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ERIC Number: ED506807
Record Type: Non-Journal
Publication Date: 2009-Sep
Pages: 43
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
Sensitivity of NAEP to the Effects of Reform-Based Teaching and Learning in Middle School Mathematics
Stancavage, Fran; Shepard, Lorrie; McLaughlin, Don; Holtzman, Deborah; Blankenship, Charles; Zhang, Yu
American Institutes for Research
This study is a validity study of the National Assessment of Educational Progress (NAEP), intended to test the adequacy of NAEP for detecting and monitoring the effects of mathematics education reform. The current study design was intended to support a comparison of the relative effectiveness of three different types of large-scale assessments--"Balanced Assessment in Mathematics" (BAM), NAEP, and state assessments--for measuring the learning gains of students participating in a well-implemented reform mathematics curriculum. To provide a context for assessing student learning where the authors could be reasonably certain of observing substantial learning gains in mathematics over the course of a school year, they selected National Science Foundation's (NSF's) Connected Mathematics Project (CMP). Although the authors had initially hypothesized that BAM, being more closely aligned with the reform curriculum, would reveal larger gains than NAEP, they found that both assessments were equally sensitive to the gains of their sample of students in CMP classrooms, and NAEP appeared better able to detect gains in the algebra classrooms. This was true even though the BAM test required twice as much time to administer as the NAEP test. Three appendices are included: (1) Sample NAEP Items; (2) Sample BAM Task; and (3) Analyses Using Booklet Percent Correct Metric. (Contains 21 tables, 1 figure and 8 footnotes.) [This report is based on work that was jointly supported by NCES (contract ED-01-CO-0026-005) and the National Science Foundation (grant 454755).]
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Publication Type: Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Institutes for Research