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Saylor, Galen – NASSP Bulletin, 1974
The author assesses the contributions to educational planning of the National Assessment of Education Progress. He gives examples of the findings and asks questions as to how they can be utilized by school systems. (Editor) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).
Descriptors: Criterion Referenced Tests, Decision Making, Educational Objectives, Educational Planning
Forsyth, Robert A. – 1990
The validity of criterion-referenced interpretations of the proficiency scales of the National Assessment of Educational Progress (NAEP) is discussed. A major goal of the NAEP scales is to describe student achievement in specific content areas from grade 3 (age 9 years) through grade 11 (age 17 years). The numerical values for NAEP scales are…
Descriptors: Academic Achievement, Achievement Tests, Criterion Referenced Tests, Elementary Secondary Education
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Forsyth, Robert A. – Educational Measurement: Issues and Practice, 1991
The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Assessment, Item Response Theory
Petrosky, Anthony R. – 1978
In discussing the third national assessment of reading and literature, four major points can be made. First, norm-referenced tests and criterion-referenced tests ignore serious ethical and measurement problems, namely, we don't know enough about individual differences to do such testing and the outcome, social class tracking, is ethically…
Descriptors: Criterion Referenced Tests, Educational Assessment, Elementary Secondary Education, Evaluation Methods
Herman, Joan L. – 1986
Issues in designing valid tests for the National Assessment of Educational Progress (NAEP) are discussed. Test scores are often provided without any information on the nature of the tasks represented. Because test domains are defined by individual item writers, the generalizability between tests and items is suspect. While typical content…
Descriptors: Achievement Tests, Content Validity, Criterion Referenced Tests, Educational Assessment
Muratti, Jose E.; And Others – 1979
A parallel Spanish edition was developed of released objectives and objective-referenced items used in the National Assessment of Educational Progress (NAEP) in the field of Career and Occupational Development (COD). The Spanish edition was designed to assess the identical skills, attitudes, concepts, and knowledge of Spanish-dominant students…
Descriptors: Career Development, Criterion Referenced Tests, Educational Assessment, Educational Objectives
Follettie, Joseph F. – 1976
General features of local and national programs for assessing achievements referencing the common instruction are discussed within a single mastery achievement testing framework. The envisioned programs differ only in informative detail. Most such differences are viewed as amenable to formalization and the basis for distinguishing between local…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Classification
Isham, Steven P.; Allen, Nancy L. – 1992
As a result of the dual roles of the National Assessment of Educational Progress (NAEP) to measure trends in academic achievement over time and to measure what students know and can do, a scale anchoring procedure was developed. Although the NAEP provides norm-referenced information about student proficiency, the scale anchoring procedure gives…
Descriptors: Academic Achievement, Criterion Referenced Tests, Elementary School Students, Elementary Secondary Education
Haertel, Edward H. – 1986
It has been recommended that the National Assessment of Educational Progress (NAEP) specify comprehensive exercise domains to measure academic achievement, and provide a national item pool to measure the objectives in these domains. These domain specifications and item pools would serve to satisfy the increasing demand for valid, accurate, and…
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Assessment, Educational Objectives