ERIC Number: ED623608
Record Type: Non-Journal
Publication Date: 2022-Aug
Pages: 100
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
English MAP Reading Fluency Technical Report: Based on Assessments Administered during the 2020-2021 School Year
NWEA
This technical report documents the processes and procedures employed by NWEA® to build and support the English MAP® Reading Fluency™ assessments administered during the 2020-2021 school year. It is written for measurement professionals and administrators to help evaluate the quality of MAP Reading Fluency. The seven sections of this report: (1) presents an overview of the English MAP Reading Fluency assessment, including the rationale behind its design; (2) describes the MAP Reading Fluency test forms and provides the specifications for each measure included on the assessment; (3) explains the process for developing items for the MAP Reading Fluency assessments; (4) describes the test administration process, including setting up and managing students and test sessions; (5) summarizes the scoring and reporting processes for MAP Reading Fluency; (6) presents technical information on the measurement characteristics of the MAP Reading Fluency's Foundational Skills and Oral Reading Fluency scores, including reliability and validity evidence; and (7) describes the MAP Reading Fluency Dyslexia Screener that assesses key reading skills, including those most often associated with dyslexia, without the need for a separate assessment.
Descriptors: Achievement Tests, Reading Tests, Reading Achievement, Reading Fluency, Test Construction, Test Format, Test Items, Testing, Reading Skills, Oral Reading, Test Reliability, Test Validity, Dyslexia, Screening Tests, Equated Scores
NWEA. 121 NW Everett Street, Portland, OR 97209. Tel: 503-624-1951; Fax: 503-639-7873; Web site: http://nwea.org
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: NWEA
Identifiers - Assessments and Surveys: Measures of Academic Progress
Grant or Contract Numbers: N/A
Author Affiliations: N/A