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ERIC Number: ED223653
Record Type: Non-Journal
Publication Date: 1982-Jul
Reference Count: N/A
Rethinking the Principles of National Assessment: Towards a More Useful and Higher Quality Knowledge Base for Education.
Page, Ellis Batten
A review of the National Assessment of Educational Progress (NAEP), which originated 20 years ago, is presented; and the original political, ideological and social science assumptions for the design of NAEP are examined. The report criticizes the founding principle as hampering NAEP's maximum utility and exploratory power. In examining the form of NAEP, possible changes in design strategy and theory, sampling, measurements, reporting methods and administrative procedures are explored. Issues which emphasize the environment's influence on behavior in learning theory are discussed in relation to the uses of objective- versus norm-referenced testing. To benefit researchers, educators and public and private decision makers, a maximum amount of information should be collected from smaller numbers of students. Recommendations include a sounder scientific orientation, stress on curriculum-based learning, longitudinal studies, and frequent monitoring of NAEP. (CM)
Publication Type: Reports - Evaluative; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress