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Showing 31 to 36 of 36 results
Download full textBeaton, Albert E. – National Assessment Governing Board, 2004
The purpose of this paper is to stimulate discussion of how to measure the educational progress of Students with Disabilities (SD) and English Language Learners (ELL) students who are deemed unable to sit for the National Assessment of Educational Progress (NAEP) assessment, even with accommodations. As NAEP has become more relevant as a state …
Descriptors: Attitudes toward Disabilities, Second Language Learning, National Competency Tests, Educational Indicators
Abedi, Jamal – National Assessment Governing Board, 2004
Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). Poor operational definition of the English language proficiency construct and validity concerns on the existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments…
Descriptors: Limited English Speaking, Achievement Tests, Validity, Classification
Tindal, Gerald; Ketterlin-Geller, Leanne R. – National Assessment Governing Board, 2004
This paper focuses on the use of accommodations by students with disabilities in large-scale assessment programs. The paper is divided into three sections. The first section summarizes the primary issues relevant to including students with disabilities in large-scale testing. The second sections summarizes the research on such participation in the…
Descriptors: Testing Accommodations, Measurement, Mathematics Tests, National Competency Tests
Sireci, Stephen G. – National Assessment Governing Board, 2004
The National Assessment of Educational Progress (NAEP) seeks to include all students in the United States in the sampling frame from which students are selected to participate in the assessment. However, some students with disabilities (SWD) are either unable to take NAEP tests under standard testing conditions or are unable to perform at their…
Descriptors: Testing Accommodations, Validity, National Competency Tests, Reading Tests
Haertel, Edward H. – National Assessment Governing Board, 2003
The paper initially describes the sources of uncertainty in National Assessment of Educational Progress (NAEP) data and standard errors. As NAEP sample sizes have increased, greater precision has been attained by the program. For this reason, exclusion effects are increasingly important. Two scenarios of revised NAEP results are presented (for New…
Descriptors: Error of Measurement, Computation, Disabilities, Limited English Speaking
Loomis, Susan Cooper, Ed.; Bourque, Mary Lyn, Ed. – National Assessment Governing Board, 2001
The National Assessment of Educational Progress (NAEP) is a survey of American students' knowledge and skills in different subjects at grades 4, 8, and 12. NAEP combines the samples of performances to provide information about the knowledge and skills of students in the nation as a whole, in each participating state, and in different demographic…
Descriptors: Mathematics Achievement, National Competency Tests, Grade 4, Grade 8
