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ERIC Number: ED450252
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 54
Abstractor: N/A
Reference Count: N/A
How Much Literacy Is Enough? Issues in Defining and Reporting Performance Standards for the National Assessment of Adult Literacy. Working Paper Series.
Stites, Regie
This paper identifies issues in defining and reporting performance standards for the 2002 National Assessment of Adult Literacy (NAAL). The paper describes a continuum of conceptualizations of performance standards for adult literacy extending from "technical" conceptions of performance standards, as used in the psychometric literature, through "policy and programmatic" conceptions of adult literacy performance standards defined in educational goals, accountability systems, and in adult literacy program curricula, to "popular" conceptions of adult literacy performance standards as expressed in everyday speech and in the news media. The paper concludes that gaps between technical, policy and programmatic, and popular conceptions of adult literacy performance standards can be bridged by the following actions: (1) emphasizing applications of NAAL results to profile populations in need of literacy education services and avoiding misapplications of the results for adult education program accountability; (2) clarifying the differences between literacy constructs and skills measured by the NAAL and those measured by standardized tests used in accountability systems; and (3) making connections and clarifying differences between NAAL literacy definitions and performance levels and adult literacy program curricular content and content standards. (Contains 44 references.) (Author/KC)
For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Adult Literacy