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Understanding Measures of Academic Progress (MAP): A Comprehensive Overview

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Measures of Academic Progress (MAP) is a universal screener and diagnostic assessment that adapts to student responses through adaptive test items. Differentiated from AIMSWeb, MAP provides a continuum of skills and concepts, allowing educators to identify areas for targeted instruction according to the Descartes Continuum. The Rasch Unit (RIT) scale measures academic growth, helping educators set SMART goals and interventions based on specific student needs. Understanding MAP is crucial for optimizing student learning through continuous assessment and tailored guidance.

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Understanding Measures of Academic Progress (MAP): A Comprehensive Overview

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  1. Measures of Academic Progress (MAP) • Universal Screener and Diagnostic Test • AIMSWeb is only a screener • Adaptive test items • Depending on how student answers, MAP adjusts the next items given. • Provides continuum that lists concepts and skills as emerging, developing, to be developed.

  2. Getting to Know Descartes • MAP uses a measurement scale that has proven to be stable and valid over time. • It is based on the same modern test theory that aligns student achievement levels with item difficulties on the same scale. • The scale is divided into an equal interval scale (like centimeters on a ruler). • These are called RITs, which is short for RaschUnit (named after the founder of the test theory). • The RIT scale measures a student’s academic growth over time.

  3. Descartes Continuum • Range of skills and concepts tied to student performance on MAP • Provides guidance in choosing targeted instruction for individual students or student groups. • Helps identify skills to support the student in reaching targeted goals. • The skills and concepts listed at RIT rangeswithin student’s RIT range represent the student's instructional level. • The skills and concepts listed at RIT ranges below the student’s scoremay need to be reinforced and enhanced to maintain them. • The learning continuum statements in RIT ranges just above are the skills and concepts which may need to be introduced with appropriate structure.

  4. Class by RIT • Access Class by RIT report • Click on subject area to view goal strands • See Instructions to Determine Skills and Concepts Students are Ready to Learn • Task 1 • Identify Grouping possibilities for students in your class. • Identify SMART goals for this group. • What interventions are needed? • Task 2 • Collaborate with teachers in your grade to see if student groupings can be made. • Identify SMART goals for this group. • What interventions are needed? • Task 3 • Collaborate with teachers across grades to see if student groupings can be made. • Identify SMART goals for this group. • What interventions are needed? • Task 4 • Do the identified skills/concepts match the intervention goals identified on the student’s SLP? • What materials do you need to address student needs? • Do you have them?

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