Examining NAEP Achievement in Relation to School Testing Conditions in the 2010 Assessments

Autor/inn/en	Mullis, Ina V. S.; Bohrnstedt, George W.; Preuschoff, Anna Corinna; de los Reyes, Illiana; Stancavage, Fran; Martin, Michael O.
Institution	American Institutes for Research
Titel	Examining NAEP Achievement in Relation to School Testing Conditions in the 2010 Assessments
Quelle	(2012), (60 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Testing; National Competency Tests; Program Effectiveness; Scores; Data Collection; Standardized Tests; Educational Environment; Academic Achievement; Disadvantaged Youth; Test Items; Grade 4; Grade 8; Grade 12; African American Students; White Students; Racial Differences; Achievement Gap; Evaluation Methods; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Data capture; Datensammlung; Standadised tests; Standardisierter Test; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Benachteiligter Jugendlicher; Test content; Testaufgabe; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied
Abstract	National Assessment of Educational Progress (NAEP) has expended considerable effort to ensure high quality in data collection by developing standardized materials and survey operation procedures and using well-trained professional administrators. However, schools are allowed to minimize the disruption associated with pulling students out of classrooms by having all students assessed at one time. This policy is intended to encourage sampled schools to participate, but may have unintended negative consequences for the testing conditions experienced by these students. This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments. The testing conditions study confirms that NAEP assessed most students in 2010 in conditions that were consistent with best practices. Also, students assessed in large sessions did not necessarily have lower achievement. However, in general, achievement was lower when the number of problems in a session increased, particularly when the session had as many as 6-10 problems. Appended are: (1) 2010 Session Debriefing Form; (2) Classification of NAEP Assessment Administrators' Comments Provided on Session Debriefing Forms; (3) Number of Sessions and Students in the Testing Conditions Study, by Assessment Subject; and (4) Percentage of Students and Average Achievement (in Normits) for Each Type of Testing Condition Problem, by Assessment Subject. (Contains 23 tables and 7 footnotes.) [This report was prepared for the National Center for Education Statistics.] (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10