Optimizing State NAEP: Issues and Possible Improvements. NAEP Validity Studies.

Autor/in	Mullis, Ina V. S.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	Optimizing State NAEP: Issues and Possible Improvements. NAEP Validity Studies.
Quelle	(1997), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Cost Effectiveness; Elementary Secondary Education; Longitudinal Studies; National Surveys; State Programs; Test Construction; Test Use; Testing Problems; Testing Programs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regierungsprogramm; Testaufbau; Testanwendung
Abstract	The National Assessment of Educational Progress (NAEP) has conducted state assessments in 1990, 1992, 1994, and 1996. At present, after the fourth round of state assessments, it is clear that the program is generally successful. A survey of state testing directors indicates that the NAEP has considerable credibility as a valid and reliable source of information. Despite the high regard in which the NAEP is held, today's environment of limited federal and state resources has led to level funding for the NAEP and intense scrutiny about the best ways to optimize all its aspects, including state assessment. Because the state component can account for nearly half the budget devoted to NAEP cooperative agreements, considering how to reduce effort and maximize utility is a good idea. This paper addresses several topics in relation to making the state NAEP more effective. The first is the need to examine how to reduce the burden for many states. The major way to reduce the burden is probably to conduct state assessments on a relatively infrequent schedule while keeping the number of subjects and grades to a reasonable level. The main challenge is to maximize the information gained from these assessments. There is also a need for a stable assessment schedule, commensurate with the burden currently required by states. The greatest need is to promote the use of state NAEP data. This could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports, and working with the states themselves and other organizations to address the data needs of different NAEP audiences. Promoting use will promote the participation and support necessary for the continued success of the state NAEP. (Contains 10 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC