ERIC Number: ED404179
Record Type: Non-Journal
Publication Date: 1995-Feb
Reference Count: N/A
Mapping Test Items to the 1992 NAEP Mathematics Achievement Level Descriptions: Mathematics Educators' Interpretations and Their Relationship to Student Performance.
Sugrue, Brenda; And Others
This study aims to evaluate the degree to which the achievement level descriptions adopted by the National Assessment Governing Board (NAGB) for the 1992 assessment in mathematics accurately represent what students at a given achievement level can do. NAGB descriptions of the levels were used to form lists of statements about what students at a given grade and level should be able to do. Judges then used those statements to identify items from the 1992 mathematics assessment that called for the knowledge, skill, or understanding contained in the descriptor-based statements. The three main findings that emerge from this study are: (1) the achievement level descriptions are not clear enough to support consistent interpretation; (2) the 1992 National Assessment of Educational Progress (NAEP) mathematics assessment provided sparse coverage or no coverage of some of the skills included in the achievement level descriptions; and (3) frequently many, in some cases a majority, of the students at a given level did not successfully answer items linked to certain aspects of the descriptions at that level. In summary, the analyses do not support the validity of the published narrative descriptions as characterizations of what students within specified scoring ranges can do. Contains 19 references. (DDR)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress