The National Assessment of Educational Progress (NAEP). ERIC Digest.

Autor/in	Mullis, Ina V. S.
Institution	ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.; American Institutes for Research, Washington, DC.
Titel	The National Assessment of Educational Progress (NAEP). ERIC Digest.
Quelle	(1990), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Data Collection; Educational Assessment; Elementary Secondary Education; Mathematics Achievement; Multiple Choice Tests; National Surveys; Reading Achievement; Research Methodology; Research Projects; Sampling; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Data capture; Datensammlung; Education; assessment; Bewertungssystem; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseleistung; Research method; Forschungsmethode; Forschungsvorhaben
Abstract	This digest describes the organization of the National Assessment of Educational Progress (NAEP) and what is included in a typical NAEP assessment. The way in which the NAEP selects students for assessments and how the assessments are used are discussed. The NAEP is a congressionally mandated project of the National Center for Education Statistics. The operational contract for 1990 and 1992 has been awarded to the Educational Testing Service and its subcontractor; the policy guidelines are formulated by the National Assessment Governing board. NAEP objectives for each assessment take the form of frameworks or matrices for content and process areas such as reading and mathematics. Students are selected through detailed sampling procedures. In 1990, approximately 87,000 students participated in the national assessment and another 100,000 students participated in the state assessments of eighth-grade mathematics. The NAEP estimates that in 1992, the assessments will involve 419,000 students in 12,000 schools. Data are collected by trained administrators to reduce the burden on participating students and schools. The assessment instruments, which are generally administered in group settings, include a variety of multiple-choice and open-ended items. The NAEP results are presented in the Nation's Report Card, which describes relationships between achievement and a variety of background characteristics. A two-item list of additional reading materials is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC