Trinity Lutheran School has implemented MAP testing to better assess our students academic progress. Kid-centric education starts with detailed, accurate information about where each child is on her learning journey. We offer a robust set of products and services that deliver this insight to us, as often as four times a year. We know that our students do not learn at the same pace, this testing will give our teachers the tools to tailor their teaching to meet individuals needs. Below are some key reasons why this system is important to us and the links will take you to a website with more information. We do not think standardized tests fit all who take them as the cartoon below suggests.
Assessments: Our flagship, state-aligned Computer-based testing system, MAP, is built on 30 years of research and refinement, and adapts to the child in real-time as the test progresses for a pinpoint picture of learning achievement and readiness.
Professional Development: On-site and online courses help you make the most of the data and embrace best practices for child-centered learning.
Classroom Resources: We offer several tools to translate data into lessons targeted to the exact things a student is ready to learn
Reporting: Data that informs, in timely, actionable reports to help guide decision-making at every level.
Stable and Consistent
When students take our adaptive tests, they are presented with test questions at different levels of difficulty, that adjust based on their responses.
At the end of a testing sequence, the student receives an overall score, called RIT, that indicates the instructional level appropriate for him or her.
Our RIT scale offers proven benefits:
- Stability: A RIT score of 148 ten years ago means the same thing now as it did then.
- Grade-independent: Test items match student performance, not grade level. So two students with a score of 210 are at the same level, even if one is in third grade and the other is in fourth.
- Equal Interval: On the RIT scale, the increments are the same whether it's the difference between 140 and 152 or 200 and 212. This gives educators a clear yardstick for measuring progress.