The purpose of this investigation was to develop a general framework for qualitatively analyzing the 1992 National Assessment of Educational Progress (NAEP) extended constructed-response questions. The framework dimensions were based on information about the NAEP extended questions and linked to important ideas in mathematics education and cognitive psychology. A set of student responses (n=25) to an extended constructed-response question from the grade-4 assessment was analyzed qualitatively according to appropriate framework dimensions. The findings suggest that the student responses could be analyzed qualitatively, but further investigation is needed to verify the adequacy of the framework. Contains 12 references. (Author/MKR)