The MAP Growth Language Usage test helps schools understand how well students use and understand written language across all grade levels. This guide breaks down what the test includes, from grammar and mechanics to sentence editing and writing skills, so you know exactly what your child is being assessed on. You’ll gain clear insight into how the test works and what skills matter most. If your child needs extra support, explore our targeted MAP Test PrepPacks designed to build confidence and improve performance.
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The MAP Language Usage test is a critical section of the exam that measures how well students understand and apply key writing and grammar skills. Because the NWEA MAP test is adaptive, each student receives questions at the right level as they work through tasks involving grammar, punctuation, sentence structure, and editing. This section helps schools track growth in practical language skills and gives students a chance to show how effectively they can revise and improve written text.
The Language Usage section is tested from grade 2 onwards, but the skills are presented differently depending on a student’s level—early grades focus on foundational grammar and simple mechanics, while higher grades engage with more complex writing, editing, and language conventions.
The Language Usage section typically includes 40-43 questions that evaluate three core areas:
The Grammar and Usage section of the test evaluates a student's ability to understand and apply fundamental language principles. It focuses on how well students use correct sentence structure, verb tense, and word choice, as well as their ability to recognize and correct common grammar errors.
Proper sentence structure and syntax
Verb tense and subject-verb agreement
Correct use of parts of speech
Pronoun usage and agreement
Understanding word relationships and context
Identifying and correcting grammatical errors
Which sentence is correct?
Wrong
Correct!
Wrong
Wrong
Correct Answer (B): "The cat chased the mouse." This sentence makes sense because it follows the proper order: subject (who?) → verb (what happened?) → object (what was affected?).
Why the others are wrong:
(A): "The cat chased the dog the mouse." This sentence is confusing. It sounds like the cat is chasing both the dog and the mouse, but it's unclear.
(C): "Chased the mouse the cat." The words are in the wrong order. It doesn’t start with the subject ("the cat").
(D): "The mouse the cat chased." This is also in the wrong order. It makes it sound like "the mouse" is more important, but it’s not clear.
Select the sentence with the correct pronoun-antecedent agreement.
Wrong
Wrong
Wrong
Correct!
Correct Answer (D): "Each of the boys brought his own lunch." The word "Each" refers to one boy at a time, so we need a singular pronoun, "his."
Why the others are wrong:
(A): "Each of the boys brought their own lunch." - "Their" is plural, but "Each" is singular.
(B): "Each of the boys brought her own lunch." - We don’t know if all the boys are girls! "His" is a better choice.
(C): "Each of the boys brought they own lunch." - "They" is incorrect grammar. It should be "his."
The Mechanics section focuses on the technical aspects of written language. It evaluates a student’s ability to use punctuation, capitalization, spelling, and formatting correctly, ensuring that their writing is clear, accurate, and polished.
Punctuation rules
Capitalization standards
Spelling accuracy
Proper use of quotation marks
Grammatical formatting conventions
Identifying and correcting writing errors
Which sentence correctly spells the plural form of “fox”?
Wrong
Wrong
Wrong
Correct!
Correct Answer (D): "Foxes" is correct because words ending in "x" add "es" to become plural.
Why the others are wrong:
(A): "foxs" - You need "es" for words ending in "x."
(C): "foxies" - This changes the spelling of "fox" too much.
(B): "foxen" - This is incorrect; only some words (like "ox" → "oxen") use this.
Which sentence uses commas correctly?
Wrong
Wrong
Correct!
Wrong
Correct Answer (C): "Before eating, John went to wash his hands." The phrase "Before eating" is an introductory phrase that tells us when something happened.
When a sentence starts with an introductory phrase, we need a comma after it to separate it from the main part of the sentence.
Without the comma, the sentence might be confusing or harder to read.
Why are the other choices wrong?
(A): "Before eating, John, went to wash his hands."
The extra comma after "John" is unnecessary. It breaks up the sentence in a way that doesn't follow punctuation rules.
(B): "Before eating John went, to wash his hands."
There should be a comma after "Before eating" because it's an introductory phrase.
The comma after "went" is incorrect because it separates words that should stay together.
(D): "Before, eating John went to wash his hands."
The comma after "Before" is incorrect because "Before eating" is a phrase that should stay together.
The correct placement of the comma is after "eating," not before.
This component examines the student’s ability to improve written texts by revising and editing for clarity, coherence, and alignment with the intended purpose or audience. It involves tasks such as enhancing details, organizing ideas, and making text adjustments that lead to a more effective piece of writing.
Word choice and vocabulary
Clarity of expression
Sentence construction and variety
Coherence and logical flow of ideas
Editing and revision skills
Written communication principles
Read the email draft:
Dear Principal,
I am writing to request a meeting to discuss the upcoming student art show. I believe this event will significantly enrich our school culture.
Which sentence best completes the email with a polite call to action?
Wrong
Correct!
Wrong
Wrong
Correct Answer (B): "I kindly ask that you let me know a convenient time for us to meet." This is the best answer because it is polite and shows respect for the principal’s schedule while asking for a response.
Why the others are wrong:
(A): "I expect you to reply by the end of the day." - This sounds demanding and not very polite.
(C): "I am sure you will decide quickly." - This assumes the principal will rush the decision, which isn’t respectful.
(D): "I will await your answer indefinitely." - This sounds too passive—the writer should politely ask for a response instead of waiting forever.
Read the narrative:
Alex was preparing for his school's debate competition. He carefully reviewed his arguments, but he felt his delivery lacked impact.
Which sentence should be added to improve his speech for a formal debate?
Wrong
Wrong
Correct!
Wrong
Correct Answer (C): "He revised his speech to include stronger, more persuasive evidence." This is the best choice because a formal debate is about convincing others. Adding better evidence makes his argument stronger, which is the goal of a debate.
Why the others are wrong:
(A): "He practiced his speech aloud in front of a small audience." - While practice is helpful, it doesn’t improve the content of his speech.
(B): "He completely rewrote his speech to focus on a different topic." - He didn’t need a new topic—he just needed to make his speech better.
(D): "He decided to reduce his speech length significantly." - Shortening a speech doesn’t necessarily make it better. A strong argument is more important than a short one.
It’s a computer-adaptive assessment designed to measure students’ skills in grammar, mechanics, and writing from grades 2-12.
While reading fluency focuses on the ability to read text accurately and quickly, the MAP Language Usage Test delves deeper into language skills. It assesses grammar, mechanics, and writing composition, complementing reading assessments by examining how students understand and manipulate language structure. There is a separate MAP Reading Fluency test, which complements the reading fluency component of MAP Growth.
It’s a computer-adaptive assessment designed to measure students’ skills in grammar, mechanics, and writing from grades 2-12.
RIT scores on the NWEA MAP Growth assessments provide a standardized, equal-interval measure of a student's academic achievement level in a specific subject. They are useful for seeing how students are doing over time and across different grades. They also help teachers make decisions about teaching.
It is typically given three times a year—in the fall, winter, and spring.
In addition to classroom work, consider using dedicated test prep resources. Explore our Test Prep Packs from Test Prep Online to give your child the tools they need for success!
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