What can you do with students who continue to disregard the serious nature of map and personal growth? They just don't care?
Thanks for reaching out with this question Carol. As you know, student motivation or engagement is a recurring theme and seems to crop up more often at this time of the year. Are you familiar with the Student Engagement tool within MAP Growth? Sometimes just knowing that the proctor or teacher has a tool available to monitor how engaged a student is with a test can increase their focus and effort. If you need info on that tool you can find details within the Help Center using this link: Student Disengaged with Test
Another resource that maybe useful can be found in the discussion: FAQ: Improving test engagement in MAP Growth within the Community. That listing also has some links to related topics. In addition, there is an interesting Teach. Learn. Grow blog by Dr. Steven Wise, Senior Research Fellow at NWEA, in which he discusses the reasons that a student may disengage while taking a test, how to recognize disengagement, and what things motivate a student to do their best on a test. You can take a look at that blog post with this link: Student Engagement Affects Test Performance.
I am also tagging some of our consultants who deliver workshops across the country to see if they have any information to share in response to your question.
NWEA Community Manager
Danielle Kerns Kathy Dyer Joi Converse Melissa Sass Patrice Newnam Beth Guthrie Cyvi Levin Yvonne Sorenson Brian May
Thank you for the question! I also support taking a look at the resources that Jane has shared. Teachers often know their own students best, and what is motivating for one may not be the same for another. Consider the student and what is motivating for that student in other areas of school (including other types of assessments). What keeps that student engaged in other areas may lead to ideas for the MAP Growth assessment, as well.
Are there ways that the student can see evidence of his/her success (growth) tied to the assessment? For example, perhaps you identify a statement from the Learning Continuum that is a goal for the student, and allow the student to track/his her progress towards that one small goal.
If engagement with the test is an issue, perhaps also consider chunking the time spent on the test into smaller increments. What would the student say is the amount of time s/he can stay truly engaged? Is it possible to adjust the administration to fit those time blocks (spread out throughout the day or over a few days)?
Professional Learning Consultant
Hi Carol, while we await a response from our MAP Growth consultants, I want to share an often-requested guide for proctors to share with their students to explain the purpose of MAP testing. Sometimes just them knowing how a MAP test works is enough to keep them engaged. You can find this guide here with: Where can I find student instructions for MAP Growth testing?
Sarah Aaserude who is a Senior Content Specialist (ELA) in NWEA's Content Services suggested that we tap into the more general notion of improving student engagement in school within this discussion thread. She sent along this great research link out of the Carnegie Foundation for the Advancement of Teaching. Check it out for some other ideas!
Thank you so much. I will certainly check it out!
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