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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorShields, Judith, 1947-eng
dc.coverage.spatialMissourieng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on June 16, 2009)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.description.abstractThe Missouri Assessment Program's (MO MAP) required yearly assessment was compared with the computer-adaptive Northwest Evaluation Association's Measure of Academic Progress (NWEA MAP) test to determine if the NWEA MAP was a good predictor of the MO MAP assessment. Subtest Rasch unit (RIT) scores of the NWEA MAP, as well as the overall RIT scores of the mathematics, language usage, and reading tests were compared with mathematics and communication arts assessments of the MO MAP. Bivariate and multiple regressions suggested that both the subtests and overall RIT scores were good predictors of the MO MAP communication arts and mathematics assessment. Of the NWEA MAP subtests, data and probability was the best predictor of the MO MAP mathematics assessment, strategies of reading process of the NWEA MAP reading test was the best predictor of the MO MAP communication arts assessment, and forms and types of writing of the language usage was the best predictor of the MO MAP communication arts assessment. The research was conducted on data from a middle sized, rural Missouri school district, population of 6th, 7th, and 8th graders for the years of 2005-2007. The findings, although confined to a small population, should prove useful in the decision on whether to employ the NWEA MAP in other Missouri districts.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb6897727xeng
dc.identifier.oclc401678616eng
dc.identifier.urihttps://doi.org/10.32469/10355/5589eng
dc.identifier.urihttps://hdl.handle.net/10355/5589
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshMissouri Assessment Programeng
dc.subject.lcshMathematics -- Study and teaching (Middle school)eng
dc.subject.lcshReading (Middle school)eng
dc.subject.lcshEducational leadershipeng
dc.titleA comparison of the NWEA measures of academic progress and the Missouri Assessment Programeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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