In "Updating the Duplex Design for Test-Based Accountability in the Twenty-First Century," Bejar and Graf (2010) propose extensions to the duplex design for large-scale assessment presented in Bock and Mislevy (1988). Examining the range of people who use assessment results--from students, teachers, administrators, curriculum designers,…

"Scaling" is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of…

Reviews the 25-year record of the National Assessment of Educational Progress (NAEP), highlighting criticisms of test design and validity, sampling techniques, standards, and usefulness of results. Provides the newly organized NAEP with guidelines for selecting input variables and specifies nine variables to be studied. A sidebar describes NAEP's…

The purpose of this paper is to provide an overview of the analysis of data collected by the National Assessment of Educational Progress (NAEP). In simplest terms, the analysis can be characterized as establishing baseline estimates of the percentages of young Americans possessing certain skills, knowledge, understandings, and attitudes and…

In large-scale assessments, some amount of background material is generally collected. Background questionnaires in the National Assessment of Educational Progress are the subject of this report. Most of the questions in NAEP background questionnaires have asked about course taking patterns and course content, but it is argued that the material…

The third (1978-79) of three writing assessments conducted by the National Assessment of Educational Progress (NAEP) is reported. The writing achievement of American 9-, 13-, and 17-year-olds was surveyed using a deeply stratified, multistage probability sample design. The specific procedures used in the assessment to develop objectives and…

The National Assessment of Educational Progress (NAEP) is an ongoing, congressionally mandated national survey of the knowledge, skills, and understanding of young Americans in major subjects usually taught in school. This document is a guide to the files of the first NAEP Trial State Assessment (1990). The Trial State Assessment collected…

This document provides the final report of a survey conducted by the 1985 National Assessment of Educational Progress (NAEP) to assess the literary skills of America's young adults. Chapter I provides the rationale for conducting a study of literacy proficiencies of young adults aged 21 to 25. The purpose and conceptual framework of the research…

Studies of the mathematics assessments of the National Assessment of Educational Progress (NAEP) are summarized. One study found that omit rates for NAEP test items were higher for African Americans and Hispanics than for whites. The other found that descriptions and examples for the 1992 mathematics achievement levels were misleading. (SLD)

National Assessment is a data gathering project designed to provide information, in ten subject areas, about knowledge, skills, understandings and attitudes of young people in this country, and to assess changes in these variables over time. The data is collected and reported at the item level. Each exercise was developed with emphasis on content…

The 1992 National Assessment of Educational Progress (NAEP) monitored the performance of students in American schools in reading, mathematics, science, and writing. The sample consisted of more than 145,000 public and private school students in grades 4, 8, 11, and 12. This technical report provides details of instrument development, sample…