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ERIC Number: ED417200
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 248
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
NAEP Reconfigured: An Integrated Redesign of the National Assessment of Educational Progress. Working Paper Series.
Johnson, Eugene G.; Lazer, Stephen; O'Sullivan, Christine Y.
Chapters in this report outline the potential plans for the redesign of the National Assessment of Educational Progress (NAEP). It is argued that any successful redesign must consider the NAEP as a whole. This report reviews overall NAEP designs and discusses the implications that each of the designs has for various functional areas. The following chapters are included: (1) "Introduction" (Eugene G. Johnson and Stephen Lazer); (2) "An Integrated Approach to the Redesign of NAEP" (Eugene G. Johnson); (3) "Potential Designs for NAEP" (Eugene G. Johnson); (4) "Measuring Cognitive Skills" (Stephen Lazer, Robert J. Mislevy, Kim R. Whittington, and William Ward); (5) "Measuring Contextual Information" (Gita Z. Wilder); (6) "Sampling" (Keith Foster Rust and Juliet Popper Shaffer); (7)"Data Collection" (Nancy W. Caldwell); (8) "Scoring" (Christine Y. O'Sullivan); (9) "Analysis" (Eugene G. Johnson and James E. Carlson); and (10) "Reporting" (Stephen Lazer and Eugene G. Johnson). An appendix contains the policy statement on redesigning the NAEP from the National Assessment Governing Board and "An Operational Vision for NAEP--Year 2000 and Beyond" from the National Center for Education Statistics. (SLD)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.; Westat, Inc., Rockville, MD.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress