Combine formative assessment information with MAP Growth scores for instructional decisions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because formative assessment is not designed to measure growth over time, the article recommends that teachers "combine the formative assessment information with MAP Growth scores to make data-informed decisions about instruction and student growth." NWEA professional learning in responsive teaching and learning supports this, teaching teachers to create and use high-quality formative assessments for day-to-day instruction while interim scores supply the growth picture.

Design Implications¶

Context¶

Requirements¶

• Teachers need professional learning in creating and using high-quality formative assessments
• Aggregation level of scores should match the level of decision-making

Constraints¶

• MAP Growth itself is less useful for daily tailoring of instruction; formative assessment is not designed to measure growth over time

Target Learners¶

• K-12 teachers

Target Learning Goals¶

• Differentiated instruction
• instructional planning for a term
• data-informed decisions about student growth

Related Strategies¶

• Use multiple evidence sources alongside benchmark scores when identifying students for intensive intervention
• Use the Learning Continuum to locate skills by difficulty and guide formative assessment and scaffolding decisions
• Data Driven Instruction
• Curriculum Based Measurement

Examples¶

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Key Sources¶

• Meyer, J. P., & Dahlin, M. (2022). MAP Growth theory of action. NWEA. https://www.nwea.org/research/publication/map-growth-theory-of-action/