MAP for Primary Grades Skills Checklist tests (NS34 and LI52) as the empirical data source¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The study uses two computerized linear Skills Checklist tests from NWEA's Measures of Academic Progress for Primary Grades: the 34-item Number Sense (NS34) mathematics test and the 52-item Letter Identification (LI52) reading test, drawn from 27 mathematics and 13 reading Skill Checklists. The MPG is designed "to provide information about specific skills and concepts" and "can be used prior to instruction to help teachers determine which skills need the most instructional focus." Samples came from 2009 administrations across 50 states (including Washington DC), about 1454 students per test matched from a 66712-student pool.

Design Implications¶

Context¶

Requirements¶

• Administered by computer so item-level response times are recorded

Constraints¶

• Only one math and one reading Skills Checklist test were used; all MPG tests are computerized linear tests

Target Learners¶

• Primary grades K-12 students

Target Learning Goals¶

• Diagnosing specific skills and concepts in reading and mathematics to guide instructional focus

Claims¶

• Adding collateral information has little effect on ability and item parameter estimates but more effect on speed parameter estimates [+W]
• Joint IRT models including collateral information (raw score, gender, ethnicity) fit better than item-only base models for both tests [+W]
• Scores from a different subject test can serve as collateral information: mathematics scores can improve reading item parameter estimation and vice versa [+W]
• Ability and speed are negatively correlated, and the reading test's ability estimates are more affected by speed than the math test's [+W]

Related Elements¶

• MAP (Measures of Academic Progress) computerised adaptive test system

Examples¶

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Key Sources¶

• Wang, S., & Jiao, H. (2011). Incorporating Person Covariates and Response Times as Collateral Information to Improve Person and Item Parameter Estimations. Paper presented at the annual meeting of the National Council on Measurement in Education, New Orleans, LA. https://www.nwea.org/research/publication/incorporating-person-covariates-and-response-times-as-collateral-information-to-improve-person-and-item-parameter-estimations/