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ERIC Number: ED430209
Record Type: Non-Journal
Publication Date: 1999
Pages: 75
Abstractor: N/A
Reference Count: N/A
Reading Framework for the National Assessment of Educational Progress: 1992-2000. NAEP Reading Consensus Project.
Council of Chief State School Officers, Washington, DC.
This booklet presents the Reading Framework for the 1992, 1994, 1998, and 2000 National Assessments of Educational Progress (NAEP), adopted by the National Assessment Governing Board (NAGB). The Framework contains the rationale for the aspects of reading assessed and criteria for development of the assessment. Developed through a national consensus process as part of an effort to move assessment forward, the framework presented in the booklet is more consistent with contemporary knowledge about reading and more relevant to the needs of education decisionmakers than earlier assessments have been. After an overview and introduction, chapters of the booklet are: (1) development of the Reading Framework (which discusses Steering Committee guidelines, the nature of assessment, reading literacy, assessment and instruction, new methodologies, and the basis of the Framework); (2) design of the Reading Framework (which discusses a goal for reading literacy education; constructing, extending, and examining meaning; and constructing the assessment); and (3) special Studies and Background Information (which discusses the oral reading and response study, the portfolio study, the metacognition study, and information for education policymakers). Contains 10 references; appendixes present reading achievement level descriptions, lists of Steering and Planning Committee members, and sample items. (RS)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: Council of Chief State School Officers, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress