The authors conclude that MAP reading and mathematics CAT constructs are invariant across five time points in ten states (except Indiana mathematics), though their mathematics tables show strong-invariance CFI drops above 0.01 in most states¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · overdue for a recheck since 2016: tool and model accuracy changes quickly

Subclaims¶

q2 i? With repeated measures, the construct of both MAP reading and mathematics remained consistent at different points in time, which the authors read as support for configural, weak and strong invariance across states except Indiana mathematics. → Wang 2013 q2 i? The text states that all ΔCFI values between nested invariance models were less than 0.01 in both tests, but the mathematics table (Table 8) shows the weak-to-strong invariance drop in CFI exceeding 0.01 in eight of the nine states other than Indiana (e.g. Colorado .985 to .974, Minnesota .967 to .947), so strong invariance in mathematics is less clearly supported than the prose says. → Wang 2013 (2)

Evidence¶

Wang 2013¶

Wang, S., Jiao, H. and Zhang, L. (2013) 'Validation of longitudinal achievement constructs of vertically scaled computerised adaptive tests: a multiple-indicator, latent-growth modelling approach', Int. J. Quantitative Research in Education, Vol. 1, No. 4, pp.383–407. https://www.nwea.org/research/publication/validation-of-longitudinal-achievement-constructs-of-vertically-scaled-computerised-adaptive-tests-a-multiple-indicator-latent-growth-modelling-approach/ doi:10.1504/ijqre.2013.058307

q2 · i? · associational · r2

MLGM invariance analyses of MAP reading and mathematics data from a five-wave panel (Spring 2009 to Spring 2011, grades 5–7) in ten states. The study reports "the construct of both reading and mathematics remained consistent at different points in time", supporting CI, WI and SI except Indiana mathematics.

"The evidence collected in the study shows that with repeated measures, the construct of both reading and mathematics remained consistent at different points in time, which supports the internal structure of MAP design for intended purposes."

Wang 2013 (2)¶

Wang, S., Jiao, H. and Zhang, L. (2013) 'Validation of longitudinal achievement constructs of vertically scaled computerised adaptive tests: a multiple-indicator, latent-growth modelling approach', Int. J. Quantitative Research in Education, Vol. 1, No. 4, pp.383–407. https://www.nwea.org/research/publication/validation-of-longitudinal-achievement-constructs-of-vertically-scaled-computerised-adaptive-tests-a-multiple-indicator-latent-growth-modelling-approach/. doi:10.1504/ijqre.2013.058307

q2 · i? · associational · r2

Nested linear MLGM model comparisons for measurement invariance across five waves, evaluated with Δχ2 and the Cheung and Rensvold ΔCFI criterion. The article reports "all ΔCFIs less than 0.01 in both tests", so constrained parameters were judged invariant; no effect size is printed. Its own Table 8 does not bear this out for mathematics at the strong-invariance step: CFI falls from weak to strong invariance by more than 0.01 in Colorado (.985 to .974), Illinois (.980 to .967), Kansas (.977 to .957), Kentucky (.982 to .970), Michigan (.980 to .966), Minnesota (.967 to .947), South Carolina (.977 to .965) and Washington (.975 to .962); only Wisconsin (.979 to .970) stays under it, and Indiana's models fit poorly throughout.

"The value of all ΔCFIs less than 0.01 in both tests indicates that constrained parameters are invariant across time."

Discussion¶

Related Claims¶

• MLGM model fit failed for the Indiana mathematics test, the sole exception to invariance support — related
• MAP tests show metric invariance across grades for all studied tests except Michigan Mathematics tests — related
• A one-factor unidimensional model is the most reasonable fit for MAP computerized adaptive Reading and Mathematics tests across grades, terms, and ten states, though Michigan Mathematics misses the RMSEA criterion — related
• The study's invariance findings may be biased by excluding students who missed a test and by sample heterogeneity — related
• Chi-square difference tests show significant loading invariance constraints for Kansas Reading but all constraints significant for Michigan Mathematics — related
• The 2020 norms report states the MAP Growth scale remains stable while status patterns shifted relative to the 2015 norms — related
• Quadratic latent growth fits MAP longitudinal achievement data better than linear growth across ten states — related
• Goodness-of-fit results indicate Spanish MAP Growth Reading constructs are at least tau-equivalent across language background groups — related
• Trust and intrinsic motivation means rose across the semester while extrinsic motivation stayed relatively stable, and longitudinal measurement invariance held across waves — related
• Establishing longitudinal factorial invariance is neither sufficient nor necessary for examining developmental change — related
• Longitudinal partial strong measurement invariance of the four-item self-efficacy survey justifies fitting growth models to its scores — related
• Meaningful longitudinal linking depends on the construct not changing across measurement occasions — a broader claim this one bears on