NAEP Reporting Practices Investigating District-Level and Market-Basket Reporting (2001) / Chapter Skim
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Introduction
Introduction
Pages 13-20
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From page 13... ...
NAEP's policy-making body believes "below state results could provide an important source of data for informing a variety of education reform efforts at the local level" (National Assessment Governing Board, 1995a)
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Under one scenario, for example, NAEP would report results as percentages of items correct on sets of representative items, an approach to reporting that could lead to easier-to-understand reports of student achievement. As part of their evaluation of NAEP, the National Research Council's Committee on the Evaluation of National and State Assessments of Educational Progress stressed the need for clear and comprehensible reporting metrics that would simplify the interpretation of results and encouraged exploration of market-basket reporting for NAEP (National Research Council, 1999b)
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For instance, the National Center for Education Statistics (NCES) set a priority to have all states sign up for NAEP and secured participation agreements with 48 states for the assessment in 2000.
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Similarly, many local school districts, particularly the large urban school districts so important to state NAEP sampling strategies, have expanded the use of assessment instruments in their own testing programs (National Research Council, 1 999c)
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The CPI market-basket concept resonates with the general public; it invokes the tangible image of a shopper at the market filling a basket with a set of goods regarded as broadly reflecting consumer spending patterns at www.states.bls.gov (Bureau of Labor Statistics, 19991. The general idea of a NAEP market basket draws on a similar image: a collection of test questions representative of some larger content domain; and an easily understood index to summarize performance on the items.
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From page 18... ...
Students would take an entire test form, and scores could be based on students' performance for the entire test in the manner usually employed by testing programs. Although this would simplify calculation of percent correct scores, the collection of items would be much smaller and less likely to adequately represent the content domain.
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From page 19... ...
We believe that creation and administration of short-form NAEP would alter the fundamental purposes of NAEP, and we take up these issues of"changed NAEP" in this chapter. NAEP's sponsors do not yet have prototypical models of either market-basket reports or district-level reports.
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From page 20... ...
Both market-basket and district-level reporting could potentially affect the internal configuration of the NAEP program, because they pose challenges for sampling, scoring, and the number and types of reports to be prepared. For local school systems, reporting district-level results brings NAEP to a more intimate level of analysis.
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