There are two potential bell curves that are relevant, so it’s important to understand which one you are asking about. The first potentially relevant bell curve is the one that describes the range of student achievement at a single point in time. For example, the bell curve describing the range of observed scores for U.S. fifth graders taking the fall math MAP test has a mean of 212.9 and a standard deviation of 14.18. Consequently, one specific fifth grade student with a Fall Math score of 220 is at the 69th percentile on that distribution. In other words, this student’s achievement in the fall was exceeded only by about 31% of fifth graders across the country.

The second type of bell curve is the one that describes student growth OVER time. These bell curves consider the student’s grade AND initial score. Therefore, the fifth grader from the example in the prior paragraph whose fall math RIT score was 220 has a growth distribution with a mean of 8.14 and a standard deviation of 5.99. About half of U.S. fifth graders with that fall math score will produce growth that exceeds 8.14 and about half will produce growth that is below 8.14.

Each student’s growth goal takes into consideration their initial RIT score. So, regardless of initial achievement, about half of students are expected to exceed typical normative growth and about half would be expected to show growth that was less than typical normative growth.

The easiest way to access data about the percentage of items a student answered correctly is to access your Comprehensive Data File (CDF). If you’ve never ordered this free datafile before, I would recommend you contact your account manager and he or she will point you in the right direction. Hope that helps!

Are racial demographics the only demarcations that NWEA uses to classify a representative sampling?

Cathy, thanks for asking. One of the interesting things about this technique is that it works K-12 and with adults. What varies is the “stick.” From Popsicle or craft sticks, to tongue depressors that have been colored in 2 colors (one on each end) to plastic frogs (school mascot) with student names on them to the randomizer apps for phones or tablets, learners respond. Part of the success for this or any technique is the set up with participants. Understanding why tools and a technique are being employed is important for learners to make connections to why it matters to them and to you.

Thanks for your interest in NWEA and our MAP assessment. We invite you to learn more about MAP here (http://www.nwea.org/map), and if you’d like to speak with someone about your specific needs, you can call us at 866-654-3246

I really don’t know much about NWEA and MAP. I would like to learn more. Can we pilot NWEA and MAP for a couple of weeks?

Thank you for your help!

I have used the popsicle stick method for years–a variation, though is doing the same with index cards. The teacher randomizes these (shuffles) and then can make notes on the card regarding the response. You can use symbols, or just write praise comments. Show these under the document camera from time to time to increase pride in student discussions.

http://ccssimath.blogspot.com/2012/04/decomposing-numbers-in-kindergarten.html