- Criterion Referenced Assessments
- Norm Referenced Assessments
- Measures of Academic Progress (MAP)
- Individual Growth and Development Indicators (IGDI)
Simply put, a Criterion Referenced assessment is typically an assessment that was developed to assess a student’s mastery on a relatively limited number of achievement targets.
The resulting scores typically include a raw score, or a score indicating the percent of items (skills) the individual got correct in comparison to the total number of items on the assessment.
When interpreting the scores, one is only able to make judgments in relation to a functional performance level (cut score) and not in relation to how others performed on this assessment.
In contrast to a Criterion Referenced Assessment, a Norm Referenced Assessment is typically an assessment that was developed to assess a student’s performance on a wider sample of content within a specified achievement target.
When interpreting scores, one is able to make comparisons between the student’s performance with that of other students in a specified reference population of the same age and grade (norm group).
Measures of Academic Progress (MAP) are state/district-aligned computerized adaptive tests that accurately reflect the instructional level of each student and measure growth over time. Assessments are available for students in grades 3rd through 12th in the academic areas of:
- Language Usage
New to the MAP assessment is a Kindergarten through 2nd grade assessment that measures skills in the areas of early literacy and numeracy.
For additional information regarding these assessments please contact Nancy Lockett.
Individual growth and development indicators (IGDI) are a set of research-based assessment measures of early language & literacy development that have been developed under the auspices of the University of Minnesota and Center for Response to Intervention in Early Childhood. They support the identification of students requiring additional levels of intervention in the key early literacy domains of oral language, phonological awareness, alphabet knowledge, and comprehension.
They are designed to be easy to administer, inexpensive, reliable, valid, sensitive to age and intervention effects, and to provide educators with formal assessments of child status and change over time in relation to important skill acquisition. Most significantly, the new measures are closely aligned with important instructional decisions that need to be made within the context of the RtI model.
Tools for Innovation and Educational Results (TIER) – is a data management system that will work seamlessly with our state’s PK-6th grade universal screening and progress monitoring data to display universal screening and progress monitoring data, and support the tracking of individual student interventions. This “smart” system will be programmed to assist educators in making effective data-based decisions.
(WARNING: The IGDI suite of assessments have early literacy and numeracy assessments that are available. However, at the current time Iowa has only adopted the early literacy assessments)
Additional information regarding the IGDI suite of Assessments, The Iowa TIER, as well as Iowa Code Section 279.68 (Early Literacy Initiative) can be found on the Iowa Department of Education website.