Assessing Student Achievement in the States: Background Studies. Studies for the Evaluation of the NAEP Trial State Assessment Commissioned for the National Academy of Education Panel Report on the 1990 Trial.

Institution	National Academy of Education, Stanford, CA.
Titel	Assessing Student Achievement in the States: Background Studies. Studies for the Evaluation of the NAEP Trial State Assessment Commissioned for the National Academy of Education Panel Report on the 1990 Trial.
Quelle	(1992), (439 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Educational Assessment; Eligibility; Grade 8; Inferences; Junior High School Students; Junior High Schools; Mathematics Tests; National Surveys; Program Evaluation; Program Implementation; Public Schools; Research Reports; State Programs; Student Evaluation; Test Results; Testing Programs + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Eignung; School year 08; 8. Schuljahr; Schuljahr 08; Inference; Inferenz; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Research report; Forschungsbericht; Regierungsprogramm; Schulnote; Studentische Bewertung
Abstract	This document presents 10 papers concerning the 1990 Trial State Assessment, which was restricted to the eighth-grade public school population in 37 states, the District of Columbia, and 2 U.S. territories. The following are the papers: (1) "A Critique of Sampling in the 1990 Trial State Assessment" (Bruce D. Spencer); (2) "Eligibility/Exclusion Issues in the 1990 Trial State Assessment" (Bruce D. Spencer); (3) "Evaluation of the Implementation of the 1990 Trial State Mathematics Assessment" (Donald H. McLaughlin, Frances B. Stancavage, Jay G. Chambers, Elizabeth Hartka, and Kadriye Ercikan); (4) "The Content and Curricular Validity of the 1990 NAEP Mathematics Items: A Retrospective Analysis" (Edward A. Silver, Patricia A. Kenney, and Leslie Salmon-Cox); (5) "The Relative Standing of States in the 1990 Trial State Assessment: The Influence of Choice of Content, Statistics, and Subpopulation Breakdowns" (Robert L. Linn, Lorrie Shepard, and Elizabeth Hartka); (6) "A Study of the Impact of Reporting the Results of the 1990 Trial State Assessment: First Report" (Frances B. Stancavage, Edward Roeber, and George W. Bohrnstedt); (7) "General Issues in Reporting the Results of the NAEP Trial State Assessment Results" (Robert M. Jaeger); (8) "The Case for District- and School-Level Results from NAEP" (Ramsey Selden); (9) "Cautions on the Future of NAEP: Arguments Against Using NAEP Tests and Data Reporting below the State Level" (Walter Haney and George F. Madaus); and (10) "Reasonable Inferences for the Trial State NAEP Given the Current Design: Inferences that Can and Cannot Be Made" (Edward H. Haertel). (RLC)
Anmerkungen	National Academy of Education, Stanford University, School of Education, CERAS-507, Stanford, CA 94305-3084 ($10 prepaid).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC