ Loess Hills V2
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
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

Table 11 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10

MA Reading Goals Survey 6+ MA V3 r 0.965 0.969 0.970 0.975 0.973
(cont.) N 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 15232
NE 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

Table 11 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10

NH Reading Goals Survey 2-5 NH V3 r 0.947 0.935 0.933 0.927
N 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 4104
Reading Goals Survey 6+ OR V4 r 0.954 0.953 0.954 0.953 0.967
N 3775 3909 3388 3866 1682

Table 11 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10

PA Reading Goals Survey 2-5 PA V2 r 0.955 0.951 0.944 0.937
N 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
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 29813
N 31827 33020 32470 25573 15288

Table 11 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10

WI Reading Goals Survey 2-5 WI V2 r 0.959 0.951 0.947 0.943
N 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

Table 12.
Marginal reliabilities for State Content Aligned MAP LANGUAGE USAGE Tests Administered to a
Grade
State Test Name 2 3 4 5 6 7 8 9 10

AK Language Goals Survey AK V4 r 0.964 0.964 0.961 0.949 0.956 0.947 0.953
N 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 Language Goals Survey Mid-Iowa r 0.947 0.938 0.925 0.929 0.932 0.942 0.941 0.941 0.939
Consortium N 1330 3314 3462 3432 3472 4430 4431 3975 4054
Language Goals Survey Mid-Iowa r 0.957 0.948 0.940 0.935 0.932 0.939 0.941 0.940 0.939
Consortium V2 N 1758 7860 7975 7933 8401 9339 9993 8332 8552
r 0.946 0.940 0.941 0.938 0.933 0.935
Language Goals Survey Eastern Iowa V2
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

Table 12 (cont.)
Grade
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 0.947
N 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

Table 12 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10

WI Language Goals Survey WI V2 r 0.962 0.954 0.950 0.944 0.942 0.938 0.940 0.940 0.952
N 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

Table 13.
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
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 V2 r 0.956 0.954 0.960 0.967
N 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
Colorado Aligned Math Survey with Goals r 0.965 0.967 0.968
6+ 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

Table 13 (cont.)
of 1200 Students in the Spring and Fall of 2007 and Spring of 2008 (cont.)
Grade
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 Math Goals Survey 2-5 Mid-Iowa r 0.918 0.925 0.939 0.951
Consortium N 1657 4717 4832 4947
Math Goals Survey 6+ Mid-Iowa r 0.955 0.962 0.966 0.971 0.970
Consortium N 5131 6202 5773 4677 5217
Math Goals Survey 2-5 Mid-Iowa r 0.940 0.936 0.938 0.950
Consortium V2 N 3141 11041 10905 11641
Math Goals Survey 6+ Mid-Iowa r 0.956 0.961 0.965 0.969 0.970
Consortium V2 N 11930 12868 13274 11235 11677
Math Goals Survey 2-5 Eastern Iowa r 0.946 0.942 0.946 0.956
Consortium V2 N 1127 3074 3132 3267
Math Goals Survey 2-5 Eastern Iowa r 0.930 0.942 0.950
Math Goals Survey 6+ Eastern Iowa r 0.959 0.962 0.963
Math Goals Survey 6+ Eastern Iowa r 0.957 0.962 0.965 0.964 0.968
Cornsortium V2 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

Table 13 (cont.)
Grade
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
N 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

Table 13 (cont.)
Grade
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
N 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

Table 13 (cont.)
Grade
State Test Name 2 3 4 5 6 7 8 9 10
SC Math Survey w/ Goals 6+ SC V5 r 0.963 0.968 0.970 0.969 0.970

(cont.) 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
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

Table 14.
Marginal Reliabilities for MAP State Content-Aligned SCIENCE Tests Administered to a Minimum of 1200
Students in Spring and Fall 2007 and Spring 2008
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 4523
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

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 2257
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
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.)
State Test Name 2 3 4 5 6 7 8 9 10 11
N 21492
N 21472
N 22397
Concepts & Processes for Physical r 0.899
Science EOC V2 N 3309
Concepts & Processes for Physical r 0.905
Science Pretest V2 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 V1 r 0.900 0.912 0.922
N 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
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.

Table 15.
Marginal Reliabilities for Goals of State Content Aligned MAP READING Tests Administered to a
Grade
State Test Name Goal Name 2 3 4 5 6 7 8 9 10 11

AK Reading Goals Survey 2- Decode Meaning of Words 0.802 0.776 0.775 0.744
5 AK V4 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
Reading Goals Survey Decode Meaning of Words 0.789 0.758 0.781

6+ AK V4 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 Reading Goals Survey 2- Foundations of Reading 0.797 0.795 0.793 0.798
5 AR V2 Connections / Questioning 0.828 0.819 0.814 0.814
Determine Importance 0.831 0.821 0.821 0.820
Summarize / Analyze 0.742 0.779 0.791 0.804
Variety of Texts 0.758 0.770 0.785 0.793
Reading Goals Survey Foundations of Reading 0.808 0.805 0.819 0.806 0.823
6+ AR V2 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 Goals Survey 2- Reading: Process 0.829 0.827 0.830 0.840
5 AZ V3 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 Goals Survey Reading: Process 0.847 0.849 0.844 0.851 0.863 0.876
6+ AZ V3 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 Reading Goals Survey 2- Word Analysis & Vocabulary D 0.849 0.814 0.790 0.789
5 Poway 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
Reading Goals Survey Word Analysis & Vocabulary D 0.805 0.802 0.786
6+ Poway 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
Reading Goals Survey 2- Word Analysis & Vocabulary 0.844 0.822 0.816 0.807
5 CA V2 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

Table 15 (cont.)
Grade
CA Reading Goals Survey Word Analysis & Vocabulary 0.825 0.831 0.832 0.864 0.881 0.883
(cont) 6+ CA V2 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 Reading Goals Survey 2- Read a Variety of Material 0.862 0.848 0.833 0.824
5 CO V2 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
Reading Goals Survey Read a Variety of Material 0.836 0.841 0.845 0.860 0.870 0.883
6+ CO V2 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 Reading Goals Survey 2- Construct Meaning 0.827 0.827 0.821
5 CT V3 Interpret / 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
Reading Goals Survey Construct Meaning 0.804 0.812 0.860

6+ CT V3 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 Reading Goals Survey 2- Decoding Skills 0.796 0.786 0.779 0.800
5 DE V2 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
Reading Goals Survey Decoding Skills 0.768 0.772 0.775 0.828 0.793
6+ DE V2 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 Goals Survey 2- Reading Process 0.827 0.819 0.799 0.810
5 FL V3 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 Goals Survey Reading Process 0.825 0.818 0.831 0.848 0.836
6+ FL V3 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 Reading Goals Survey 2- Phonics / Word Identification 0.809 0.794 0.778 0.791
5 GA V2 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

