Topping Out the MAP Assessment

Is there a ceiling (“topping out”) effect for MAP tests?

The RIT scale does have a ceiling to which it measures.  Students who have reached the ceiling should be either moved to the next test level, or if exceeding the topmost RIT level, measured with a different assessment.  Factors that determine a ceiling effect include:

• Whether the student is operating at the extreme end of the RIT scale - the number of items in the question bank are fewest at the highest and lowest extremes of the RIT scale.
• Which version of MAP is used to test a student - each version of MAP measures a different RIT range

MATH
Primary  110 ------------------------------> 240

MAP 2-5                   160 -----------------------------> 260

MAP 6+                    160 -------------------------------------------------->  320

READING

Primary   110 ----------------------------> 220

MAP 2-5                   150 -----------------------------> 250

MAP 6+                    160 ------------------------------------------------>  300

How do I determine which test version a high achieving student should take?

Please note that when a student has been moved to a higher version of MAP testing, they should continue to take that version in future test sessions.  Moving back and forth between higher and lower versions of MAP will result in data instability.

A RIT score of 220-240 is the point where it is recommended that students move to 2-5.  However, there are three factors to consider when moving a student from Primary MAP to MAP 2-5:

1. The student is reading on their own
2. The student has been exposed to some of the 2-5 content standards
3. Teacher is comfortable moving student to higher test version

The 6+ version of MAP contains all the test items that are contained in the 2-5 version, so it is an easier transition to move students at this level.  There are five factors that help determine whether to move a student from a 2-5 to a 6+ version of MAP:

1. If the student is scoring within 10 RIT points of the top of the RIT range measured by the test (250-260 Math/240-250 Reading).
2. The student standard error is higher than 4.0
3. Student is scoring in the 95-99th percentile
4. Student is getting more than 65% of the test items correct (this can be determined at the district level)

At what point is the MAP test no longer effective for measuring student RIT level?

In general, a student scoring at 320 in Math or 300 in Reading has reached the highest valid RIT score possible.  An alternate assessment should be used to assess the student scoring at this level.

How accurate are the growth norms for high achieving students?

The growth norms for students scoring at high (and low) levels are valid and reliable as long as they are displayed in reports.  If the student is operating at a level where growth norms are no longer valid, the expected growth will be reported as either blank or as an asterisk (*).

last updated:  7/5/2012 weber

information from NWEA Fusion/Les Perry