ERIC Number: ED100744
Record Type: Non-Journal
Publication Date: N/A
Reference Count: N/A
Evaluating Social Studies and Citizenship Education.
This paper was commissioned to develop new perspectives on the evaluation of the National Assessment of Education Progress (NAEP) for Citizenship and Social Studies. It criticizes the assessment model and advocates three new approaches to evaluating social studies education: a comparative approach with direct international comparisons of programs and results; direct comparison of pupil performance in schools with radically different approaches to social studies; and a sociological approach where values of various age-groups and adults are studied through their communications and decision processes. Criticism of the current NAEP model includes the restriction of goals and test items to those socially acceptable by the states, educators, and lay citizens. Schools and states should not be able to vote on the standards on which they are to be judged. The objectives and test items showed a lack of emphasis on ethics and their relation to the students' life situations. The interpretation of results was overoptomistic in view of the low scores achieved by the sample population. (DE) Primary type of information provided by report: Results (Interpretation).
Publication Type: Books
Education Level: N/A
Sponsor: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Authoring Institution: National Council for the Social Studies, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress