Achievement Level Description Review for the National Assessment of Educational Progress Mathematics and Reading Assessments. Final Process Documentation and Technical Report

Autor/inn/en	Moyer, Eric L.; Galindo, Jennifer
Institution	National Assessment Governing Board; NCS Pearson, Inc.
Titel	Achievement Level Description Review for the National Assessment of Educational Progress Mathematics and Reading Assessments. Final Process Documentation and Technical Report
Quelle	(2022), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Achievement; Mathematics Achievement; Reading Tests; Mathematics Tests; Governing Boards; National Competency Tests; Academic Achievement; Definitions; Educational Policy; Expectation; Guidelines; Grade 4; Grade 8; Grade 12; Policy Analysis; Alignment (Education); Pilot Projects; Standard Setting; Decision Making; Gender Differences; Ethnicity; Item Analysis; Test Items; Rating Scales; Student Characteristics; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Governing body; Governing bodies; Leitungsgremium; Schulleistung; Begriffsbestimmung; Politics of education; Bildungspolitik; Expectancy; Erwartung; Richtlinien; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; Politikfeldanalyse; Pilot project; Modellversuch; Pilotprojekt; Standardisierung; Decision-making; Entscheidungsfindung; Geschlechterkonflikt; Ethnizität; Itemanalyse; Test content; Testaufgabe; Rating-Skala
Abstract	The National Assessment Governing Board has a legislatively mandated responsibility to develop National Assessment of Educational Progress (NAEP) achievement levels. The Board Policy Statement on Developing Student Achievement Levels for the National Assessment of Educational Progress provides policy definitions of "NAEP Basic," "NAEP Proficient," and "NAEP Advanced" -- and describes the principles for setting achievement levels. The policy definitions are general, high-level expectations of what students should know and be able to do and consistent across all NAEP assessments. Content achievement level descriptions (ALDs) are specific descriptions of what students at each level should know and be able to do for each individual assessment as specified in the frameworks. The National Assessment Governing Board contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for NAEP Reading and Mathematics assessments for grades 4, 8, and 12. This document describes the procedural and technical aspects and outcomes of the operational ALD Review study. In particular, this report addresses the Board's updated achievement levels policy that called for the development of Reporting ALDs to state how the assessment content (defined by the Reporting ALDs) aligns with the existing content ALDs and achievement level policy definitions. (ERIC).
Anmerkungen	National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945; Web site: http://www.nagb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01