ERIC Number: ED457202
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
NAEP Reporting Practices: Investigating District-Level and Market-Basket Reporting. The Compass Series.
DeVito, Pasquale J., Ed.; Koenig, Judith A., Ed.
A committee of the National Research Council studied the desirability, feasibility, and potential impact of two reporting practices for National Assessment of Educational Progress (NAEP) results: district-level reporting and market-basket reporting. NAEP's sponsors believe that reporting district-level NAEP results would support state and local education reform efforts. The proposal for a market-based approach to NAEP reporting is based on the belief that the large-scale release of a market-basket set of items could demystify the assessment by providing many examples of the content and skills assessed and the format of items. Using percent correct scores to summarize performance on the market basket would be an attempt to make test results more user friendly. Data from a variety of sources, including workshops attended by representatives of the National Assessment Governing Board, the National Center for Education Statistics, and other interested parties, were used to examine these issues and those posed by the use of a NAEP short form. Market research emphasizing both needs analysis and product analysis is necessary to evaluate the level of interest in district-level reporting, and the decision to move ahead should be based on real interest. Any decisions about the configuration of the NAEP market basket will involve tradeoffs, and some methods would result in simpler procedures than others without supporting the desired inferences. If the decision is made to design a market basket for the NAEP, its configurations should be based on a clear articulation of the purposes and objectives of the market basket. These new reporting practices would provide information that would receive attention from new audiences for NAEP results. The potential of these reporting methods for significant impact on curriculum and assessment at local levels is high. If either is implemented, program sponsors should develop intensive support systems. One appendix discusses the background and current uses of the consumer price index, and the other illustrates a usability evaluation of depicting changes in reading scores. (Contains 4 figures, 2 tables, and 103 references.) (SLD)
Descriptors: Elementary Secondary Education, Research Methodology, Research Reports, School Districts, Test Format, Test Items, Test Results
National Academy Press, 2101 Constitution Avenue, N.W., Washington, DC 20418. Tel: 800-624-6242 (Toll Free); 202-334-3313; For full text: http://www.nap.edu.
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC. Board on Testing and Assessment.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress