NAEP Reporting Practices Investigating District-Level and Market-Basket Reporting (2001) / Chapter Skim
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Current NAEP
Current NAEP
Pages 21-29
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From page 21... ...
In addition, NAEP has proven to be a unique source of background information that has both informed and guided educational policy. Currently, NAEP includes two distinct assessment programs with different instrumentation, sampling, administration, and reporting practices, referred to as long-term trend NAEP and main NAEP (U.S.
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This goal is achieved using innovative sampling, scaling, and analytic procedures. Sampling of Students NAEP tests a relatively small proportion of the student population of interest using probability sampling methods.
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The observed data reflect student performance over the particular NAEP block the student actually took. Given that no individual takes all NAEP blocks, statistical estimation procedures must be used to derive estimates of individuals' proficiency on the full complement of skills and content covered by the assessment.
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As a result, the estimated distributions of proficiency for two individuals with similar background characteristics and item responses may differ if the individuals are from different states. REPORTING NAEP RESULTS Statistics Reported NAEP's current practice is to report student performance on the assessments using a scale that ranges from O to 500.
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Student demographic information includes characteristics such as race/ethnicity, gender, and highest level of parental education. Contextual and environmental data provide information about students' course selection, homework habits, use oftextbooks and computers, and communication with parents about schoolwork.
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Describe patterns and changes in student achievement as measured by the long-term trend assessments. Focused Reports Educators, policy makers, Explore in-depth questions psychometricians, and with broad educational interested citizens implications.
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The mental arithmetic that is required to determine the percentage that scored at a specific achievement level is difficult for many users of NAEP data. Other studies have cited difficulties associated with interpreting standard errors, significance levels, and other
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Comprehensive reports would be prepared to provide an in-depth look at a subject, using new adopted test framework, many students, many test questions, and ample background information. Results would be reported using achievement levels.
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These are important goals that deserve focused attention. RECOMMENDATION 2-1: We support the efforts thus far on the design of NAEP reports and encourage NAEP's sponsors to continue to find ways to report NAEP results in ways that engage the public and enhance their understanding of student achievement in the United States.
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