Metropolitan
Achievement Test,
Seventh Edition
(MAT 7)
“The Smartest Choice for
All Children.”
METROPOLITAN ACHIEVEMENT TEST, SEVENTH EDITION (MAT-7)
The MAT-7 will be administered to students when FCAT-NRT or SAT-9 scores are not available and will still be
required to place students into the English for Speakers of Other Languages (ESOL) Program and exit students
from it (grades 4 through 12).
The MAT-7 is also used to place students into the Gifted Program under Eligibility Plan B (grades K through 12).
GRADE LEVELS: Grades K through 12.
PURPOSE: The MAT-7 is used in conjunction with the Oral Language Proficiency Scale (OLPS) to determine
student eligibility for the ESOL program (grades 4 through 12). It is also used to place students into the Gifted
Program under Eligibility Plan B (grades K through 12).
DATES ADMINISTERED: The MAT-7 can be administered as needed throughout the year.
TYPE OF TEST: Standardized norm-referenced achievement test.
DESCRIPTION OF TEST: The MAT-7 is a multiple-choice battery which includes subtests that assess reading,
language, and mathematics.
SCORES PROVIDED: Student tests are scored at the school-site. Each student receives stanines and percentile
ranks for each subtest administered. School summary data are not provided.
RESULTS AVAILABLE: The MAT-7 is hand-scored at the school site immediately following the test
administration.
• Metropolitan Achievement Test, 7th Edition.
• Publisher, Date of Publication:
Psychological Corporation of Harcourt
Brace, 1993.
• Cost: 25 test booklets + directions for
administration booklet = $62.50. 100
machine scored answer sheets = $50.00.
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Primary 2
Elementary 1
Elementary 2
Intermediate 1
Intermediate 2
Intermediate 3
Intermediate 4
Secondary 1
Secondary 2
Secondary 3
Secondary 4
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
215-225 minutes
225-235 minutes
225-235 minutes
245-255 minutes
245-255 minutes
245-255 minutes
245-255 minutes
220-230 minutes
220-230 minutes
220-230 minutes
220-230 minutes
The MAT 7 is “designed to measure
the achievement of students in the
major skill and content areas of the
school curriculum.”
• Primary 2: word recognition, reading vocabulary, reading
comprehension, total reading, concepts and problemsolving, procedures, total mathematics, language, science,
social studies, basic battery, and complete battery.
• Elementary 1-2 and Intermediate 1-4: same as Primary 2
except no word recognition.
• Secondary 1-4: reading, vocabulary, reading
comprehension, total reading, mathematics, language,
science, social studies, basic battery, and complete
battery.
• According to Stiggins, selected response
assessments are appropriate and efficient ways to
measure knowledge and understanding and
reasoning domains.
• Supplementary assessment materials, such as
writing and communication measures, are also
available.
• The subsequent rank order may be used as a tool
for instructional support and policy.
• Type: all types are available (scaled scores,
stanines, etc.)
• Standardization Sample: 100,000 students from
300 districts for spring standardization (fall
standardization was smaller).
• Standard Setting Procedures: Socioeconomic
status, urbanicity, ethnicity were used for
sampling purposes. Subnorms are also available.
• Types: Internal Reliability = .80 - .90 for all
content and grade levels.
--Highest Reliability: math, language, and
total reading
--Lowest Reliability: social studies, science
• Parallel Forms: .79 - .90
• Content: represents the most critical aspect
of validity for the MAT 7; all content areas
aligned with national standards.
• Criterion-related: a range of 82% - 100%
completion rate was recorded. Most scores
were in the low to mid 90s.
• Publisher clearly stated appropriate and
inappropriate uses of MAT results.
• The preparation of test specifications for the
MAT seem especially well-done.
• The MAT has a long tradition of assessment
excellence.
• The selected response format may require
additional evidence for validity.
• Few details of item bias studies and other
technical features were notably absent.
• Graphics and layout/format are clean, but certain
colors may be distracting.
• There are many “finish the sentence” stems,
which Stiggins cautions against.
• Broad variety of concepts are covered in all
levels and content areas.
• Multicultural sensitivity is exhibited in graphics
and cover pages.
• Close curriculuar alignment would be difficult to
achieve due to scope of learning targets.
Nikki Scott
Ed Montgomery
Jane Vander Tuig
Andrew Rikli