NAEP Reporting Practices Investigating District-Level and Market-Basket Reporting (2001) / Chapter Skim
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Implications of District-Level and Market-Basket Reporting
Implications of District-Level and Market-Basket Reporting
Pages 101-111
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From page 101... ...
Given these factors, implementation of either reporting practice can be expected to have a significant impact on the internal configuration of the NAEP program. Furthermore, the use of data resulting from these reporting methods by policy makers, state and local departments of education, the press, and the lay public could carry consequences for state and local assessment, curriculum, and instruction.
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From page 102... ...
Hence, changes cannot be enacted capriciously but must be considered in relation to their potential effects on other pieces of the system. In the text below, we expand on this by exploring some of the effects the proposed reporting practices might have on the validity of inferences drawn from NAEP results as well as on NAEP's procedures, policies, and program costs.
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From page 103... ...
studied changes in performance on NAEP items when a block of NAEP mathematics items was embedded in a state assessment used for state and local school accountability purposes; presumably, schools and students are more motivated to perform well on a test used for accountability purposes. Their studies found a small, but statistically significant, effect, suggesting that students performed better on the NAEP items administered as part of the state assessment than on the same items administered as part of NAEP.
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From page 104... ...
Use of a percent correct metric for market-basket reporting would require considerable support to prevent misinterpretation, even for experienced users of NAEP results. For instance, during the committee's workshop on market-basket reporting, several speakers cautioned that the percent correct scale proposed for use with the market basket (see Table 6-1)
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From page 105... ...
Increased item development would be needed due to the security considerations associated with district-level reporting, the number of items released as part of the market basket, and the items needed to construct short forms. Larger numbers of students would be tested to accommodate reporting district-level results, which could substantially increase test administration costs.
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From page 106... ...
Schools implement instructional strategies that enable students to reach the identified curricular milestones and expectations. Assessment occurs at appropriate points in the instructional process to inform decision makers about the status of student learning and to provide information for further instructional planning.
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From page 107... ...
But if NAEP results were reported at the district level, there is likely to be more focus on those results. This could cause districts or states to favor NAEP participation over their local assessment programs.
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From page 108... ...
For example, the use of performance assessments and constructed response questions in NAEP has led to the inclusion of similarly formatted questions in state instruments. Since the research involved in developing NAEP items is often much more extensive than is possible within state research divisions, states feel quite comfortable using the NAEP design as a model in developing their tests.
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From page 109... ...
Under the amended system, students take an oral reading test in second grade, which allows for early identification and remediation of reading problems. Low-performing students then receive an individualized reading program designed to improve their reading mastery (National Research Council, 1999c)
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From page 110... ...
Earlier reports published by the National Research Council have indicated the problematic nature of attempting or touting such connections (National Research Council, 1999a; National Research Council, 1999d)
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From page 111... ...
RECOMMENDATION 7-2: The potential is high for signif'cant impact on curriculum and/or assessment at the local levels. If either district-level reporting or market-basket reporting, with or without a short form, is planned for implementation, the program sponsors should develop and implement intensive support systems to assist districts and states in appropriate uses and interpretations of any such NAEP results reported.
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