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Evaluation of "Redesigning the National Assessment of Educational Progress"

Evaluation of "Redesigning the National Assessment of Educational Progress"

  • Publisher: National Academies Press
  • ISBN: 9780309055871
  • eISBN Pdf: 9780309562829
  • Place of publication:  United States
  • Year of digital publication: 1996
  • Month: September
  • Pages: 40
  • Language: English
  • Evaluation of “Redesigning the National Assessment of Educational Progress”
  • Copyright
  • Contents
  • Summary
  • Evaluation of “Redesigning the National Assessment of Educational Progress”
    • BACKGROUND
      • NAEP's Origin and Evolution
      • Redesign of the Original Plan
      • Current Design and Governance
    • PROPOSED REDESIGN
    • EVALUATION OF THE PROPOSED REDESIGN
      • Multiple and Varied Purposes
      • Insufficient Detail
      • Insufficient Empirical Base
    • FUNDAMENTAL RECONCEPTUALIZATION OF NAEP
    • CONCLUSION
  • References
  • Appendix: Redesigning the National Assessment of Educational Progress: Draft For Public Comment
    • OVERVIEW
      • A Better Way to Measure Educational Progress in America
      • Purpose of the National Assessment of Educational Progress
      • The Audience for the National Assessment
      • What the National Assessment Is Not
      • Recommended Changes to the National Assessment
      • Test all subjects specified by Congress: reading, writing, mathematics, science, history, geography, civics, the arts...
      • Vary the amount of detail in testing and in reporting results
      • Simplify the National Assessment design
      • Simplify the way the National Assessment reports trends in student achievement
      • Use performance standards to report whether student achievement is “good enough”
      • Use international comparisons
      • Emphasize reporting for grades 4, 8 and 12
      • National Assessment results for states
      • Use innovations in measurement and reporting
      • Keep test frameworks and specifications stable
      • Use an appropriate mix of multiple-choice and “performance” questions

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