Assessing the Validity of the National Assessment of Educational Progress: NAEP Technical Review Panel White Paper.

Autor/inn/en	Linn, Robert L.; Baker, Eva L.
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Assessing the Validity of the National Assessment of Educational Progress: NAEP Technical Review Panel White Paper.
Quelle	(1996), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Comparative Analysis; Data Analysis; Educational Policy; Elementary Secondary Education; Evaluation Methods; National Surveys; Scaling; Student Motivation; Test Interpretation; Test Use; Test Validity; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auswertung; Politics of education; Bildungspolitik; Scale construction; Skalenkonstruktion; Schulische Motivation; Test analysis; Testauswertung; Testanwendung; Testvalidität
Abstract	During the past 6 years, under a contract from the National Center for Education Statistics, a Technical Review Panel has overseen and conducted a series of research studies addressing a range of validity questions relevant to the various uses and interpretations of the National Assessment of Educational Progress (NAEP). Study topics included: (1) the quality of NAEP data; (2) the number and character of NAEP scales; (3) the robustness of NAEP trend lines; (4) the trustworthiness of and interpretation of group comparisons; (5) the validity of interpretations of NAEP anchor points and achievement levels; (6) the linking of other test results to NAEP; (7) the effects of student motivation on performance; (8) the adequacy of NAEP data on student background and instructional experiences; and (9) what is understood from NAEP reports by educators and policy makers. This report describes the questions addressed by each study and summarizes the most important findings. In addition, general conclusions based on this body of research are presented and related to the major purposes of the NAEP. A general conclusion is that the evolving and growing range of uses to which NAEP is put will create the need for ongoing validation work of the sort illustrated by the Panel's studies. (Contains 61 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC