Prologue: An Introduction to the Evaluation of NAEP

Autor/inn/en	Lane, Suzanne; Zumbo, Bruno D.; Abedi, Jamal; Benson, Jeri; Dossey, John; Elliott, Stephen N.; Kane, Michael; Linn, Robert; Paredes-Ziker, Cindy; Rodriguez, Michael; Schraw, Gregg; Slattery, Jean; Thomas, Veronica; Willhoft, Joe
Titel	Prologue: An Introduction to the Evaluation of NAEP
Quelle	In: Applied Measurement in Education, 22 (2009) 4, S.309-316 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	National Competency Tests; Academic Achievement; Accountability; Test Validity; Test Results; Test Interpretation; Evaluation Utilization; Benchmarking + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Testvalidität; Test analysis; Testauswertung
Abstract	Given the changing landscape of educational accountability at the local, state, and national levels, and the changes in the uses of the National Assessment of Educational Progress (NAEP), including the evolving uses of NAEP as a policy tool to interpret state assessment and accountability systems, an explicit statement of the current and potential interpretations and uses of NAEP results is needed. Although there have been numerous validity studies to support many of the interpretations and uses of NAEP results, the delineation of a comprehensive validity framework to guide the systematic accumulation of validity evidence supporting the proposed interpretations and uses of NAEP results should be a priority. Such delineations of purposes and uses will draw attention to the related issues of fairness and equity. This is of particular importance given the increased use of NAEP to monitor performance of aggregated subgroups. As interpretations and uses are clarified and made explicit, fairness and equity issues can be addressed, intended consequences can be evaluated, and unintended, potentially negative consequences can be minimized. In this article, the authors discuss the historical view of NAEP and its evolution, as well as the uses and interpretations of NAEP results. This article concludes with recommendations for a validity framework and for additional research on achievement levels. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10