Process Analysis is an emerging approach to discover meaningful knowledge from temporal educational data. The study presented in this paper shows how we used Process Analysis methods on the National Assessment of Educational Progress (NAEP) test data for modeling and predicting student test-taking behavior. Our process-oriented data exploration…

This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…

National Assessment of Educational Progress (NAEP) has expended considerable effort to ensure high quality in data collection by developing standardized materials and survey operation procedures and using well-trained professional administrators. However, schools are allowed to minimize the disruption associated with pulling students out of…

This report is the first volume of a projected series of "General Information Yearbooks" to be updated and published annually by the National Assessment of Educational Progress and is designed to aid the readers of the National Assessment's reports to understand the philosophies and goals of the project, its methods for developing…

Describes the personnel and functions of the National Assessment Program Analysis Advisory Committee. (JF) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

Article adapted from an address given at a meeting of the California Association of Secondary School Administrators (Fresno, California, April 8, 1968). Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

The National Assessment of Educational Progress is encouraging the interpretation of its data to make them more useful for local educators, and is facilitating the adaptation of NAEP procedures to State and local assessment programs. The Department of Utilization/Applications was formed in October 1971 to facilitate the use of technology developed…

This framework document describes the content and format of the National Assessment of Educational Progress (NAEP) mathematics assessments of 1996, 2000, and 2003. Five content strands are discussed in the NAEP mathematics assessment: (1) number sense, properties, and operations; (2) measurement; (3) geometry and spatial sense; (4) data analysis,…

Lays out an agenda for developing assessment tools and researching their effectiveness. Series of design tasks is proposed, with related research questions. Needed theoretical research includes studies of the effects of alternative assessment on policy and practice as well as the development of new psychometric techniques. Influences of new…

This book provides a comprehensive evaluation of the goals, objectives, and procedures of the National Assessment of Educational Progress (NAEP). Separate chapters discuss NAEP's objectives and organizational development; its division of knowledge into subject areas; the subject-area objectives; exercise development; measurement of background…

In this publication, designed to serve interested laymen as well as educators, various authors explore the viewpoints of the proponents and the opponents of the National Assessment Program. In their analysis of assessment and its related issues, these authors attempt to provide information that could serve as a basis for an objective consideration…

Describes way in which National Assessment of Educational Progress materials can be used by educators attempting to set instructional priorities and improve instructional programs. (JC)

The first National Assessment of Music, conducted in 1971-72, measured the knowledge, skills, and attitudes of 9 year olds, 13 year olds, 17 year olds, and young adults, resulting in estimates of proportions of people in the population who have certain attitudes toward music, knowledge about music terminology, notaion and history, and musical…