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ERIC Number: ED429845
Record Type: Non-Journal
Publication Date: 1999
Pages: 63
Abstractor: N/A
Reference Count: N/A
Mathematics Framework for the 1996 and 2000 National Assessment of Educational Progress. NAEP Mathematics Consensus Project.
College Board, Washington, DC. Washington Office.
Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about levels of student proficiency in mathematics. These assessments are reported by NAEP periodically and present information on the strengths and weaknesses in students' mathematical understanding and their ability to apply that understanding in problem solving situations. This document presents the mathematics framework for the 1996 and 2000 NAEP assessments. The suggested revisions in the framework for the new NAEP assessment in mathematics are intended to reflect recent curricular emphases and objectives; to include what various scholars, practitioners, and interested citizens believe should be in the assessment; and to maintain ties to prior assessments to permit the reporting of trends in student achievement. Recommendations for the 1996 and future NAEP mathematics assessment are presented in eight categories: (1) content strands; (2) mathematical abilities; (3) percentage of items; (4) item families; (5) constructed-response items; (6) special studies; (7) manipulatives; and (8) item bias review. Contains 12 references. (ASK)
National Assessment Governing Board, 800 North Capitol Street, NW, Suite 825, Washington, DC 20002;
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: College Board, Washington, DC. Washington Office.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress