MAP Testing

The Northwest Evaluation Association is a global not-for-profit organization that designs an assessment taken by thousands of K-12 students annually worldwide—the Measures of Academic Progress (MAP). MAP is a rigorous, computer-based test taken three times a year that adapts to student performance—questions increase or decrease in rigor, difficulty, and skills necessary to demonstrate mastery based on whether students answer correctly or incorrectly to previous questions. The Seton Blended Learning Network has consistently utilized the MAP test with its partner schools and recommends it as a primary summative AND formative student assessment tool in reading and mathematics due to its robust and nationally normed data reporting.

Logistics and Culture
MAP Data Analysis

Logistics and Culture

In order for all members of a school community to experience the NWEA MAP Test in a way that is meaningful, motivating, and hassle-free there are a number of logistical and cultural factors to plan in strategic ways—and well in advance of the first MAP test of any school year. The resources on this page are designed to help teachers and school leaders prepare themselves, their students and families, and their buildings for MAP Testing.

Logistically, there are resources to support rostering students for MAP, scheduling test windows and specific test dates and times, and test administration, as well as tips and one-pagers on the meaningful tools for teachers to master and explain to students within the MAP Test Portal.

Culturally, there are resources to help with communicating the purpose and results of this test to both students and parents, setting ambitious goals, preparing students for test day, and creating a positive, inclusive classroom culture and environment.

Resources for Educators

MAP—Features, Usage, and Investment PD

A professional development session highlighting features of the NWEA MAP test and ideas to invest students.

Includes: PowerPoint, facilitator guide, and participant handout.

Classroom Testing Environment Best Practices

Best practices for an ideal classroom environment before, during, and after the NWEA MAP test.

Leadership Facing Checklist

A checklist of actions for school leaders to take before, during, and after NWEA MAP testing.

Teacher Facing Checklist

A checklist of actions for teachers to take before, during, and after NWEA MAP testing.

Leader Day of Walkthrough

A guide for test proctors explaining common test statuses, proctor actions, and troubleshooting tips.

MAP Teacher Planning Template

A tool to plan test day logistics and elements and build student investment.

Talking to Students about MAP Testing

Suggestions for communicating with students before, during, and after the NWEA MAP test.

Goal Setting and Reflecting with Students

A guide for sharing student NWEA MAP goals, strategies to help meet goals, and post-test reflection templates.

Testing Students Guide

A visual step-by-step guide of how to proctor the NWEA MAP test.

Common Proctor Actions during Testing

A guide for test proctors explaining common test statuses, proctor actions, and troubleshooting tips.

Student MAP View

A visual step-by-step guide of how a student logs into the NWEA MAP test and troubleshooting tips.

Pausing and Suspending Testing

A step-by-step guide for two common NWEA MAP proctor actions—pausing and suspending.

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Quick Tip:

You can create a test session ahead of time and save it for later! When you go to test click on “Saved Testing Sessions.”

When you click “Test my class” make sure your entire roster is there!

Make sure you assign the test to students when setting up the test session.

If students get the “oops where my test” message, try minimizing that screen first.

If a student accidentally clicks out of their test, “suspend” the test and then “test again.”

Make sure pop ups are allowed on the device your student is testing on!

MAP is an adaptive test! This means it gets easier and harder based on student performance.

MAP Data Analysis

The NWEA MAP assessment is unique in that it is a growth assessment, not a proficiency test; in other words, it measures and promotes student progress over incremental periods of time instead of being a cumulative, end-of-year exam like most standardized tests. What this means for educators is that MAP is a valuable instructional tool and an opportunity to meet the individual needs of every student, and not a one-time evaluation of a teacher or a student’s ability.

This is most true when educators embrace mastery of the student and class-level data MAP provides. Understanding the various data reports MAP provides after each administration is the first step of the process; when teachers and leaders use this data to target instruction, scaffold and differentiate classroom strategies, build robust small group culture, and incentivize student growth, MAP becomes a powerful ally.

The resources below include strategies and resources to aid teachers in utilizing and analyzing MAP data as a tool in their instructional practices.

Resources for Educators

Learning Continuum Overview

An overview of the NWEA MAP Learning Continuum and its basic features.

Student Profile Overview

An overview of the NWEA MAP Student Profile report and its basic features.

Grouping Students Guide

A guide to grouping students based on NWEA MAP results with examples and templates.

Planning Small Group Instruction

A tool that helps teachers use NWEA MAP data when planning differentiated instruction.

Schoolwide Data Analysis for Leaders

A tool to help school leaders synthesize NWEA MAP data and classroom observation notes.

Rotations Video Examples

Kindergarten

Rotation Example

1st Grade

Rotation Example

2nd Grade

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3rd Grade

Rotation Example

4th Grade

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5th Grade

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6th Grade

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7th Grade

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8th Grade

Rotation Example

Systems that Support Blended Learning Video Examples

Kindergarten

Rotation Example

1st Grade

Rotation Example

2nd Grade

Rotation Example

3rd Grade

Rotation Example

4th Grade

Rotation Example

5th Grade

Rotation Example

6th Grade

Rotation Example

7th Grade

Rotation Example

8th Grade

Rotation Example

FAQs

What does blended learning look like for my classroom or my school? How does it fit into my schedule?

A blended learning classroom can look different from a traditional classroom because it has distinct areas for small groups. There are usually two groups of students - one working on computers and one working with their teacher. Blended learning is a mixture of high-quality, personalized online content and data-driven small-group instruction that allows teachers to efficiently differentiate across the wide variety of learners in a classroom.

The entire class is involved in the blended learning program so that all student levels can be addressed. Students work on a personalized learning path on their online content to meet their individual needs. Teachers use test scores, observational data, and online content data to group students. This enables teachers to teach to the needs of their students not just to grade level standards.

Blended learning can fit into your schedule during any subject area. There are many creative ways to schedule when using the blended learning model.

Can blended learning be used in any subject area?

Yes, blended learning can be used in all subject areas. It is most commonly used in ELA and Math for all grades, but many schools use the blended learning model for Science and Social Studies in middle school classrooms. Most Science and Social Studies teachers use reading data to group students, but this is up to the discretion of the teacher.

Blended learning can be used for all grades, no matter the student age. The systems and procedures you have in place may vary by grade level (i.e. older children can complete more independent tasks whereas younger grades may need more hands-on help for tasks) but it has proven to be successful in all grades in Seton partner schools.

What needs to change in a traditional classroom to allow for successful blended learning?

Blended learning involves the interaction between online computer content and small group teacher instruction. While there is space for whole group instruction occasionally, the secret sauce in the blended learning model comes from the ability to teach students in small groups. While those small groups are occurring, students who are not learning with the teacher work on individualized learning programs via content providers. Some teachers choose to split students into more than two groups, but that is a choice that is often dependent on the grade and subject, as well as the particular students in a class.

In order to allow for small group instruction, the classroom layout may be different than that of a traditional classroom. Many classrooms have a small group area near the teacher and/or board to create an intimate setting for learning. The computer group is far enough away from the small group to ensure the computer group does not overhear the small group. This allows for two distinct spaces of learning. While some traditional classrooms have computer stations, implementing a blended learning model is different because students are working on an individualized computer program tailored to their grade level and learning needs.

Why is blended learning beneficial for my students?

The blended learning model of combining online learning and teacher-led direct instruction has many benefits for student learning.

Small group instruction provides students with more individualized attention, as well as more opportunities to share their answers and practice skills.

Online content provides students with the chance to learn skills that are personalized at their own level, and allows students to work through lessons at their own pace.

Data from content providers gives teachers a better understanding of each student’s strengths and areas for growth, allowing for students to receive more personalized and targeted instruction from their teacher.

How will blended learning impact my teaching practices?

The combination of online learning and teacher-led direct instruction in this blended learning model is likely different from what practices currently exist in your classroom.

Through this model, teachers place students into small groups for math and reading instruction. Teaching in small groups allows students to learn in a smaller teacher-to-student ratio, providing them with more frequent opportunities to practice, and to get more individualized attention from their teacher. Additionally, small group instruction allows teachers to target, differentiate and scaffold instruction based on the needs of each group.

Online content providers allow students to work on lessons at their ability level, at their own pace. Because students are working on skills on their current level, these content providers can help remediate and fill gaps for students who may be struggling, provide students with additional learning in an additional format for grade level skills and lessons, and push students who may be already mastering grade level standards.

Student work on online content provides teachers with student data that they can then use to inform their instruction. Teachers will gain new insights into student learning, and can use this data in combination with classroom assessments to paint a more complete picture of what skills students are mastering and what skills they may be struggling to understand. As a result, lesson plan adjustments can be made easily.

What if my children are on other grade level material (advance/behind)? Do I have access to other grade level materials?

Yes, teachers have access to computer based content for a wide variety of grade levels, and each content provider has a range of grade level lessons. Many content providers have students complete a benchmark or diagnostic before they start working, which places students at their current level (which might be on, above or below grade level). Other content providers allow teachers to place students or assign lessons based on their knowledge of student abilities.

After a diagnostic or benchmark test, students begin with content at their current level. Some students will be working on skills from previous grade levels to fill gaps, some will be working on grade level content, and some may be working on above grade level lessons. As students progress, some may exhaust content at the grade level they started on and progress to the next level.

MAP Testing

Logistics and Culture

Resources for Educators

MAP—Features, Usage, and Investment PD

Classroom Testing Environment Best Practices

Leadership Facing Checklist

Teacher Facing Checklist

Leader Day of Walkthrough

MAP Teacher Planning Template

Talking to Students about MAP Testing

Goal Setting and Reflecting with Students

Testing Students Guide

Common Proctor Actions during Testing

Student MAP View

Pausing and Suspending Testing

Quick Tip:

MAP Data Analysis

Resources for Educators

Learning Continuum Overview

Student Profile Overview

Grouping Students Guide

Planning Small Group Instruction

Schoolwide Data Analysis for Leaders

Rotations Video Examples

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

Systems that Support Blended Learning Video Examples

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

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FAQs

What does blended learning look like for my classroom or my school? How does it fit into my schedule?

Can blended learning be used in any subject area?

What needs to change in a traditional classroom to allow for successful blended learning?

Why is blended learning beneficial for my students?

How will blended learning impact my teaching practices?

What if my children are on other grade level material (advance/behind)? Do I have access to other grade level materials?