ERIC Number: ED422190
Record Type: Non-Journal
Publication Date: 1998-Aug
Reference Count: N/A
Linking the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS): A Technical Report. Research and Development Report.
Johnson, Eugene G.
Because education in the United States is largely determined at the state and local levels, there has been considerable interest in how the performance of students in individual states compares with each other, with the United States as a whole, and with other nations. The comparison of state performance with other states and the nation as a whole is made possible by the National Assessment of Education Progress (NAEP). In 1996, NAEP assessed mathematics and science in the United States. The Third International Mathematics and Science Study (TIMSS) conducted in 1995 provides the most recent information about U.S. progress in math and science education when compared with other countries. This study, one of two reports about the linking of NAEP results to TIMSS results for Grade 8 math and science, describes the methods used to undertake such a link and identifies the various sources of error that are associated with linking together two assements. The purpose of the link was to predict TIMSS results for states and jurisdictions based on their state NAEP results. Half of the document discusses the following topics: NAEP and TIMSS data; types of linkage; establishing the link; variance of the linking function; total variance of the linking function; linking function for the public school state data; validation; and results. Of the four appendixes, comprising the other half of the report cover, two briefly describe the validation studies and the summary of deviations. The other two provide comparisons of each NAEP state and jurisdiction with the TIMSS nations for Grade 8 mathematics and science. (ASK)
Descriptors: Academic Achievement, Educational Resources, Elementary Secondary Education, Mathematics Education, Science Education, Tables (Data), Test Interpretation
National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue N.W., Washington, DC 20208-5574.
Publication Type: Numerical/Quantitative Data; Reports - General
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study