Which norms are used for high school math (formerly end-of-course) tests?

Document created by Community User on Jul 29, 2016Last modified by Community User on Oct 7, 2020
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Question
Which norms are used for high school math (formerly end-of-course) tests?

Answer
User norms are available for the Algebra 1, Geometry, and Algebra 2 tests, based on the first two years of test data. Although they are user norms and not nationally representative like the general MAP Growth norms, they provide contextual information about student performance in the fall, winter, and spring, and growth between fall and spring on these course-specific assessments. Course-specific math norms are available on MAP Growth reports as of July 2020.

You can see the new course-specific user norms in the MAP Help Center online here: 2019 Norms for MAP Growth Course-Specific Tests in Algebra 1, 2, and Geometry Overview.

 
Are norms available for Integrated Mathematics tests?

Due to the low number of students taking these assessments, we do not yet have user norms available for Integrated Mathematics courses. We do not have a projected date for when norms will be available, however, when we have sufficient testing data we will develop norms for these assessments.

 
Are the new course-specific norms available on MAP reports?

Yes. As of July 2020, MAP reports show percentiles and growth projections for course-specific math assessment results based on the course-specific user norms.

Currently, the Family Report and Student Profile report do not show course-specific math results. These reports will be updated to show course-specific results in a future release. Users who view these reports will see a notification to view a student’s course-specific results in another report (like the Class report) when a student has a course-specific math test result available.

 
Are the course-specific norms dependent on grade?

No. Unlike the general math norms, the course-specific norms do not change based on grade. The course-specific norms are designed to support inferences about student performance on the MAP Growth Algebra 1, Geometry, and Algebra 2 assessments. To make sure the norming study represents all students who took a subject-specific mathematics course, students in grades 6-12 who took a course-specific test in either the 2017 or 2018 school year were included in the sample. This approach allows educators to compare the results of a student to fellow students in the same course, regardless of grade. If a student has a higher RIT score than another student, they will receive a higher percentile rank regardless of grade. For example, a RIT score of 210 on a course-specific math test will always indicate higher relative performance than a RIT score of 200 on the same test.

For more information, see the full norms study online here: Achievement and Growth Norms for Course-Specific MAP Growth Algebra 1, Geometry, and Algebra 2 Tests.

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1819

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