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ERIC Number: ED402571
Record Type: Non-Journal
Publication Date: 1996
Pages: 221
Abstractor: N/A
Reference Count: N/A
ISBN: 0-942469-09-7
ISSN: N/A
Quality and Utility: The 1994 Trial State Assessment in Reading. The Fourth Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1994 Trial State Assessment in Reading.
National Academy of Education, Stanford, CA.
This report evaluates the conduct, validity, and uses of the National Assessment of Educational Progress (NAEP) Trial State Assessment (TSA). The report addresses such pressing problems as how participation in NAEP can be maintained and appropriate samples can be achieved; how errors can be minimized in the complex process of scaling and analyzing data; how the definition of achievement levels can be accomplished; how inclusion of children with limited English proficiency or disabilities can be included and reported; how private schools can be included and reported; and how the NAEP state assessments relate to the national NAEP. After an introduction, sections of the report are The Content Validity of the 1994 Reading Assessment; Sampling and Assessment Administration for the 1994 TSA; The assessment of Students with Disabilities or Limited English Speaking Proficiency; Scaling and Analysis of the 1994 Reading Assessment; Reading Achievement Levels; Reporting and Dissemination for the 1994 Reading Assessment; and Conclusions and Recommendations. Contains 66 references, and 21 tables and 7 figures of data. Appendixes present detailed scoring guides and examples of student responses for sample assessment times shown in figure 2.1; reading experts participating in the panel's content validity study for the 1994 TSA; and synopses of studies for the National Academy of Education Panel on the Evaluation of the National Assessment of Educational Progress Trial State Assessment. (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Academy of Education, Stanford, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED439568