Download or read book Mathematics Framework for the 2011 National Assessment of Educational Progress written by United States. National Assessment Governing Board and published by . This book was released on 2010 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics Framework for the National Assessment of Educational Progress written by and published by . This book was released on 2010 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mathematics Framework for the 2011 National Assessment of Educational Progress written by National Assessment Governing Board and published by . This book was released on 2010 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. The NAEP Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. The main NAEP Assessment is based on a framework (such as this one) that can be updated periodically. The "2011 Mathematics Framework" only reflects changes in grade 12 from 2005; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2011 assessment. In broad terms, this framework attempts to answer the question: What mathematics skills should be assessed on NAEP at grades 4, 8, and 12? Of critical importance is the fact that this document does not attempt to answer the question: What (or how) mathematics should be taught? The framework was developed with the understanding that some concepts, skills, and activities in school mathematics are not suitable to be assessed on NAEP, although they may well be important components of a school curriculum. This framework describes a design for the main NAEP assessments at the national, state, and district levels, but it is not the framework for the long-term trend NAEP Assessment. This report contains five chapters: (1) Overview; (2) Framework for the Assessment; (3) Mathematical Complexity of Items; (4) Item Formats; and (5) Design of Test and Items. NAEP Mathematics Achievement Level Descriptions is appended. A bibliography is included. (Contains 12 exhibits.) [The following people were the primary authors of the introductions to the content areas: Roger Howe; Richard Scheaffer, and Mary Lindquist.].
Download or read book Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-05-12 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Measuring What Counts written by National Research Council and published by National Academies Press. This book was released on 1993-02-01 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measuring What Counts: A Policy Brief provides highlights of the main volume in the context of implications for educational policy.
Download or read book Examining the Content and Context of the Common Core State Standards written by American Institutes for Research and published by . This book was released on 2013 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as independent monitors of progress, because they have no high-stakes consequences for schools or students. The recently developed Common Core State Standards (CCSS) have been widely adopted by the states. These new standards, and the assessments being built to measure them, offer the possibility of far greater uniformity in curriculum and assessment across the nation than has characterized U.S. education in the past. In addition, the CCSS embody many emerging themes of education reform. In this context, the NAEP Validity Studies Panel (NVS Panel) devoted a substantial portion of its annual validity research agenda in 2011 and 2012 to exploring the relationship between NAEP and the CCSS, and to considering how NAEP can work synergistically with the CCSS assessments to provide the nation with the most useful information about educational progress. This volume includes two substantial studies exploring the relationship between the content of the NAEP mathematics, reading, and writing assessments and the CCSS in mathematics and English language arts (ELA). These two content studies are complemented by two shorter white papers that explore (1) the potential for incorporating learning progressions into NAEP assessments; and (2) the implications for the NAEP program of coming changes in psychometric approaches to statewide testing. The four studies presented herein are: (1) "A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)," by Gerunda B. Hughes, Phil Daro, Deborah Holtzman, and Kyndra Middleton (See ED545238); (2) "A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts," by Karen K. Wixson, Sheila W. Valencia, Sandra Murphy, and Gary W. Phillips (See ED545239); (3) "The Relevance of Learning Progressions for NAEP," by Lorrie Shepard, Phil Daro, and Fran B. Stancavage (See ED545240); and (4) "What Might Changes in Psychometric Approaches to Statewide Testing Mean for NAEP?," by David Thissen and Scott Norton (See ED545241). [Individual studies contain appendices and references.].
Download or read book Curriculum based Mathematics Assessment written by Caren Holtzman and published by . This book was released on 1990 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Writing Framework for the 2011 National Assessment of Educational Progress September 2010 written by and published by . This book was released on 2010* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Statement of Principles on Assessment in Mathematics and Science Education written by and published by . This book was released on 1994 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Aligning Mathematics Assessment Standards written by Kathy L. Shapley and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Writing Framework and Specifications for the 2007 National Assessment of Educational Progress written by United States. National Assessment Governing Board and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Results from the National Assessment of Educational Progress written by National Council of Teachers of Mathematics and published by . This book was released on 1978 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card written by National Center for Education Statistics (ED) and published by . This book was released on 2010 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. Nationally representative samples of twelfth-graders from 1,670 public and private schools across the nation participated in the 2009 National Assessment of Educational Progress (NAEP). Approximately 52,000 students were assessed in reading, and 49,000 students were assessed in mathematics. National reading results from the 2009 assessment are compared to results from five earlier assessment years going back to 1992. The 2009 mathematics results are compared to those from 2005 when a change in the mathematics framework for the assessment necessitated a new trend line for that subject at grade 12. Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower. (Contains 29 tables and 24 figures.).
Download or read book The Adaptation of National Assessment of Educational Progress Materials for Mathematics Assessment at the Local Level written by William E. Rogge and published by . This book was released on 1980 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Evaluation of the National Assessment of Educational Progress Study Reports written by Chad W. Buckendahl and published by . This book was released on 2009 with total page 856 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "Evaluation of the National Assessment of Educational Progress: Study Reports" describes the special studies that comprised the design of the evaluation. In the Final Report, the authors presented a practical discussion of the evaluation studies to its primary, intended audience, namely policymakers. On this accompanying CD, readers will find additional evidence to support findings and recommendations in the six study reports. The study reports represent summaries of the data collection, analysis, and findings of the different lines of inquiry that comprised the evaluation design. Included in this volume are: (1) Audit Study Report (Barbara S. Plake, Chad W. Buckendahl, and Susan L. Davis); (2) Evaluation of the Standard Setting on the 2005 Grade 12 National Assessment of Educational Progress Mathematics Test (Stephen G. Sireci, Jeffrey Hauger, Christine Lewis, Craig Wells, April L. Zenisky, and Jill Delton); (3) How Do Other Countries Measure Up to the Mathematics Achievement Levels on the National Assessment of Educational Progress? (Ronald K. Hambleton, Stephen G. Sireci, and Zachary R. Smith); (4) A Study of the Utility of the National Assessment of Educational Progress (April L. Zenisky, Ronald K. Hambleton, and Stephen G. Sireci); (5) Evaluating Score Equity Across Selected States for the 2005 Grade 8 NAEP Math and Reading Assessments (Craig S. Wells, Su Baldwin, Ronald K. Hambleton, Stephen G. Sireci, Ana Karantonis, Stephen Jirka, Robert Keller and Lisa A. Keller); and (6) Methods for Evaluating the Alignment Between State Curriculum Frameworks and State Assessments: A Literature Review (Drey Martone, Stephen G. Sireci, and Jill Delton). Individual tables, figures, footnotes, references, and appendices.
Download or read book The National Assessment for Educational Progress as Viewed by a Prospective Mathematics Teacher written by Virginia Ellen Vahlbruch and published by . This book was released on 1974 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card written by and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