Table 15 (cont.)
Grade
GA Reading Goals Survey Phonics / Word Identification 0.800 0.811 0.812 0.802
(cont) 6+ GA V2 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 Reading Goals Survey 2- Word Meaning 0.823 0.786 0.766 0.761
5 Eastern Iowa V2 Literal Comprehension 0.839 0.805 0.785 0.782
Interp / Infer Comprehension 0.841 0.800 0.776 0.771
Evaluative Comprehension 0.825 0.803 0.771 0.764
Reading Goals Survey Word Meaning 0.769 0.771 0.767 0.764 0.750 0.756
6+ Eastern Iowa V2 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 Goals Survey 2- Reading Strat / Word Meaning 0.813 0.782 0.767 0.779
5 Mid-Iowa Consortium Literal Comprehension 0.829 0.801 0.785 0.794
V2
Infer / Interp / Comp 0.839 0.802 0.783 0.790
Critical Judge Skills 0.818 0.792 0.773 0.780
Reading Goals Survey Reading Strat / Word Meaning 0.778 0.785 0.785 0.793 0.789 0.806
6+ Mid-Iowa Consortium
V2 Literal Comprehension 0.793 0.797 0.791 0.791 0.789 0.804
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
Reading Goals Survey 2- Read Strat & Word Meaning 0.797 0.762 0.763
5 Loess Hills V2 Literal Comprehension 0.827 0.788 0.797
Infer & Interp Comp 0.827 0.783 0.777
Critical Judge Skills 0.822 0.786 0.776
Reading Goals Survey Read Strat & Word Meaning 0.798 0.777 0.789
6+ Loess Hills V2 Literal Comprehension 0.811 0.791 0.805
Infer & Interp Comp 0.794 0.776 0.787
Critical Judge Skills 0.788 0.778 0.793
IL Reading Goals Survey 2- Word Analysis Vocabulary 0.839 0.826 0.813 0.800 0.799
5 IL V2 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
Reading Goals Survey Word Analysis Vocabulary 0.790 0.800 0.801 0.797 0.850 0.856 0.882
6+ IL V2 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 Reading Goals Survey 2- Word Recog & Vocabulary 0.793 0.755 0.740 0.742 0.806
5 IN V3 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

Table 15 (cont.)
Grade
IN Reading Goals Survey Word Recog & Vocabulary 0.752 0.748 0.764 0.763 0.780 0.815 0.844
(cont) 6+ IN V3 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 Reading Goals Survey 2- Phonics / Vocab / Word Analysis 0.781 0.773 0.751 0.743
5 KS V2 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
Reading Goals Survey Phonics / Vocab / Word Analysis 0.777 0.788 0.781 0.786 0.788 0.799
6+ KS V2 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 0.799
Eval 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 Goals Survey 2- Reading Skills 0.808 0.803 0.761 0.752
5 KY V3 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 Goals Survey Reading Skills 0.770 0.765 0.777 0.709 0.728
6+ KY V3 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 Reading 0.772 0.764 0.774 0.710 0.736
Reading Goals Survey 2- Forming a Foundation 0.808 0.794 0.776 0.769

5 KY V4 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
Reading Goals Survey Forming a Foundation 0.762 0.781 0.773 0.798 0.805 0.836
6+ KY V4 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 Reading Goals Survey 2- Lang: Vocab / Concept Devel 0.780 0.786 0.801 0.812
5 MA V3 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

Table 15 (cont.)
Grade
MA Reading Goals Survey Lang: Vocab / Concept Devel 0.823 0.839 0.840 0.874 0.867
(cont) 6+ MA V3 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
Reading Goals Survey 2- Lang: Vocab / Concept Devel 0.824 0.804 0.797 0.792
5 MA V3 (P) 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
Reading Goals Survey Lang: Vocab / Concept Devel 0.788 0.820 0.799 0.827 0.837
6+ MA V3 (P) 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 0.842
Genre / 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 Reading Goals Survey 2- Gen Reading: Processes 0.805 0.796 0.789
5 MD V3 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
Reading Goals Survey Gen Reading: Processes 0.799 0.806 0.794 0.787 0.813
6+ MD V3 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 / Lang 0.820 0.819 0.807 0.810 0.826
ME Reading Goals Survey 2- Reading: Unknown Words 0.762 0.737 0.716 0.707
5 ME V3 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 Goals Survey Reading: Unknown Words 0.715 0.720 0.719 0.733 0.759 0.809
6+ ME V3 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 Reading Goals Survey 2- Word Recog / Word Study 0.837 0.820 0.808 0.806
5 MI V3 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

Table 15 (cont.)
Grade
MI Reading Goals Survey Word Recog / Word Study 0.802 0.802 0.796 0.830 0.839 0.872
(cont) 6+ MI V3 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 Reading Goals Survey 2- Word Recog / Vocabulary 0.840 0.811 0.793 0.792
5 MN V4 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
Reading Goals Survey Word Recog / Vocabulary 0.807 0.790 0.794 0.794 0.814 0.841 0.886
6+ MN V4 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 Reading Goals Survey 2- Skills for Reading Process 0.849 0.820 0.792 0.810
5 MO V3 Strategies 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
Reading Goals Survey Skills for Reading Process 0.791 0.822 0.799 0.835
6+ MO V3 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 Reading Goals Survey 2- Construct Meaning 0.809 0.791 0.773 0.753
5 MT V2 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
Reading Goals Survey Construct Meaning 0.735 0.755 0.752 0.756 0.783
6+ MT V2 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 Reading Goals Survey 2- Strategies & Skills 0.811 0.788 0.788 0.769
5 NC V3 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
Reading Goals Survey Strategies & Skills 0.789 0.800 0.817 0.801 0.778
6+ NC V3 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

Table 15 (cont.)
Grade

ND Reading Goals Survey 2- Literary Info Genre / Elements 0.790 0.758 0.728 0.725
5 ND V2 Phonics / Word / Vocab 0.760 0.725 0.705 0.716
Reading: Comprehension 0.802 0.763 0.741 0.738
Reading: Interpreting 0.802 0.776 0.740 0.723
Purpose / Lit Techniques 0.765 0.744 0.721 0.713
Reading Goals Survey Literary Info Genre / Elements 0.722 0.744 0.736 0.756 0.745 0.766
6+ ND V2 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 Reading Goals Survey 2- Strat to Read Words / Vocab 0.812 0.791 0.767 0.768
5 NE V2 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
Reading Goals Survey Strat to Read Words / Vocab 0.789 0.799 0.775 0.794 0.805
6+ NE V2 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 Reading Goals Survey 2- Word Identification 0.826 0.796 0.776 0.780
5 NH V4 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
Reading Goals Survey Word Identification 0.785 0.786 0.797 0.825 0.831 0.875
6+ NH V4 Literary Texts 0.796 0.794 0.807 0.840 0.849 0.885
Informational Texts 0.792 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 Reading Goals Survey 2- Concepts About Print 0.649 0.654 0.614 0.625
5 NJ V3 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
Reading Goals Survey Concepts About Print 0.674 0.639 0.631 0.705 0.746
6+ NJ V3 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 Reading Goals Survey 2- Word Meaning 0.798 0.789 0.782 0.786 0.799
5 NM V3 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

Table 15 (cont.)
Grade
Reading Goals Survey Word Meaning 0.789 0.809 0.798 0.822 0.819 0.818
6+ NM V3 Literal Comprehension 0.804 0.820 0.808 0.831 0.826 0.823
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 Reading Goals Survey 2- Word Analysis 0.844 0.809 0.792 0.797
5 NV V2 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
Reading Goals Survey Word Analysis 0.813 0.805 0.795 0.759

6+ NV V2 Reading Skills & Strategies 0.833 0.818 0.807 0.771
Reading Survey w/ Goals Word Analysis 0.828 0.821 0.799 0.794

