Research Catalog

Evaluation of the achievement levels for mathematics and reading on the national assessment of educational progress

Title
Evaluation of the achievement levels for mathematics and reading on the national assessment of educational progress / Committee on the evaluation of NAEP achievement levels for mathematics and reading, Christopher Edley, Jr., and Judith A. Koenig, editors, Board on testing and assessment and Committee on national statistics Division of behavioral and social sciences.
Author
National Academies of Sciences, Engineering, and Medicine (U.S.)
Publication
Washington : National Academies Press, 2017.

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Details

Additional Authors
  • Edley, Christopher
  • Koenig, Judith
  • National Assessment of Educational Progress (Project)
Description
272 pages : illustrations; 23 cm
Summary
"Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved"--Publisher's description.
Alternative Title
National academies of science, engineering, medicine, report
Subject
  • Academic achievement > United States > Statistics
  • Educational evaluation > United States > Statistics
  • Mathematical ability > Testing
  • Reading > Ability testing
  • Educational tests and measurements > United States
  • Academic achievement
  • Educational evaluation
  • Educational tests and measurements
  • United States
Genre/Form
Statistics.
Bibliography (note)
  • Includes bibliographical references.
Funding (note)
  • Supported by contract from the U.S. Department of Education
Contents
Introduction -- Setting achievement levels: history -- Setting achievement levels: NAEPs process -- Reliability of the achievement levels -- Validity of the achievement levels -- Interpretations and uses of NAEP achievement levels -- Setting new standards: consideration -- Conclusions and recommendations -- References -- Appendix A; Agenda for public forum -- Appendix B: Biographical sketches of Committee members and staff.
ISBN
  • 9780309438179
  • 0309438179
OCLC
  • ocn984353420
  • 984353420
  • SCSB-5894053
Owning Institutions
Columbia University Libraries