Some of the results of the first-round testing in science of the National Assessment of Educational Progress are mentioned. (DT) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

This booklet contains a discussion of the 1969-70 findings in science of the National Assessment of Educational Progress (NAEP). Four age levels of the population: 9, 13, 17, and young adult (25-35) were sampled. This publication contains a preface in which Robert H. Carleton reacts to NAEP and presents the NSTA's perspective of the project, a…

Open-ended individually administered questions can ascertain whether students can reason about arithmetic problems. Free response test items are useful in assessing students' thought processes as they solve mathematics story problems. Since story problems do not state explicitly which arithmetic operations are required for solution, students must…

Discusses some of the findings of the assessment conducted by the National Assessment of Educational Progress, from 1976 to 1977, concerning science achievement. (HM) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

Examined inconsistencies in secondary school students' reasoning about the probability concept of equally likely events. Results of two studies suggest that the number of students who understand the concept of independence is much lower than the latest National Assessment of Educational Progress results indicate. (Contains 22 references.) (MDH)

A cognitive process approach is applied to this discussion of the nature and relationship of skills, thinking, and social studies knowledge. To make understanding explicit, the paper addresses: (1) the meaning of cognitive skills and their role in thinking; (2) generic versus specific skills; and (3) implications for the National Assessment of…

This paper discusses higher-order cognitive skills, provides examples of appropriate test item content in various subject areas, and describes higher-level cognitive skills which might be tested by the National Assessment of Educational Progress (NAEP). Higher-order cognitive skills are said to be more difficult to measure than simpler skills;…

This document presents an overview of the frameworks developed for the National Assessment of Educational Progress (NAEP) at grades 4, 8, and 12 in reading, United States history, geography, mathematics, and science. The critical elements of NAEP framework material for the five subject areas are brought together for planning and policy formation…

Explored relationships between 137 grade-8 cognitive items used in the 1990 National Assessment of Educational Progress and selected themes from the National Council of Teachers of Mathematics'"Standards." About half the items related to four "Standards" themes, with most of those being related to problem solving and reasoning.…