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Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems. Research Brief
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Darling-Hammond, Linda – Learning Policy Institute, 2017
After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure "higher order thinking skills and understanding" and encourages the use of open-ended performance assessments, which are essential for…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
Developing and Measuring Higher Order Skills: Models for State Performance Assessment Systems
PDF on ERIC Download full text
Darling-Hammond, Linda – Council of Chief State School Officers, 2017
The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
Population Inferences and Variance Estimation for NAEP Data.
Peer reviewed Peer reviewed
Johnson, Eugene G.; Rust, Keith F. – Journal of Educational Statistics, 1992
The use of sampling weights in deriving population estimates for the National Assessment of Educational Progress (NAEP) and the effects of nonresponse and undercoverage on those estimates are described. The estimation of sampling variability from complex sample surveys is also reviewed, concentrating on the jackknife repeated replication…
Descriptors: Educational Assessment, Elementary Secondary Education, Estimation (Mathematics), Mathematical Models