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View Diary: Seattle teachers refuse to give flawed standardized test (121 comments)

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    I cannot speak to how the test is being used in Seattle, or why the teachers are refusing to administer the test.

    I can say that MAP scores indicate a student's instructional level, not a mastery level.  The MAP scores are aligned to a very detailed curriculum framework (called Descartes) which outlines specific skills.  The teacher learns what skills the student scan perform at an approximate 50% success level; in other words, it is there instructional level.  Teachers can target instruction to the level that students are working at.  Not too high which would create frustration and eventual disengagement, not too low thus creating a lack of engagement through boredom, lack of challenge.  I think educational psychologists call this the Zone of Proximal Development.  

    As Ozymandius states, the scores should not factor into student actual grades.  I use the scores for conferencing and have been able to build student self-monitoring skills.  I model how to ask questions about the data and slowly release students to monitor their own data.

    I do use the data to carefully plan for instruction and to review lesson plans to ensure I am continually moving students along the instructional continuum. The MAP data has allowed the course level team to carefully assess and redesign our curriculum.

    Generally, my high school (an urban school with significant challenges) likes the MAP assessment. Having several computer labs closed for testing is a pain, but we have learned to adjust.  Longer range planning is required.  Short of that, we are building a culture of assessment literacy that will allow us to impact student learning.  Once we become experts with assessment, maybe we will begin to see the limits of MAP and decide to develop a different assessment.

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