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ERIC Number: ED470533
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 77
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematics Framework for the 2003 National Assessment of Educational Progress.
College Board, New York, NY.
This framework document describes the content and format of the National Assessment of Educational Progress (NAEP) mathematics assessments of 1996, 2000, and 2003. Five content strands are discussed in the NAEP mathematics assessment: (1) number sense, properties, and operations; (2) measurement; (3) geometry and spatial sense; (4) data analysis, statistics, and probability; and (5) algebra and functions. The level of mathematical ability, including conceptual understanding, procedural knowledge, and problem solving, is regarded as playing a central role in defining item descriptors and achieving balance across the tasks for each grade level in the NAEP mathematics assessment. The framework reflects an integrated view of school mathematics. Percentage of items allotted to each of the five strands, families of tasks/items to measure the depth of student knowledge in mathematics, items requiring students to construct a response, manipulative materials used to measure student knowledge and problem-solving abilities, and review for potential item bias are also discussed. (KHR)
National Assessment Governing Board, 800 N. Capitol Street NW, Suite 825, Washington, DC 20002. Web site: http://www.nagb.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: College Board, New York, NY.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED491692