2-5 NV V3 Reading Skills & Strategies 0.855 0.839 0.817 0.806
Reading Survey w/ Goals Word Analysis 0.805 0.814 0.808 0.814 0.824
6+ NV V3 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 Reading Goals Survey 2- Information / Understanding 0.859 0.829 0.820 0.812
5 NY V2 Lit Response / Expression 0.868 0.836 0.826 0.810
Analysis & Evaluation 0.861 0.829 0.820 0.808
Competencies 0.849 0.813 0.812 0.809
Reading Goals Survey Information / Understanding 0.805 0.803 0.805

6+ NY V2 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 Reading Goals Survey 2- Phonemic Aware Word Rec / Voc 0.841 0.838 0.825 0.820
5 OH V3 Reading: Comprehension 0.862 0.860 0.847 0.844
Applications: Informational 0.858 0.860 0.843 0.836
Applications: Literary Texts 0.837 0.838 0.832 0.833
Reading Goals Survey Phonemic Aware Word Rec / Voc 0.820 0.832 0.829 0.856 0.853
6+ OH V3 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 Reading Goals Survey 2- Print / Phonics / Vocabulary 0.818 0.805 0.778 0.816
5 OK V2 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

Table 15 (cont.)
Grade
OK Reading Goals Survey Print / Phonics / Vocabulary 0.823 0.801 0.809

(cont) 6+ OK V2 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 Reading Goals Survey 2- Decoding & Word Recog 0.810 0.793 0.706 0.626
5 OR V4 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
Reading Goals Survey Decoding & Word Recog 0.680 0.636 0.619 0.652 0.733 0.728
6+ OR V4 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 0.842
Literary Text: Interpret 0.813 0.807 0.810 0.801 0.845 0.837
PA Reading Goals Survey 2- Text Structure & Vocabulary 0.831 0.804 0.788 0.763
5 PA V2 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
Reading Goals Survey Text Structure & Vocabulary 0.773 0.763 0.749 0.818 0.801 0.850
6+ PA V2 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 Reading Goals Survey 2- Word Study & Analysis 0.800 0.779 0.772 0.769
5 SC V4 Literal Comprehension 0.816 0.794 0.783 0.774
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
Reading Goals Survey Word Study & Analysis 0.786 0.789 0.790 0.810 0.834 0.867
6+ SC V4 Literal Comprehension 0.791 0.791 0.793 0.814 0.836 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
Reading Survey w/ Goals Understanding & Using Litera 0.882 0.867 0.864 0.847
2-5 SC V5 Understanding & Using Inform 0.872 0.859 0.850 0.830
Building Vocabulary 0.854 0.848 0.847 0.838
Reading Survey w/ Goals Understanding & Using Litera 0.871 0.876 0.873 0.880 0.906
6+ SC V5 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 Reading Goals Survey 2- Word Recog & Vocabulary 0.793 0.743 0.725 0.724
5 TN V4 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

Table 15 (cont.)
Grade
TN Reading Goals Survey Word Recog & Vocabulary 0.760

(cont) 6+ TN V4 Comp Strat: Before / During 0.773
Comp Strat: After Reading 0.781
Literary Genres 0.790
TX Reading Goals Survey 2- Print & Word Identification 0.831 0.811 0.813
5 TX V3 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
Reading Goals Survey Print & Word Identification 0.834 0.851 0.829 0.875 0.891 0.880
6+ TX V3 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 Reading Goals Survey 2- Decode & Spell 0.840 0.815 0.802 0.791
5 UT V3 Understand 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
Reading Goals Survey Decode & Spell 0.824 0.831 0.846 0.813
6+ UT V3 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 Reading Goals Survey 2- Phonics / Vocab / Fig Language 0.788 0.784 0.786
5 VA V2 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 Sources 0.809 0.795 0.780
Reading Goals Survey Phonics / Vocab / Fig Language 0.811 0.771 0.812 0.834
6+ VA V2 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 Reading Goals Survey 2- Word Recognition 0.823 0.791 0.771 0.782
5 WA V3 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
Reading Goals Survey Word Recognition 0.784 0.791 0.798 0.849 0.838
6+ WA V3 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

Table 15 (cont.)
Grade
WA Reading Goals Survey 2- Word Recognition 0.806 0.795 0.785 0.784

(cont) 5 WA V4 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
Reading Goals Survey Word Recognition 0.788 0.786 0.782 0.803 0.815 0.852
6+ WA V4 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 Reading Goals Survey 2- Word Meaning / Context 0.826 0.804 0.798 0.790
5 WI V2 Understand Text 0.852 0.828 0.813 0.800
Analyze Text 0.844 0.821 0.807 0.793
Evaluate & Extend Text 0.856 0.828 0.814 0.799
Reading Goals Survey Word Meaning / Context 0.794 0.789 0.788 0.788 0.817 0.840
6+ WI V2 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 Reading Goals Survey 2- Decode / Vocab 0.809 0.803 0.790 0.795
5 WY V3 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
Reading Goals Survey Decode / Vocab 0.790 0.807 0.811 0.812 0.827 0.845
6+ WY V3 Comprehension 0.802 0.819 0.822 0.829 0.844 0.849
Understand / Interpret Lit 0.806 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

Table 16.
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
Grade

AK Language Goals Survey Student Writes About a Topic 0.794 0.833 0.831 0.804 0.829 0.801 0.814
AK V4 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 Language Goals Survey Writing Process 0.854 0.870 0.871 0.863 0.872 0.872 0.872 0.865
AR V2 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 Language Goals Survey Writing Process 0.856 0.863 0.869 0.870 0.865 0.855 0.857 0.863 0.874 0.865
AZ V3 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 for Writing 0.823 0.834 0.847 0.853 0.860 0.860 0.860 0.859 0.872 0.867
CA Language Goals Survey Writing Strategies 0.837 0.792 0.772 0.745 0.763 0.744 0.727
Poway Writing Applications & 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
CA Language Goals Survey Writing Strategies 0.865 0.854 0.849 0.836 0.850 0.852 0.848 0.865 0.877 0.879
(cont) CA V2 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 Language Goals Survey Topics / Ideas / Organization 0.864 0.862 0.848 0.836 0.841 0.852 0.854 0.866 0.876 0.895
CO V2 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
Capitalization / Punc / Spelli 0.881 0.865 0.842 0.829 0.827 0.833 0.834 0.847 0.855 0.880
CT Language Goals Survey Modes 0.784 0.787 0.772 0.849
CT V3 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 Language Goals Survey Writing: Prewrite 0.754 0.752 0.734 0.735 0.722 0.725 0.709 0.685
GA V2 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 Language Goals Survey The Writing Process 0.874 0.853 0.834 0.823 0.816 0.829 0.837 0.841 0.840 0.862
Mid-Iowa Consortium V2
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
Language Goals Survey Writing Strat & Skill 0.851 0.827 0.832 0.829 0.821 0.829 0.835
Eastern Iowa V2
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

Table 16 (cont.)
a Minimum of 1200 Students in Spring and Fall 2007 and Spring 2008 (cont.)
Grade

