ERIC Number: ED478972
Record Type: Non-Journal
Publication Date: 2003-Apr
Reference Count: N/A
Reporting the Results of the National Assessment of Educational Progress. NAEP Validity Study. Working Paper Series.
Jaeger, Richard M.
This paper explores the ways results of National Assessment of Educational Progress (NAEP) data might be communicated to a variety of audiences, each with differing needs for information, interest in its findings, and sophistication in interpreting the results. The paper describes market-basket reporting as a feasible alternative to traditional NAEP reporting. Such reports would include samples of items and exercises with their scoring rubrics. The second section of the paper makes the case that in order to up-hold the strict standards of data quality, NAEP reports must format and display results to make them more accessible while discouraging readers from drawing overly broad interpretations of the data. A final section describes a detailed program of research on reporting and dissemination of NAEP findings based on these dimensions: (1) the research questions to be asked; (2) the audiences to whom the questions should be addressed; and (3) the strategies through which the questions should be pursued. The paper suggests that the highest priority be given to research on reporting through public media, followed by making NAEP reporting more understandable and useful to school curriculum and instruction personnel, reporting to the public, and further research with state education personnel. (Contains 9 tables and 57 references.) (Author/SLD)
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, National Surveys, Reports, Test Results, Validity
Available only online at: http://nces.ed.gov/pubsearch/.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress