Issues and Answers: What Will NAEP Tell Us?

Autor/in	Mullis, Ina V. S.
Titel	Issues and Answers: What Will NAEP Tell Us?
Quelle	(1984), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Educational Assessment; Educational Objectives; Educational Policy; Elementary Secondary Education; Intellectual Disciplines; National Programs; Student Characteristics; Test Construction; Test Results; Test Use; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Geisteswissenschaften; nicht übertragen; Testaufbau; Testanwendung
Abstract	The National Assessment of Educational Progress (NAEP) approach to developing assessments is described. NAEP will solicit views concerning assessment objectives and use the consensus approach. NAEP results can impact educational policy and school and classroom practices. Several policies have been adopted to provide improved information about specific subject area achievement. Subject areas will be selected to address issues of national concern and information needs. Each biennial assessment will include four subject areas. Subject area assessments will be more closely integrated and related and will include reading. Innovative item development will be assured through adoption of several policies. Each subject area assessment will contain open ended items and assessment of higher order reasoning skills will be emphasized. Assessment results will be more useful to a variety of audiences as a result of NAEP adoption of new policies. An increased scope of student level and school level background information will be collected. The collection of background information about teachers that can be directly related to student achievement has been initiated. Types of information may be classified as program related variables, impact of policies and practices, effect of teaching strategies and school curricular policies related to specific subject areas, and equal learning opportunity. (DWH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC