This guide demystifies the MAP Growth Language Usage Test by explaining what’s on the exam and how it measures your child’s language skills. We break down the key components of grammar, mechanics, and writing, providing you with the insight needed to support your child’s learning journey. And if you’re looking for an edge in preparation, explore our Test PrepPacks designed specifically for MAP testing success!
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The NWEA MAP Growth Language Usage Test is a comprehensive, computer-adaptive assessment that measures students’ proficiency and growth in language skills from grades 2 to 12. It evaluates three core areas:
The Grammar and Usage section of the test evaluates a student's ability to understand and apply fundamental language principles. This includes:
The Mechanics section focuses on the technical aspects of written language:
This section assesses broader writing and language comprehension skills:
Understanding these components is essential for both students preparing for the exam and educators guiding their development.
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This component measures a student’s understanding of language structure, including proper use of parts of speech, sentence structure, and grammatical rules.
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."
This section focuses on the technical aspects of writing by assessing students' command over conventions such as capitalization, punctuation, and spelling.
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
Why is C correct?
✅ "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.
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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.
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.
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.
A reminder about MAP Scores
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It’s a computer-adaptive assessment designed to measure students’ skills in grammar, mechanics, and writing from grades 2-12.
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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