Overview

An examination of the ways in which the National Assessment of Educational Progress (NAEP) can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers recommendations and strategies for improving the NAEP's effectiveness and utility, including: linking achievement data to other education indicators; streamlining data collection and other aspects of its design; including students with disabilities and English-language learners; and revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents - which identify knowledge and skills to be assessed - with a clearer eye toward the inferences that will be drawn from the results.

Full Product Details

Author:   National Research Council ,  Commission on Behavioral and Social Sciences and Education ,  Board on Testing and Assessment ,  Committee on the Evaluation of National and State Assessments of Educational Progress
Publisher:   National Academies Press
Imprint:   National Academies Press
Dimensions:   Width: 15.20cm , Height: 2.50cm , Length: 22.90cm
Weight:   0.626kg
ISBN:  

9780309062855

ISBN 10:   0309062853
Pages:   296
Publication Date:   23 January 1999
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

1 Front Matter; 2 Executive Summary; 3 Introduction; 4 1 Creating a Coordinated System of Education Indicators; 5 2 Streamlining the Design of NAEP; 6 3 Enhancing the Participation and Meaningful Assessment of all Students in NAEP; 7 4 Frameworks and the Assessment Development Process: Providing More Informative Portrayals of Student Performance; 8 5 Setting Reasonable and Useful Performance Standards; 9 6 Strategies for Implementing the Committee's Recommendations for Transforming NAEP; 10 References; 11 Appendix A: Enhancing the Assessment of Reading; 12 Appendix B: Research About Student Learning as a Basis for Developing Assessment Materials: An Example from Science; 13 Appendix C: A Sample Family of Items Based on Number Patterns at Grade 4; 14 Appendix D: Exploring New Models for Achievement-Level Setting; 15 Appendix E: Biographical Sketches; 16 Index

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Author Information

James W. Pellegrino, Lee R. Jones, and Karen J. Mitchell, Editors; Committee on the Evaluation of National and State Assessments of Educational Progress, National Research Council

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