IL Language Goals Survey Grammar & Spelling 0.877 0.851 0.837 0.812 0.796 0.790 0.794 0.838 0.865 0.876
IL V2 Punctuation / Cap / Structure 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: Variety of Purposes 0.856 0.838 0.831 0.815 0.809 0.807 0.811 0.858 0.884 0.893
IN Language Goals Survey Writing Process & Features 0.864 0.845 0.826 0.812 0.812 0.826 0.825 0.850 0.880 0.901
IN V3 Diff Types of Writing 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 Language Goals Survey Audience / Purp / Context 0.797 0.774 0.751 0.732 0.741 0.742 0.726 0.734 0.744 0.733
KS V2 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 0.750
KY Language Goals Survey Audience / Purpose / Devel 0.859 0.866 0.843 0.837 0.821
KY V3 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
KY Language Goals Survey Writing Content & Structure 0.841 0.835 0.833 0.826 0.829 0.837 0.830 0.843 0.864
(cont) KY V4 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 Language Goals Survey Process of Writing 0.856 0.853 0.830 0.813 0.811 0.797 0.804 0.820 0.832
ME V3 Standard Eng Conventions 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 0.841
MI Language Goals Survey Writing Genre 0.794 0.787 0.785 0.780 0.776 0.773 0.767 0.813 0.820
MI V3 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
Punctuation / Capitalization 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 Language Goals Survey Writing Types / Research 0.850 0.825 0.814 0.802 0.797 0.800 0.798 0.839 0.851 0.882
MN V4 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 / Capitalization 0.880 0.858 0.840 0.816 0.804 0.803 0.793 0.835 0.842 0.876
MO Language Goals Survey Apply Writing Process 0.858 0.837 0.849 0.810 0.850 0.811 0.824
MO V3 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 Language Goals Survey Write Clearly: Org / Dev / Voice 0.851 0.840 0.822 0.803 0.796 0.807 0.796 0.814 0.820
MT V2 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

Table 16 (cont.)
Grade

NC Language Goals Survey Preliminary Strategies 0.797 0.792 0.782 0.735 0.761 0.779 0.755 0.765 0.739
NC V3 Strategies: 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 Language Goals Survey Writing & Research 0.798 0.766 0.726 0.720 0.710 0.732 0.729 0.742 0.737 0.756
ND V2 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 / Capitalization 0.820 0.799 0.765 0.763 0.746 0.761 0.750 0.742 0.723 0.744
NE Language Goals Survey Standard English 0.854 0.834 0.805 0.782 0.790 0.791 0.766 0.806 0.792
NE V2 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 Language Goals Survey Structures of Language 0.835 0.788 0.744 0.746 0.728 0.732 0.724 0.797 0.782
NH V4 Expressive & Informational 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 Language Goals Survey Writing Process 0.847 0.850 0.842 0.835 0.816 0.802 0.806 0.855 0.870
NJ V3 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
Writing Forms / Aud / Purpose 0.769 0.794 0.791 0.801 0.796 0.798 0.800 0.848 0.868
NM Language Goals Survey Writing Process 0.796 0.810 0.811 0.810 0.809 0.827 0.816 0.836 0.834 0.835
NM V3 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 Language Goals Survey Texts / Purpose / Audience 0.870 0.849
NV V2 Develop / Eval / Revise / Edit 0.892 0.843
Standard English 0.881 0.842
Language Survey w/ Texts / Purpose / Audience 0.852 0.840 0.837 0.851 0.858 0.856 0.851 0.872 0.871
Goals NV V3 Develop / Eval / Revise / Edit 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 Language Goals Survey Information & Understanding 0.764 0.721 0.704 0.693 0.695 0.691
NY V2 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 / Spelling 0.818 0.778 0.755 0.729 0.691 0.702

Table 16 (cont.)
Grade

OH Language Goals Survey Writing Processes 0.870 0.873 0.860 0.857 0.851 0.858 0.854 0.877 0.890
OH V3 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 Language Goals Survey Writing Process 0.837 0.827 0.845
OK V2 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 Language Goals Survey Composing 0.827 0.815 0.807 0.792 0.801 0.797 0.797 0.815 0.833 0.859
SC V4 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 0.854
Language Survey w/ Focus / Detail / Organization 0.881 0.877 0.865 0.843 0.863 0.872 0.866 0.875 0.909
Goals SC V5 Correct Use of Conventions 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 Language Goals Survey Conventions & Spelling 0.869 0.845 0.846 0.866 0.875 0.878 0.882 0.893
TX V3 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 Language Goals Survey Compos Strat: Before Writing 0.850 0.828 0.815 0.803 0.800 0.826 0.834 0.808 0.857
UT V3 Compos Strat: During Writing 0.874 0.861 0.854 0.835 0.825 0.853 0.844 0.806 0.858
Compos Strat: After Writing 0.882 0.859 0.845 0.826 0.812 0.837 0.849 0.799 0.850
Compos Strat: Grammar 0.883 0.859 0.840 0.810 0.798 0.821 0.824 0.758 0.837
VA Language Goals Survey Prewrite / Draft 0.849 0.831 0.827 0.844 0.783 0.831
VA V2 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 Language Goals Survey Concept & Grammar 0.841 0.850 0.814 0.820 0.804 0.790 0.788 0.817 0.845
WA V4 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 Purpose 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 Language Goals Survey Write Nonfict / Creative Forms 0.844 0.817 0.804 0.790 0.793 0.786 0.794 0.795 0.839 0.849
WI V2 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 Language Goals Survey Students Apply Writing Skills 0.857 0.839 0.829 0.813 0.803 0.823 0.825 0.828 0.816
WY V3 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

Table 17.
Marginal Reliabilities for Goals of State Content Aligned MAP MATHEMATICS Tests Administered to a
Grade

AK Math Goals Survey 2-5 Numeration 0.753 0.755 0.773 0.780
AK V4 Measurement 0.754 0.772 0.780 0.777
Estimation & Computation 0.755 0.752 0.779 0.784
Functions & Relationships 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
Math Goals Survey 6+ Numeration 0.810 0.787 0.819

AK V4 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 Math Goals Survey 2-5 Number & Operations 0.773 0.789 0.802 0.840
AR V2 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 & Probability 0.781 0.798 0.814 0.848
Math Goals Survey 6+ Number & Operations 0.857 0.867 0.875 0.892
AR V2 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
AZ Math Goals Survey 2-5 Number Sense & Operations 0.781 0.779 0.790 0.834
AZ V3 Data Analysis & Probability 0.754 0.770 0.778 0.831
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
Math Goals Survey 6+ Number Sense & Operations 0.852 0.870 0.881 0.877 0.869 0.869
AZ V3 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 Math Goals Survey 3-5 Number Sense & Operations 0.746 0.753 0.781 0.811
Poway Patterns / Functions / Algeb 0.789 0.775 0.747 0.743
Measurement 0.785 0.786 0.788 0.815
Geometry & 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

Table 17 (cont.)
Grade

CA Math Goals Survey 6-8 Number Sense & Operations 0.839 0.842 0.839
(cont) Poway Patterns / 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
Math Goals Survey 2-5 Number Sense 0.790 0.771 0.783 0.835
CA V2 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
Math Goals Survey 6+ Number Sense 0.855 0.869 0.877 0.881 0.894 0.895
CA V2 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 Math Goals Survey 2-5 Number Sense 0.766 0.768 0.786 0.809
CO V2 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
CO V2 Algebraic Methods 0.779 0.809 0.825 0.845 0.855 0.860
Data Analysis & Probability 0.826 0.839 0.842 0.854 0.854 0.857
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 Math Goals Survey 2-5 Patterns & Functions 0.810 0.827 0.811
CT V3 Quantitative relationships 0.780 0.820 0.831
Shapes & structures 0.825 0.853 0.859
Data analysis 0.789 0.810 0.847
Math Goals Survey 6+ Patterns & Functions 0.857 0.899

