ERIC Number: ED337462
Record Type: Non-Journal
Publication Date: 1991-Apr-1
Interim Report on the Evaluation of the 1990 NAEP Trial State Assessment. April 1991.
National Academy of Education, Washington, DC.
In 1988, whether the National Assessment of Educational Progress (NAEP)--the "Nation's Report Card"--could become a report card for the states was studied. A trial assessment program was authorized to determine whether state assessments following the NAEP format could produce reliable and useful estimates of educational progress. This interim report by the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment Project is part of a congressionally authorized evaluation of the trial assessment. The report considers the reliability and validity of the data yielded by testing a representative sample of a state's students; the utility of an indicator system such as the NAEP for guiding state policy; the effects of the state NAEP on the national NAEP; and the benefits of expanding the NAEP in light of their costs. It discusses the panel's work and its evaluation of the trials to date; the achievement levels established by the National Assessment Governing Board; the prohibition against reporting NAEP results below the state level; suggestions regarding the reauthorization of state NAEP programs; and topics for which data will be available for the October report. Interim results indicate that the sampling has gone well, without significant flaws that would threaten the integrity of the results. Recommendations are made for the release of scores from the mathematics trial assessment as scheduled, with some modifications to ensure better sampling, and an extended period for the trial program in 1994. Reauthorization by Congress is urged. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Academy of Education, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress