Evaluation of the achievement levels for mathematics and reading on the National Assessment of Educational Progress

National Academies of Sciences, Engineering, and Medicine (U.S.) Committee on the Evaluation of NAEP Achievemjent Levels for Mathematics and Reading. (Author). Edley, Christopher F., 1953- (editor.). Koenig, Judith A., (editor.).

Summary: "Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved"--Publisher's description.

Record details

ISBN: 0309438179
ISBN: 9780309438179
ISBN: 0309438187
ISBN: 9780309438186
Physical Description: 1 online resource (xvi, 272 pages) : color illustrations
remote
Publisher: Washington, DC : the National Academies Press, [2017]
Copyright: ©2017.

Content descriptions

General Note:	Multi-User. CatMonthString:august.18
Bibliography, etc. Note:	Includes bibliographical references (pages 249-260).
Formatted Contents Note:	Introduction -- Setting achievement levels: history -- Setting achievement levels: NAEPs process -- Reliability of the achievement levels -- Validity of the achievement levels -- Interpretations and uses of NAEP achievement levels -- Setting new standards: consideration -- Conclusions and recommendations -- References -- Appendix A; Agenda for public forum -- Appendix B: Biographical sketches of Committee members and staff.
Terms Governing Use and Reproduction Note:	Access requires VIU IP addresses and is restricted to VIU students, faculty and staff. Access restricted by subscription.
Source of Description Note:	Title from PDF title page (National Academies Press, viewed April 26, 2017).