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ERIC Number: ED348398
Record Type: Non-Journal
Publication Date: 1992
Pages: 128
Abstractor: N/A
Reference Count: N/A
Assessing Student Achievement in the States. The First Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1990 Trial State Assessment.
National Academy of Education, Stanford, CA.
This report presents findings of the National Academy of Education Panel on the Evaluation of the Trial State Assessment (TSA) concerning the 1990 National Assessment of Educational Progress (NAEP) mathematics TSA program. The Panel's recommendations regarding the continuation of TSAs for review by the Congress, states, and Executive Branch of the Federal Government include: Congress should approve the continuation of state NAEPs; Congress should authorize additional TSAs; the prohibition against reporting NAEP data below the state level should continue; NAEP content frameworks should evolve toward increased testing of higher order thinking skills; continuity throughout the NAEP multiphase process should be assured; the random monitoring of schools' administration of the 1990 mathematics assessment should continue; future authorizations for state NAEPs should include adequate resources to sample private school students to increase the comparability of results from one state to another; beginning with the 1994 assessment, a national sample of out-of-school 17-year-olds should be assessed; the NCES should continue to provide the media with specific examples of interpretations of the results and construct new tables and graphs to effectively display the data. Seven tables, 6 figures, 37 references, and an appendix with synopses of studies for the 1990 evaluation of the NAEP TSA are included. (RLC)
National Academy of Education, Stanford University, School of Education CERAS-507, Stanford, CA 94305-3084 ($20 prepaid).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Academy of Education, Stanford, CA.
IES Cited: ED478427