ERIC Number: ED409356
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Lessons Learned from the Coding of Item Attributes for the 1996 National Assessment of Educational Progress (NAEP) Science Assessment: Grade 4 Results.
The study described in this paper is part of an effort to improve understanding of the science assessment of the National Assessment of Educational Progress (NAEP). It involved the coding of all the items in the 1996 NAEP science assessments, which included 45 blocks (15 each for grades 4, 8, and 12) and over 500 items. Each of the approximately 2,500 students participating in the assessment was given a test booklet with 3 blocks of cognitive items. One was a conceptual/problem solving block, one, a theme block, and the last, a block of items associated with a performance task. Coding the item attributes provides descriptive information for each item, each block, and the whole test. The focus of this paper is on the grade-4 blocks. Nine science experts (two NAEP experts and a science teacher for each grade level) coded the attributes in the assessment according to categories such as knowledge of principles and reasoning with content. In all, 39 attributes were assessed. Results from the coding and block analyses suggest that, overall, the 1996 NAEP science assessment is a balanced assessment with respect to the science fields involved and item format used. Reasoning with content and explanation were the most significant attributes assessed; they were found to be key to successful performance on all three types of item blocks. (Contains 2 figures, 7 tables, and 12 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Assessment of Educational Progress, Princeton, NJ.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress