Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress

Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress

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

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ISBN-10: 0309062853

ISBN-13: 9780309062855

Pub. Date: 12/30/1998

Publisher: National Academies Press

Since the late 1960s, the National Assessment of Educational Progress (NAEP)--the nation's report card--has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role.

Grading the Nation's

Overview

Since the late 1960s, the National Assessment of Educational Progress (NAEP)--the nation's report card--has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role.

Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving 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.
  • 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.

What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.

Product Details

ISBN-13:
9780309062855
Publisher:
National Academies Press
Publication date:
12/30/1998
Edition description:
New Edition
Pages:
296
Product dimensions:
6.00(w) x 9.00(h) x 0.97(d)

Table of Contents

EXECUTIVE SUMMARY 1(8)
INTRODUCTION 9(13)
Changing Sociopolitical Context of NAEP 9(2)
Committee Charge 11(1)
History and Current Status of NAEP 12(7)
Current Context and Demands 19(1)
Overview of the Report 20(2)
1 CREATING A COORDINATED SYSTEM OF EDUCATION INDICATORS
22(34)
Introduction
22(2)
NAEP's Current Mission
24(1)
Views of NAEP's Purpose and Use from Prior Evaluators
25(2)
Findings from Our Evaluation: Uses of NAEP
27(8)
Purpose and Use of Indicator Systems
35(7)
Potential Value of a Coordinated System of Indicators
42(3)
Designing and Supporting a Coordinated System
45(6)
Planning and Managing the System
51(3)
Summary
54(2)
2 STREAMLINING THE DESIGN OF NAEP
56(31)
Introduction
56(1)
Overview of NAEP's Current Sampling, Data Collection, Analysis, and Reporting Procedures
57(8)
Selected Findings from Previous NAEP Evaluations
65(3)
The Committee's Evaluation
68(5)
Toward a More Unified Design for NAEP
73(11)
Summary of Proposed Design Features
84(1)
Major Conclusions and Recommendations
84(3)
3 ENHANCING THE PARTICIPATION AND MEANINGFUL ASSESSMENT OF ALL STUDENTS IN NAEP
87(27)
Introduction
87(2)
English-Language Learners and Students with Disabilities
89(2)
Efforts to Enhance Participation in NAEP and Other Large-Scale Assessments
91(1)
Review of Progress Through 1996
92(10)
Problem of Consistent and Accurate Identification
102(4)
Goals for Enhancing Participation and Accommodation
106(3)
A Research Agenda
109(3)
Major Conclusions and Recommendations
112(2)
4 FRAMEWORKS AND THE ASSESSMENT DEVELOPMENT PROCESS: PROVIDING MORE INFORMATIVE PORTRAYALS OF STUDENT PERFORMANCE
114(48)
Introduction
115(1)
Overview of NAEP's Current Assessment Development Process
116(6)
Selected Findings from Previous NAEP Evaluations
122(2)
The Committee's Evaluation
124(33)
A Vision for Assessment Development in NAEP
157(2)
Major Conclusions and Recommendations
159(3)
5 SETTING REASONABLE AND USEFUL PERFORMANCE STANDARDS
162(23)
Introduction
162(1)
NAEP Performance Standards and the Achievement-Level-Setting Process
163(3)
Selected Findings from Past NAEP Evaluations and Research
166(2)
1996 Science Achievement-Level Setting
168(3)
The Committee's Evaluation
171(10)
Achievement-Level Setting in Future NAEP Assessments
181(1)
Major Conclusions and Recommendations
182(3)
6 STRATEGIES FOR IMPLEMENTING THE COMMITTEE'S RECOMMENDATIONS FOR TRANSFORMING NAEP
185(13)
Recapitulation of the Primary Recommendations
186(3)
Recent Work That Provides a Foundation for New Paradigm NAEP
189(2)
Operationalizing Changes to the NAEP Program
191(5)
Conclusion
196(2)
REFERENCES 198(21)
APPENDIXES 219(48)
A Enhancing the Assessment of Reading 219(12)
B Research About Student Learning as a Basis for Developing Assessment Materials: An Example from Science 231(6)
C A Sample Family of Items Based on Number Patterns at Grade 4 237(19)
D Exploring New Models for Achievement-Level Setting 256(6)
E Biographical Sketches 262(5)
INDEX 267

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