CT V3 Quantitative relationships 0.868 0.905
Shapes & structures 0.869 0.907
Data analysis 0.880 0.894
DE Math Goals Survey 2-5 Numeric Reasoning 0.824 0.814 0.832 0.877
DE V2 Algebraic Reasoning 0.848 0.841 0.849 0.874
Geometry & Measurement 0.824 0.819 0.841 0.872
Quantitative Reasoning 0.811 0.805 0.833 0.875

Table 17 (cont.)
Grade
DE Math Goals Survey 6+ Numeric Reasoning 0.862 0.886 0.897 0.910 0.909 0.914
(cont) DE V2 Algebraic Reasoning 0.849 0.882 0.900 0.915 0.916 0.917
Geometry & Measurement 0.864 0.882 0.898 0.914 0.913 0.918
Quantitative Reasoning 0.865 0.885 0.891 0.905 0.899 0.906
FL Math Goals Survey 2-5 Number Sense & Operations 0.780 0.792 0.774 0.813
FL V3 Measurement 0.735 0.784 0.783 0.822
Algebraic Thinking 0.775 0.781 0.774 0.793
Math Goals Survey 6+ Number Sense & Operations 0.826 0.835 0.852 0.861 0.867
FL V3 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 Math Goals Survey 2-5 Numbers & Operations 0.688 0.685 0.681 0.752
GA V2 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
Math Goals Survey 6+ Numbers & Operations 0.767 0.795 0.809 0.817
GA V2 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 Math Goals Survey 2-5 Number & Operation 0.722 0.722 0.777
Loess Hills V2 Patterns & Algebra 0.731 0.749 0.767
Measurement 0.751 0.766 0.783
Math Goals Survey 6+ Number & Operation 0.822 0.829 0.841

Loess Hills V2 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
Math Goals Survey 2-5
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

Table 17 (cont.)
Grade
IA Numbers & Relationships 0.776 0.797 0.809 0.820 0.816 0.815

(cont) Math Goals Survey 6+ 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
Math Goals Survey 2-5 Patterns / Rules / Functions 0.699 0.685 0.687 0.702
Eastern Iowa Consortium Measures 0.708 0.702 0.695 0.737
V2
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 0.748
Math Goals Survey 6+ Patterns / Rules / Functions 0.684 0.724 0.760 0.773 0.784 0.793
Eastern Iowa Measures 0.745 0.774 0.779 0.765 0.786 0.795
Cornsortium V2
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 Math Goals Survey 2-5 Number Sense 0.787 0.785 0.805 0.826 0.838
IL V2 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
Math Goals Survey 6+ IL Number Sense 0.848 0.837 0.850 0.860 0.881 0.878 0.893
V2 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 Math Goals Survey 2-5 Number Sense 0.716 0.673 0.672 0.727 0.816
IN V3 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

Table 17 (cont.)
Grade
IN Math Goals Survey 6+ IN Number Sense 0.791 0.773 0.794 0.802 0.810 0.832 0.859
(cont) V3 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 Math Goals Survey 2-5 Number & Computation 0.804 0.809 0.809 0.843
KS V2 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
Math Goals Survey 6+ Number & Computation 0.855 0.872 0.887 0.895 0.901 0.900
KS V2 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 Math Goals Survey 2-5 Numbers & Place Value 0.707 0.746 0.680 0.720
KY V3 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
Math Goals Survey 6+ Number Computation 0.819 0.843 0.856 0.862 0.869
KY V3 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
Math Goals Survey 2-5 Number & Operations 0.786 0.787 0.786 0.817
KY V4 Measurement 0.773 0.786 0.793 0.815
Geometry 0.764 0.778 0.790 0.809
Data Analysis / Probability 0.780 0.771 0.787 0.825
Algebraic Thinking 0.789 0.785 0.797 0.807
Math Goals Survey 6+ Number & Operations 0.811 0.846 0.858 0.871 0.879 0.892
KY V4 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

Table 17 (cont.)
Grade

MO Math Goals Survey 2-5 Number & Operations 0.809 0.764 0.767 0.822
MO V3 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
Math Goals Survey 6+ Number & Operations 0.811 0.852 0.861 0.879 0.881
MO V3 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 Math Goals Survey 2-5 Numbers & Operations 0.761 0.751 0.770 0.808
MT V2 Algebraic Concepts 0.777 0.776 0.784 0.790
Shape & Geometry 0.733 0.748 0.774 0.798
Measurement 0.763 0.772 0.772 0.796
Data & Statistics 0.758 0.753 0.760 0.800
Math Goals Survey 6+ Numbers & Operations 0.797 0.830 0.839 0.848 0.864
MT V2 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 Math Goals Survey 2-5 Number & Operations 0.740 0.720 0.765 0.797
NC V3 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
NC V3 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 Math Goals Survey 2-5 Number & Operation 0.759 0.743 0.757 0.794
ND V2 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
Math Goals Survey 6+ Number & Operation 0.801 0.823 0.842 0.850 0.864 0.870
ND V2 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

Table 17 (cont.)
Grade

NE Math Goals Survey 2-5 Numeration & Number Sense 0.709 0.714 0.706 0.746
NE V2 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
Algebraic Concepts 0.713 0.720 0.730 0.733
Math Goals Survey 6+ Numeration & Number Sense 0.801 0.819 0.809 0.832 0.816
NE V2 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 Math Goals Survey 2-5 Number & Operations 0.823 0.808 0.817 0.852
NH V4 Geometry & Measurement 0.800 0.796 0.809 0.837
Functions & Algebra 0.830 0.817 0.804 0.824
Data / Stats / Probability 0.802 0.787 0.812 0.861
NH V4 Geometry & Measurement 0.844 0.859 0.866 0.889 0.899 0.912
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 Math Goals Survey 2-5 Number & Operations 0.727 0.766 0.795 0.843
NJ V3 Geometry & Measurement 0.748 0.785 0.816 0.847
Patterns & Algebra 0.766 0.783 0.793 0.820
Data / Prob / Discrete Math 0.743 0.768 0.815 0.850
Mathematical Processes 0.789 0.817 0.831 0.851
NJ V3 Geometry & 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 Math Goals Survey 2-5 Numbers & Operations 0.765 0.767 0.785 0.822 0.833
NM V3 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
Math Goals Survey 6+ Numbers & Operations 0.820 0.850 0.858 0.865 0.866 0.874
NM V3 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

Table 17 (cont.)
Grade

NV Math Goals Survey 2-5 Numbers & Computation 0.807 0.771 0.749 0.782
NV V2 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
Math Goals Survey 6+ Numbers & Computation 0.824 0.832 0.843 0.858
NV V2 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
Math Goals Survey 2-5 Number Sense & Computation 0.788 0.784 0.745 0.794
NV V3 Algebra 0.771 0.773 0.759 0.789
Measurement 0.765 0.775 0.768 0.806
Geometry / Logic 0.742 0.749 0.760 0.817
Data Analysis 0.772 0.745 0.720 0.815
Math Goals Survey 6+ Number Sense & Computation 0.795 0.827 0.837 0.844 0.863 0.876
NV V3 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 Math Goals Survey 2-5 Number Sense & Operations 0.774 0.765 0.779 0.808
NY V2 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
Math Goals Survey 6+ Number Sense & Operations 0.824 0.851 0.858 0.870
NY V2 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 Math Goals Survey 2-5 Number Sense & Operations 0.799 0.796 0.805 0.842
OH V3 Measurement 0.790 0.815 0.820 0.841
Patterns & Functions 0.803 0.799 0.799 0.813
Math Goals Survey 6+ Number Sense & Operations 0.836 0.861 0.873 0.891 0.897 0.908
OH V3 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

