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ERIC Number: ED473196
Record Type: Non-Journal
Publication Date: 2002-Sep
Pages: 59
Abstractor: N/A
Reference Count: N/A
Assessment Framework: 2006 National Assessment of Educational Progress in Economics.
Buckles, Stephen; Melican, Claire
Knowledge of economic concepts and ideas and an ability to apply basic economic analysis to solve everyday problems are necessary for individuals to function as productive members of society. This framework is designed to assess the outcomes of student education in and understanding of economics in grade 12 as part of the National Assessment of Education (NAEP). The framework is based on a definition of economic literacy as the ability to identify, analyze, and evaluate the consequences of individual decisions and public policy. The content of the framework is grouped into three areas: (1) the market economy; (2) the national economy; and (3) the international economy. Assessing what students know and can do in economics offers an opportunity to measure their understanding and skills in a variety of daily events and problems. The NAEP economics assessment takes advantage of that opportunity by placing most of the assessment items in specific context and applications. Between 20-30% of the items are written in three contexts: (1) an individual and household context; (2) a business context; and (3) a public context. Students spend approximately 60% of their time on multiple-choice items, 30% on short constructed-response items, and 10% on extended constructed-response items. The framework uses the NAEP achievement-level criteria of Basic, Proficient, and Advanced to describe what students should know and be able to accomplish. An eight item reference list, sample items, and other materials are appended. (BT)
National Assessment Governing Board, 800 North Capitol Street NW, Suite 825, Washington, DC 20002. Tel: 202-357-6938; Fax: 202-357-6945. For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: American Institutes for Research, Washington, DC.; National Council on Economic Education, New York, NY.; Council of Chief State School Officers, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress