NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED353559
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 56
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Content and Curricular Validity of the 1992 National Assessment of Educational Progress in Reading.
Bruce, Bertram C.; And Others
One of 10 reports commissioned by the National Academy of Education, this report investigates topics related to an assessment program piloted by the National Assessment of Educational Progress (NAEP) designed to support state-by-state and state-to-nation comparisons of student performance in reading. The report focuses on three issues: (1) the adequacy of the process used to develop the "Reading Framework for the 1992 NAEP in Reading"; (2) the degree to which the "Framework" represents a consensus about reading among researchers, practitioners, and state and local school administrators; and (3) the extent to which the fourth-, eighth-, and twelfth-grade levels of the assessment exemplify the recommendations of both the "Framework" and the document written to guide the selection of passages and the development of assessment items. The report begins with a review of some of the events that led to the development of both the "Framework" and the 1992 NAEP in reading. Following an overview of the "Framework," the report discusses the three issues, describing the methods used to gather information and findings. The report next looks at the special studies that were part of the assessment. Finally, the report offers recommendations. Four tables of data are included; the survey cover letter, a list of the interview questions and a copy of the questionnaire (with percentages of responses for each item) are attached. (Author/RS)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Academy of Education, Washington, DC.
Authoring Institution: Center for the Study of Reading, Urbana, IL.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress