ERIC Number: ED372008
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
U.S. History Framework for the 1994 National Assessment of Educational Progress. NAEP U.S. History Consensus Project.
Selden, Ramsay; Ward, Thomas G.
The 1994 U.S. History Framework encourages students to learn about ideas and people and to understand how the present world is the result of choices and convictions of people, and the focus of the assessment is to see what diverse U.S. students in grades 4, 8, and 12 understand about U.S. history. The framework proposes that students studying U.S. history should encounter compelling stories and ideas, common and diverse traditions, economic growth and setbacks, technical innovation, philosophical debate, religious conviction, and the interconnection of these forces. The framework for assessment consists of five purposes: (1) provides background on the National Assessment of Educational Progress (NAEP); (2) defines a conceptual approach to U.S. history that incorporates a balanced treatment of the United State's common and diverse culture; (3) identifies content, ways of thinking and knowing about history, and skills that students at each grade level should master; (4) describes desired characteristics of the assessment and recommendations for mixing knowledge and recall questions with more complex and thought-provoking questions; and (5) presents preliminary descriptions of the basic, proficient, and advanced levels of achievement by which performance will be reported at grades 4, 8, and 12. After a discussion of special studies and research, appendix A lists 55 individuals and groups that participated in the 1994 NAEP United States History Consensus Project, and appendix B provides illustrative examples of student activities for each theme and period in United States history. (Author/CK)
Descriptors: Achievement Gains, Concept Formation, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Evaluation Utilization, Grade 12, Grade 4, Grade 8, Learning Activities, Social Studies, United States History
National Assessment Governing Board, 800 North Capitol Street, N.W., Suite 825, Washington, DC 20002.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: American Historical Association, Washington, DC.; American Inst. for Research, Washington, DC. Washington Research Center.; National Council for History Education, Inc., Westlake, OH.; Council of Chief State School Officers, Washington, DC.; National Council for the Social Studies, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress