Literaturnachweis - Detailanzeige
| Autor/in | Stoneberg, Bert D. |
|---|---|
| Titel | A Quick Review of NCLB (State) and NAEP Achievement Levels, and How They Match |
| Quelle | (2009), (43 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | National Competency Tests; State Programs; Achievement Tests; Scores; Academic Achievement; Student Evaluation; Federal Legislation; Educational Legislation; Statistical Analysis; Comparative Analysis; Test Interpretation; Evaluation Utilization |
| Abstract | Test developers are responsible to define how test scores should be interpreted and used. The No Child Left Behind Act of 2001 (NCLB) directed the Secretary of Education to use results from the National Assessment of Educational Progress (NAEP) to confirm the proficiency scores from state developed tests. There are two sets of federal definitions for the term "proficient," one NAEP and one for NCLB. NAEP's "At or Above Basic" is the most directly comparable statistic for confirming state proficiency results. NAEP and state proficiency scores, however, should be used (and interpreted) with caution. Achievement level results may provide useful trend information for one group on one test, but the statistical properties of proficiency scores render them ill-suited for trend comparisons. It may well be that there is no defensible, statistical method for using NAEP achievement level results to confirm a state's proficiency scores. Until the federal law is amended proficiency score analyses it requires should be accompanied, whenever possible, by related analyses based on scale scores or effect size or both. (Contains 4 figures and PowerPoint slides.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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