Table 17 (cont.)
Grade

OK Math Goals Survey 2-5 Patterns 0.719 0.723 0.721 0.765
OK V2 Number Sense 0.730 0.732 0.712 0.762
Operations & 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
Math Goals Survey 6+ Patterns 0.773 0.795 0.793

OK V2 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 Math Goals Survey 2-5 Calculations & Estimations 0.757 0.774 0.771 0.809
OR V4 Statistics & Probability 0.751 0.768 0.776 0.806
Algebraic Relationships 0.771 0.788 0.792 0.803
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
Math Goals Survey 6+ Calculations & Estimations 0.823 0.840 0.856 0.834 0.845 0.850
OR V4 Statistics & Probability 0.828 0.829 0.838 0.821 0.840 0.843
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 Math Goals Survey 2-5 Numbers & Operations 0.750 0.733 0.755 0.801
PA V2 Measurement 0.784 0.783 0.804 0.825
Geometry 0.705 0.769 0.782 0.794
Algebraic Concepts 0.765 0.779 0.756 0.764
Math Goals Survey 6+ Numbers & Operations 0.832 0.847 0.846 0.874 0.864 0.880
PA V2 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

Table 17 (cont.)
Grade

SC Math Goals Survey 2-5 Number & Operations 0.780 0.769 0.790 0.831
SC V4 Algebra 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
SC V4 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
Math Survey w/ Goals 2- Number & Operations 0.726 0.742 0.755 0.806
5 SC V5 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
Math Survey w/ Goals 6+ Number & Operations 0.822 0.853 0.865 0.865 0.868
SC V5 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 Math Goals Survey 2-5 Number & Operations 0.750 0.709 0.761 0.795
TN V4 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
Math Goals Survey 6+ Number & Operations 0.833

TN V4 Algebra 0.800
Geometry 0.814
Measurement 0.826
Data Analysis & Probability 0.827
TX Math Goals Survey 2-5 Number / Operat / Reasoning 0.743 0.753 0.815
TX V3 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
Math Goals Survey 6+ Number / Operat / Reasoning 0.845 0.867 0.872 0.893 0.901
TX V3 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

Table 17 (cont.)
Grade

UT Math Goals Survey 2-5 Number & Operations 0.788 0.754 0.774 0.809
UT V3 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
Math Goals Survey 6+ Number & Operations 0.819 0.855 0.867 0.864
UT V3 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 Math Goals Survey 2-5 Number & Number Sense 0.772 0.756 0.793
VA V2 Computation & Estimation 0.762 0.739 0.769
Measurement 0.781 0.765 0.795
Geometry 0.756 0.757 0.783
Probability & Statistics 0.758 0.755 0.802
Functions & Algebra 0.771 0.751 0.773
Math Goals Survey 6+ Number & Number Sense 0.814 0.793 0.838 0.852
VA V2 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 Math Goals Survey 6+ Number Sense 0.835 0.855 0.871 0.885 0.881
WA V3 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
WA V3 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
WA V4 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
WA V4 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

Table 17 (cont.)
Grade

WI Math Goals Survey 2-5 Process & Number 0.800 0.781 0.791 0.818
WI V2 Geometry 0.777 0.769 0.781 0.790
Measurement 0.793 0.791 0.798 0.813
Algebraic Relationships 0.799 0.783 0.787 0.792
Math Goals Survey 6+ Process & Number 0.826 0.836 0.851 0.862 0.874 0.867
WI V2 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 Math Goals Survey 2-5 Number Concepts & Operations 0.782 0.765 0.773 0.809
WY V3 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
Math Goals Survey 6+ Number Concepts & Operations 0.805 0.834 0.846 0.865 0.869 0.872
WY V3 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

Table 18.
Marginal Reliabilities for Goals of State Content Aligned MAP SCIENCE Tests Administered to a
Grade

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
Concepts & Processes Common Connections 0.782 0.770 0.748 0.771 0.788 0.806 0.808 0.840 0.800
V1 Process: Sci Investigation 0.788 0.777 0.773 0.794 0.799 0.828 0.819 0.852 0.828
Concepts & Processes Nature of Science 0.747 0.735 0.744 0.760 0.782 0.782 0.810 0.817 0.847
V2 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
Concepts & Processes Appl of Science Technology 0.766 0.797 0.820 0.856 0.842 0.878
V1 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
Concepts & Processes Ideas / Nature of Sci 0.781 0.760 0.775 0.756 0.783 0.780 0.762
V1 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
Concepts & Processes Nature of Science 0.766 0.751 0.749 0.737 0.760 0.756 0.762
V1 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
Concepts & Processes Inquiry 0.726 0.717 0.710 0.706 0.756 0.772 0.795
V1 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
Concepts & Processes Science as Inquiry 0.733 0.720 0.725 0.704 0.757 0.762 0.771 0.778 0.781
V1 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 0.682
Concepts & Processes Methods to Solve Problems 0.762 0.745 0.734 0.710 0.746 0.749 0.767 0.781 0.806
V2 Thinking & Working 0.660 0.728 0.737 0.745 0.773 0.774 0.790 0.805 0.827

Table 18 (cont.)
Grade

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
Concepts & Processes Scientific Inquiry & Technol 0.764 0.736 0.723 0.764 0.762 0.764 0.757 0.812
V2 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
Concepts & Processes Constructing Sci Knowledge 0.768 0.765 0.765 0.755 0.764 0.764 0.778 0.806
V1 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
Concepts & Processes Collect / Analyze Data 0.653 0.621 0.635 0.653 0.645 0.661 0.654 0.735 0.769
V1 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
Concepts & Processes Scientific Inquiry / Technology 0.763 0.743 0.724 0.699 0.774 0.764 0.774 0.754
V1 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
Concepts & Processes Inquiry & Thinking 0.727 0.736 0.791
V2 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
Concepts & Processes Science & Society 0.729 0.739
V1 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

Table 18 (cont.)
Grade

NM Concepts & Processes Analyze / Communicate 0.668 0.665 0.644 0.669 0.689 0.693 0.711 0.726 0.754 0.734
(cont) V1 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
Concepts & Processes Explanations / Evidence 0.712 0.722 0.695 0.684
V1 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
Concepts & Processes Scientific Inquiry 0.813 0.802 0.782 0.798 0.816 0.798 0.849 0.842
V1 Scientific Way / Technology 0.706 0.740 0.769 0.768 0.792 0.792 0.843 0.829
SC G3 Science - General Earth Science 0.657
Science V2 Life Science 0.695
Physical Science 0.678
G4 Science - General Earth Science 0.706
Science - Physical Chemistry 0.848
Science EOC V2 Physics 0.849
Science - Physical Chemistry 0.816
Science Pretest V2 Physics 0.834

Table 18 (cont.)
Grade

SC Science - General Earth Science 0.682 0.678 0.702 0.698 0.730 0.729 0.761 0.766
(cont) Science V1 Life Science 0.695 0.681 0.696 0.708 0.738 0.767 0.775 0.767
G3 Science - Concepts Design Sci Investigations 0.772
& Processes V2 Hypothesize / Ques / Design 0.763
Concepts & Processes Design Sci Investigations 0.822
for Phy Sci EOC V2 Hypothesize / Ques / Design 0.798
Concepts & Processes Design Sci Investigations 0.832
for Phy Sci Pretest V2 Hypothesize / Ques / Design 0.809
Concepts & Processes Scientific Inquiry 0.787 0.777 0.771 0.778 0.805 0.815 0.825 0.844 0.823
V1 Unifying Concepts; SciTech 0.778 0.748 0.750 0.751 0.782 0.787 0.807 0.821 0.808
TX G2-5 - GeneralScience Earth & Space Science 0.686 0.689 0.711
V1 Living Organisms 0.683 0.677 0.717
Physical Science 0.670 0.651 0.678
G6-8 - General Science Science Concepts: Earth & Sp 0.734 0.743 0.789
V1 Science Concepts: Living Orga 0.752 0.777 0.791
Science Concepts: Physical S 0.709 0.757 0.773
G9+ - General Science Science Concepts: Living Orga 0.903 0.881
V1 Science Concepts: Physical S 0.876 0.868
G2-5 - Concepts & Problem Solving 0.758 0.740 0.749
Processes V1 Sci Process: Inquiry 0.785 0.770 0.775
G6-8 - Concepts & Problem Solving 0.788 0.799 0.824
Processes V1 Sci Process: Inquiry 0.808 0.823 0.839
G9+ - Concepts & Problem Solving 0.859 0.822
Processes V1 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 0.692
Concepts & Processes VNature 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

Table 18 (cont.)
Grade
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
Concepts & Processes Application; Sys Structure 0.827 0.791 0.779 0.782 0.778 0.797 0.837
V1 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
Concepts & Processes Nature of Sci / Connections 0.748 0.716 0.731 0.714 0.731 0.742 0.751 0.761 0.809 0.827
V1 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
Concepts & Processes Nature & Unify Concepts 0.741
V1 Science as Inquiry 0.773
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.

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 30 411
NumSense: 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, θˆ , 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 ⎛ ⎛
d
b − θˆ ⎞⎟ ⎛⎜ a − θˆ ⎞⎟ ⎞⎟ ⎛ θ − µ ⎞
∑ P(a ≤ θˆ < b | θ ) f (θ ) = ∑ ⎜ φ ⎜ −φ ϕ⎜ ⎟, (6)
⎜ ⎜ se ˆ ⎟ ⎜ se ˆ ⎟ ⎟ ⎝ σ ⎠
c=0 c =θ
⎝ ⎝ θ ⎠ ⎝ θ ⎠ ⎠
where: φ ( z ) is the cumulative normal distribution function representing the area under the normal
curve between a and b with mean, θ and standard deviation, seθ , and
f (θ ) is the expected proportion of students whose true score is θ .
For this application, θ is assumed ~ N (µ , σ ) . Therefore, f (θ ) is the standard normal density

⎛θ − µ ⎞
function, ϕ⎜ ⎟ . The values for µ and σ are taken from the spring 2007 grade level
⎝ σ ⎠
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 ∆ θˆ1 , θˆ2 , would be zero, exclusive of the
measurement error associated with each score. By definition, θˆ is expected to be distributed
normally with mean θ and standard deviation, seθ . Adopting the conservative assumption that
( )
cov seθˆ , seθˆ = 0 , the standard deviation for the expected difference between θˆ1 and θˆ2 is
1 2
σ ∆ = seθˆ1 2 + seθˆ2 2 . (7)
Substituting this quantity into equation 6, an individual element in the k X k classification

consistency table is
d ⎛ ˆ ˆ ⎞
ˆ < b | θ ) f (θ ) = ⎜ φ ⎛⎜ b − θ ⎞⎟ − φ ⎛⎜ a − θ ⎞⎟ ⎟ϕ ⎛⎜ θ − µ ⎞⎟,
d
∑ P(a ≤ θ ∑ˆ ⎜ ⎜ σ ⎟ ⎜ σ ⎟ ⎟ ⎝ σ ⎠ (8)
c=θ̂ c =θ ⎝ ⎝ ∆ ⎠ ⎝ ∆ ⎠⎠
where interval [a,b] contains the observed score, θˆ1 , on the administered test and interval [c,d]
contains the expected observed score, θˆ2 , 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.
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 RITs
Est. State Class. Decision
State Name Grade Mean SD N Prof. Cut Accuracy Consistency
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 0.956
DE 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

Table 20 (cont.)
Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level (cont.)
Student RITs
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

Table 20 (cont.)
Student RITs
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

Table 20 (cont.)
Student RITs
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
Reading Survey w/ Goals 2-5 SC V5
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

Table 20 (cont.)
Student RITs
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 0.888
WI 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

Table 21.
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
Student RITs
AZ Math Goals Survey 2-5 AZ V3 3 199.5 13.57 3565 196 0.927 0.893
4 208.0 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

Table 21 (cont.)

Tests Administered in Spring 2007, Fall 2007 and Spring 2008 by State and Grade Level (cont.)
Student RITs
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 0.945
7 225.4 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

Table 21 (cont.)
Student RITs
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 0.914
NH 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

Table 21(cont.)
Student RITs
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 0.934
Math 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

Table 21 (cont.)
Student RITs
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

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 deemed
critical 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.
Concurrent Validity Evidence of State Content Aligned MAP Tests with State Accountability Tests -
Administered to a Minimum of 500 Students
Grade
State State-aligned Test Admin. 2 3 4 5 6 7 8 9 10
Reading
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
Language Usage
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
Mathematics
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

Table 22 (cont.)
Concurrent Validity Evidence of State Content Aligned MAP Tests with State Accountability Tests -
Administered to a Minimum of 500 Students (cont.)
Grade
Mathematics (cont)
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 2006 r 0.840 0.838
N 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+ WY V3 Spring 2006 r 0.746 0.698 0.704
N 854 833 883
Science
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
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

correlations than when non-NWEA tests consist of exclusively multiple choice items. Predictive
validity estimates are provided in Table 23.
Table 23.
Predictive Validity of State Content-Aligned MAP Tests for Performance on State Accountability Tests
Administered Grade
State Test MAP State 2 3 4 5 6 7 8 9 10
Reading
FL Reading Goals Survey 6+ FL Fall 2006 Spr 2007 r 0.727 0.745 0.721 0.696 0.763
V3 N 1466 1423 2746 1944 790
GA Reading Goals Survey 2-5 GA Fall 2006 Spr 2007 r 0.685
V3 N 2582
Reading Goals Survey 2-5 GA Fall 2006 Spr 2007 r 0.631 0.696 0.684
V3 N 2473 2539 2648
Reading Goals Survey 6+ GA Fall 2006 Spr 2007 r 0.704 0.712 0.715
V3 N 2542 2600 2338
ND Reading Goals Survey 2-5 ND Spr 2007 Fall 2007 r 0.687 0.672 0.657 0.684
V2 N 885 937 1271 1433
Reading Goals Survey 6+ ND Spr 2007 Fall 2007 r 0.685 0.687

V2 N 1510 1134
Mathematics
FL Fall 2006 Spr 2007 r 0.485 0.444 0.729 0.742

Math Goals Survey 2-5 GA V3
N 2448 2486 2551 2542
Fall 2006 Spr 2007 r 0.775 0.806 0.805 0.739 0.771
Math Goals Survey 6+ FL V3
N 1486 1425 1380 1840 761
GA Fall 2006 Spr 2007 r 0.745 0.637 0.583
Math Goals Survey 6+ GA V3
N 2473 2475 2199
ND Spr 2007 Fall 2007 r 0.675 0.708 0.736 0.734
Math Goals Survey 2-5 ND V2
N 898 957 1294 1431
Spr 2007 Fall 2007 r 0.779 0.787
Math Goals Survey 6+ ND V2
N 1504 1130
PA Fall 2005 Spr 2006 r 0.821 0.806
Math Goals Survey 2-5 PA
N 523 535
Fall 2005 Spr 2006 r 0.859 0.839 0.817
Math Goals Survey 6+ PA
N 534 544 620

Table 24.
Criterion-Related Evidence of State Content-Aligned MAP Tests with State Accountability Tests -
Grade
Reading
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
Language Usage
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
Mathematics
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

Table 24 (cont.)
Criterion-Related Evidence of State Content-Aligned MAP Tests with State Accountability Tests -
Administered to a Minimum of 500 Students (cont.)
Grade
Mathematics (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
Science
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

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.

11.0 Grd 2
10.0 Grd 3
Mean Standard Error of Measurement
9.0 Grd 4
8.0 Grd 5
7.0 Grd 6
6.0 Grd 7
Grd 8
5.0
Grd 9
4.0
Grd 10
3.0
Grd 4
2.0 fixed
Grd 7
1.0 fixed
135 145 155 165 175 185 195 205 215 225 235 245 255
RIT
Figure 3. Mean standard errors of measurement for New Hampshire READING tests in grades 2
through 10 and for optimal fixed form tests.
11.0 Grd 2
10.0
Meam Standard Error of Measurement
Grd 3
9.0 Grd 4
8.0 Grd 5
7.0 Grd 6
6.0 Grd 7
5.0 Grd 8
4.0 Grd 9
3.0 Grd 10
2.0 Grd 4
fixed
1.0 Grd 7
fixed
145 155 165 175 185 195 205 215 225 235 245 255
RIT
Figure 4. Mean standard errors of measurement for Colorado LANGUAGE USAGE tests in
grades 2 through 10 and for optimal fixed form tests.

11.0 Grd 2

10.0 Grd 3
9.0 Grd 4
8.0 Grd 5
7.0 Grd 6
6.0 Grd 7
5.0 Grd 8
4.0 Grd 9
3.0 Grd 10
Grd 4
2.0
fixed
Grd 7
1.0
fixed
145 155 165 175 185 195 205 215 225 235 245 255 265 275
RIT
Figure 5. Mean standard errors of measurement for South Carolina MATHEMATICS tests in
grades 2 through 10 and for optimal fixed form tests.
12.0
11.0
10.0
9.0
8.0
K-Fixed
7.0
K
6.0
Grd 1-
5.0
Fixed
4.0 Grd 1
3.0 Grd 2-
Fixed
2.0 Grd 2
1.0
0.0
130 140 150 160 170 180 190 200 210 220 230
RIT
Figure 6. Mean standard errors of measurement for MAP for Primary Grades READING tests in
grades kindergarten through 2 and for optimal fixed form tests.

12.0
11.0
10.0
9.0
8.0
K-
7.0 Fixed
K
6.0
Grd 1-
5.0 Fixed
Grd 1
4.0
3.0 Grd 2-
Fixed
2.0 Grd 2
1.0
0.0
125 135 145 155 165 175 185 195 205 215 225 235
RIT
Figure 7. Mean standard errors of measurement for MAP for Primary Grades MATHEMATICS
tests 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

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).
12.0
Grd 2
11.0
Grd 3
10.0
Grd 4
9.0
Grd 5
Test Information
8.0
Grd 6
7.0
Grd 7
6.0
5.0 Grd 8
4.0 Grd 9
3.0 Grd 10
2.0 Grd 4
Fixed
1.0 Grd 7
Fixed
0.0
140 150 160 170 180 190 200 210 220 230 240 250
RIT
Figure 8. Mean test information for state content-aligned MAP survey with goals READING tests
from Minnesota and optimal fixed form tests in grades 2 through 10.

12.0
Grd 2
11.0
Grd 3
10.0
Grd 4
9.0
Grd 5
Test Information
8.0
Grd 6
7.0
Grd7
6.0
5.0 Grd 8
4.0 Grd 9
3.0 Grd 10
2.0 Grd 4
Fixed
1.0 Grd 7
Fixed
0.0
150 160 170 180 190 200 210 220 230 240 250
RIT
Figure 9. Mean test information for state content-aligned MAP survey with goals LANGUAGE
USAGE tests from Indiana and optimal fixed form tests in grades 2 through 10.
12.0
Grd 2
11.0
Grd 3
10.0
Grd 4
9.0
Grd 5
Test Information
8.0
Grd 6
7.0
Grd 7
6.0
5.0 Grd 8
4.0 Grd 9
3.0 Grd 10
2.0 Grd 4
Fixed
1.0 Grd 7
Fixed
0.0
145 155 165 175 185 195 205 215 225 235 245 255 265
RIT
Figure 10. Mean test information for state content-aligned MAP survey with goals
MATHEMATICS tests from South Carolina and optimal fixed form tests for grades 2
through 10.

12.0
11.0
K-Fixed
10.0
9.0 K-MPG
8.0
Test Information
7.0 Grd 1-
Fixed
6.0
5.0 Grd 1-
MPG
4.0
Grd 2 -
3.0 Fixed
2.0
Grd 2 -
1.0 MPG
0.0
130 140 150 160 170 180 190 200 210 220 230
RIT
Figure 11. Mean test information for Primary Grades READING Tests and optimal fixed form tests in
Grade K, 1 and 2
12.0
11.0 K - Fixed
10.0
9.0 K - MPG
8.0
Test Information
7.0 Grd 1 -
Fixed
6.0
Grd 1 -
5.0 MPG
4.0
Grd - 2
3.0 Fixed
2.0
Grd - 2
MPG
1.0
0.0
125 135 145 155 165 175 185 195 205 215 225 235
RIT
Figure 12. Mean test information for Primary Grades MATHEMATICS Tests and optimal fixed form tests in
Grade K, 1 and 2

APPENDIX A: SCALE DEVELOPMENT BACKGROUND
Original Scale Development

The development of the original NWEA RIT scales was a multi-stage procedure. The first several
stages 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-testing
with 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 presented
without 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 a
scale 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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Technical Manual for

Measures of Academic Progress™ and

Northwest Evaluation Association

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

TEST ACCOMMODATIONS ......................................................................................................... 37

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

How do we efficiently and accurately measure student achievement?

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

a. Detailed descriptions concerning test content and its research basis

Organization of this Manual

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

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

• Psychometric Characteristics of MAP and MAP for Primary Grades Assessments

Overview of MAP and MAP for Primary Grades

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

DESIGN PRINCIPLES AND QUALITY INDICATORS

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

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

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

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

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

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

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

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

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

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

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

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

• Stereotypic references to groups should be eliminated.

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Item Content Category and Cognitive Complexity Assignments

Provisional Item Difficulties and Field-Testing

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

MEASUREMENT SCALES AND ITEM CALIBRATION

The Measurement Model

RIT = (θ j *10) + 200 (2)

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

The RIT Scales

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Item Analysis and Calibration

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Figure 1: Empirical and

Figure 2: Empirical andd theoretical probability

Item Bank Overview

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Language Basic Grammar and Spelling 437 198.7 16.60

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

© 2009 Northwest Evaluation Association, Lake Oswego, Oregon

Scratch paper and pencil