Assessment Measures Supported through SCRED and Purpose of Use

Measure / Source / Format / Timing / Target / Purpose / Sample Questions Answered
MCA-II & III
(Minnesota Comprehensive Assessments-Series II & III) / Minnesota Department of Education / Math: untimed; multiple choice questions; adaptive within grade level only
Reading: untimed: multiple choice questions / March - May / Grades 3-8,
10 (R), 11 (M) /
  • Federal Mandate
  • Summative
  • Outcomes Evaluation
/
  • What percentage of students are meeting grade level standards?
  • Which students are/are not meeting grade level standards?
  • Is district making adequate yearly progress toward NCLB goals and MMR criteria?

GRAD
(Graduation-Required Assessment for Diploma) / Minnesota Department of Education / Math: 40 items embedded in MCAII for first administration, separate test for re-takes.
Reading:
If students meet standard they meet the Grad requirement, separate test for re-takes.
Writing: Students respond to 1 prompt. Scored on holistic rubric / March – May
Retakes throughout year / Grade 11: Math
Grade 10: Reading
Grade 9: Writing /
  • State Mandate
  • Summative
  • Outcomes Evaluation
/
  • Have students met graduation requirements for state of Minnesota?

MAP
(Measures of Academic Progress) * / NWEA (Northwest Evaluation Association) / Math & Reading: untimed, computer based, adaptive across grade levels
VERSIONS:
MAP Survey with Goals (long version): Designed to measure achievement of students as they grow over time; provides overall RIT score as well as strand scores.
MAP Survey (short version):
Designed to identify a student’s status (current performance level) at any time during the school year; Not recommended for growth measurement; provides single overall RIT score. / September
January (optional)
March/
April / Grades 2-9 Reading
Grades 2-10 Math /
  • Screening
  • Diagnostic
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • What are student’s instructional levels within a continuum?
  • What content do students need to learn (learning continuum)?
  • What percentage of students are meeting growth targets Fall to Spring?
  • What growth do students make from Fall to Spring? - growth by quartile or by special populations (instructional treatment groups, NCLB subgroups etc)

Literacy GENERAL OUTCOME MEASURES (GOMs):

Measure / Source / Format / Timing / Target / Purpose / Sample Questions Answered
IGDI (Individual Growth and Development Indicators) / University of Minnesota / Identifying pictures that rhyme and begin with the same sounds in 2 minutes; naming pictures in 1 minute / September, January, May / Pre-School ages 3-5 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall mathematics development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

LNF
(Letter Naming Fluency) * / AIMSweb / Identification of visually presented letter names in 1 minute. / September / Kindergarten /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?

LSF
(Letter Sound Fluency) * / AIMSweb / Identification of visually presented letter sounds in 1 minute. / November, January, May / Kindergarten /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall early literacy development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

Phoneme Blending and Segmenting / SCRED / Blending phonemes to form words and segmenting words into their phonemes. / September (Grade 1), November, January, May / Kindergarten and Grade 1 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students need additional instruction in phonemic awareness?
  • Are core, supplemental, and intensive programs producing desired outcomes?

NWF
(Nonsense Word Fluency) * / AIMSweb / Reading or saying the sounds of visually presented nonsense words in 1 minute. / September, November, January (Grade 1),
April / Kindergarten and Grade 1 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall early literacy development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

ORF
(Oral Reading Fluency) * / AIMSweb
Also known as R-CBM (Reading – Curriculum Based Measurement) / Reading of graded connected text in 1 minute. / September (Grades 2-8), January, May / Grades 1– 8 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall early literacy development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

Mathematics GENERAL OUTCOME MEASURES (GOMs):

Measure / Source / Format / Timing / Target / Purpose / Sample Questions Answered
PNI (Preschool Numeracy Indicators)
In piloting stage / Lehigh University / Oral counting in 1 minute; naming numbers in 1 minute; identifying larger quantity in 1 minute; counting items with 1:1 correspondence in 30 seconds / September,
January, May / Pre-School ages 3-5 /
  • Screening
  • Outcomes EvaluationScreening
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are core, supplemental, and intensive programs producing desired outcomes?

TEN (Tests of Early Numeracy) * / University of Oregon, Aimsweb, Adapted at SCRED / Oral Counting in 1 minute; Quantity Discrimination (naming the larger of two numbers in 1 minute);Missing Number(naming missing number in a sequence in 1 minute) / September (grade 1), November, January, May / Kindergarten and Grade 1 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall mathematics development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

Math Facts / SCRED / Completing grade specific probes of math facts in 1 minute. / September (Grades 2-8), January, May / Grades 1– 8 /
  • Screening
  • Mastery Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students are not meeting local standards for math fact fluency?
  • Are at-risk students making adequate progress in math fact fluency development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

Math Concepts & Applications (MCAPs) * / AIMSweb / Completing grade specific probes of math word problems in 8 to 10 minutes. / September, January, May / Grades 2– 8 /
  • Screening
  • Progress Monitoring
  • Formative
  • Outcomes Evaluation
/
  • Which students appear unlikely to meet grade level standards without additional support?
  • Are at-risk students making adequate progress in overall mathematics development?
  • Are core, supplemental, and intensive programs producing desired outcomes?

* Indicates assessments with target scores available for predicting success on MCA assessmentsSCRED Revised 1/10/2013

Note: Outcomes Evaluation - grade level, core & supplemental instruction, building, intervention, program, etc.