Responses to frequently asked questions on test invalidation and rapid-guessing.
How does NWEA determine which MAP Growth assessments to invalidate, in general?NWEA has used a set of rules to ensure that test events are accurate reflections of student achievement since we began computerized adaptive testing nearly two decades ago. These rules are based on valid ranges for several measures, including test time, standard error of measurement and RIT score.
All invalidation reasons occur at the submission and completion of the MAP Growth test and not before.
What are the MAP Growth test invalidation reasons?
MAP Growth test invalidation reasons:
- The test duration was too short to provide a valid result. See Test Invalid - Minimum duration not met.
- The overall RIT score for this test is above the valid range. See Is there a max RIT score a student can get?
- The overall RIT score for this test is below the valid range. See Is there a max RIT score a student can get?
- The standard error for this test is below acceptable limits. See Valid SEM range for MAP Growth.
- The standard error for this test is above acceptable limits. See Valid SEM range for MAP Growth .
- The test has been identified as invalid. The test event was terminated by the proctor before completion.
- Invalid and Growth Test Results in the MAP Help Center
Rapid-guessing metrics (if any) are reported in the following reports.
Where are rapid-guessing metrics reported and clearly marked?
- Student Profile report: Shows percentage of disengagement and the estimated impact to RIT, both in the Subject tab and the Growth Over Time module.
- Grade Breakdown report: Shows percentage of disengagement in column K.
Rapid-guessing tends to deflate a student’s score. We provide a metric on the Student Profile report called Estimated Impact of Student Disengagement on RIT which shows how different the score potentially would have been if the student had been fully engaged during the test.
What is the impact of rapid-guessing on the student’s score?
For a detailed explanation, see the following page in the MAP Help Center: How Disengagement Affects Scoring.
Rapid-guessing impacts growth scores, either in a positive or negative direction (depending on when the student became disengaged). Rapid-guessing also helps to explain instances of negative growth. For more information, see the following blog post written by the leading researcher in the field of student disengagement, Steve Wise: How Does Test Engagement Affect RIT Score Validity?
How does rapid-guessing behavior impact longitudinal data?
Additional blogs from Research:
- New Student Assessment Engagement Metrics in MAP Growth Reporting – What you Need to Know
- How Does Test Engagement Affect RIT Score Validity?
- What is NWEA Doing to Manage Disengaged Test Taking on MAP Growth?
If proctors are able to intervene after receiving an alert in the proctor console, they should pause the student’s test and speak with them before resuming their test. For more information, see How to Intervene in the MAP Help Center.
If proctors are able to intervene, what do you recommend?
See Tips to Prepare Students for MAP Growth in NWEA Connection. You must log in to access the PDF. See How do I create an account and sign in to NWEA Connection?
What tips are available to ensure students are more engaged during MAP Growth testing?